Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Medicine Faculty
This course introduces you to the utility of information and communication technologies (ICT) within modern healthcare practice. You will learn about a range of digital technologies and applications in the areas of clinical practice, education and administration that are fast becoming commonplace. The course fosters awareness of digital health at national and international levels; it examines the characteristics of digital health innovation, strategic vision and deployment in various countries such as Australia, US, Canada, Europe and the developing world. While evaluating the technological advances relative to patient-centred care, you will also study the potential pitfalls of the use of technology in healthcare. The course draws attention to the associated social, ethical, legal issues and workflow issues that must be considered when integrating digital health into clinical practice.
HLTH2000 is a fully online, introductory course in digital health; the focus is the uptake and use of information and communication technologies (ICT) in modern healthcare. You will learn about digital health technologies, telecommunication techniques and interdisciplinary digital health applications that are becoming commonplace in healthcare. This course covers the use of digital patient data, electronic health records, electronic forms, secure messaging, telehealth, mobile health, and clinical decision-making tools, as well as the impact and implication of such methods on patient-centred healthcare work practices. Integrating technology in a healthcare environment is considered a catalyst for innovative and effective patient care. HTLH2000 will examine the impact of ICT integration in healthcare and other factors such as human resources, economics and government policies. Through practical examples and case-based scenarios this course will set you on the path to thinking critically about issues related to digital health at both national and international levels.
Course contact
School enquiries
Medical School Student and Academic Administration
Course staff
Lecturer
Guest lecturer
Professor Anthony Smith
Dr Soraia De Camargo Catapan
Dr Jaimon Kelly
Senior lecturer
Timetable
Additional timetable information
This is a fully online course; there are no live sessions. All lectures are pre-recorded and uploaded prior to the related teaching week (along with additional learning resources.) Refer to the 'Course Content' page at Learn.UQ (Blackboard).
Aims and outcomes
This course introduces you to the interface of technology and draws your attention to several key questions:
- Has digital health the potential to improve access to care for different patient groups and populations?
- Does digital health improve clinical decision making?
- What are the implications of digital technologies on population health and health literacy?
Studying current research evidence and referring to current practice, you will explore the impact and implications of digital health on patient-centred care. The course invites you to dwell on definitions of digital health and examine the historical developments and the types of digital health applications currently having a noticeable impact on the health care sector.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the relevance and importance of digital health within the domain of safe and effective patient-centred care
LO2.
Review and discuss the domestic and international drivers of digital health strategy, policy, research and innovation
LO3.
Identify the types of information and communication technologies currently utilised in healthcare and their impact
LO4.
Understand how interoperable electronic health records and digitised healthcare data assist optimal clinical decision making
LO5.
Explore and discuss the advantages and potential challenges of integrating digital health technologies into clinical work practices
LO6.
Reflect on the suitability of digital tools, applications and information sites to improve population health literacy
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Reflection |
Critical Reflection of Digital Health
|
30% Total Weight = 30% (Part A 10%, Part B 10%, Part C 10%) |
Part A 21/03/2025 5:00 pm Part B 4/04/2025 5:00 pm Part C 9/05/2025 5:00 pm |
| Presentation |
Case Study - Video Presentation
|
30% |
28/04/2025 5:00 pm |
| Essay/ Critique |
'The Conversation' Article
|
40% |
30/05/2025 5:00 pm |
Assessment details
Critical Reflection of Digital Health
- Team or group-based
- Online
- Mode
- Written
- Category
- Participation/ Student contribution, Reflection
- Weight
- 30% Total Weight = 30% (Part A 10%, Part B 10%, Part C 10%)
- Due date
Part A 21/03/2025 5:00 pm
Part B 4/04/2025 5:00 pm
Part C 9/05/2025 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
During the semester we will use this assessment task to encourage collaborative learning and problem solving - this is an important element of the learning process. Critically reflecting on current health practices is essential to learning any health science discipline. This process cultivates insights and a deeper understanding and analysis of digital health practices. In this three-piece assessment, we will use Atkins and Murphy’s cyclical model of reflection to identify potential challenges and assumptions in digital health, imagine and explore innovative digital health models of care and evaluate their impact on individuals’ well-being and health systems.
Task Brief:
- This is a group activity; you will work in pairs (groups of a maximum of two people)
- Write a critical reflection on the content of lectures and self-directed learning activities applying the Atkins and Murphy cyclical model of reflection. Full instructions and a template will be provided
- The written piece should describe key take-away learning from one of the three teaching modules that align with the partial assessment (i.e. Parts A, B & C.)
- Critically reflect and examine your previous knowledge, beliefs and pre-conceptions concerning the concepts and learnings about digital health
- Contrast and critically assess the evidence presented
- Propose following steps and new modes of thinking that will shape your future digital health practice
- The word limit is 350 words (without references). A 10% on each side of the limit is permitted
- Use a maximum of 5 references applying the Vancouver referencing style
Submission guidelines
Via Turnitin from Course Assessment page via Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
You must apply via the formal process.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Case Study - Video Presentation
- Online
- Mode
- Oral, Written
- Category
- Presentation
- Weight
- 30%
- Due date
28/04/2025 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Task Goal
To demonstrate professional knowledge of the application of technology by describing and analysis of a current application of digital health technology in the healthcare system.
This assessment task aims to consolidate your learning of Module 2 by selecting, describing, and analysing a specific digital health application in a video presentation. You are expected to complete this Assessment offline and submit it via Learn.UQ (Blackboard).
Task Brief:
- This is an online activity. You are expected to create a brief video based on the chosen case study on Assessment 2. Video creating guidance and uploading instructions will be provided on Learn.UQ (Blackboard) Assessment page.
- We exclusively use the UQ e-learning platform Learn.UQ (Blackboard)
- Upload a 7-8 minute video describing a digital health intervention published in a peer-reviewed journal available through UQ Library.
- The video should describe a case study of a digital health implementation.
- Describe the key element of the service provision, including population, intervention and outcomes.
- Discuss and critically assess the case study and the lessons learnt.
- Propose the following steps for further research and digital health implementation.
- Use a maximum of 10 references applying the Vancouver referencing style.
Submission guidelines
A link will be provided on Learn.UQ (Blackboard) Course Assessment page
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
You must apply via the formal process.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
'The Conversation' Article
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
30/05/2025 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
Task Goal
To demonstrate professional leadership and advocacy capabilities by applying critical self-reflection skills and discussing the understanding of key concepts and experiences of learning digital health and its application into the health system.
This assessment task aims to consolidate your learning of the course by critically describing, analysing and proposing a strategy for optimising the implementation of digital health technologies. You are expected to complete this Assessment offline and submit it via Learn.UQ (Blackboard).
Task Description:
You are a health professional working in the field of digital health. For this assignment, you will write an article for “The Conversation” to explain and propose a strategy for implementing a digital health technology or discuss an ongoing issue in the actual digital health implementation that you consider to be addressed. You will explore the pros and cons of each strategy or issue and propose a solution for improvement.
Criteria & Marking:
UQ Students: Please access the profile from Learn.UQ (Blackboard) or mySI-net to access marking criteria held in this profile.
Task Brief:
- Select a digital health innovation that has been successfully integrated into clinical practice in your particular area of professional or personal interest. It can be the same as the one in Assessment 2.
- You can check the appropriateness of your chosen application with the Course Coordinator.
- This is an individual assessment.
- We exclusively use the UQ e-learning platform Learn.UQ (Blackboard) for the submission.
- You will write an academic-style news article.
- This essay needs to target an audience with an academic background or readers of TheConversation.com
- The word limit is 1000 – 1300 words (without references). A 10% on each side of the limit is permitted.
- You will use the Vancouver referencing style, with a minimum of 10 academic references.
Submission guidelines
Via Turnitin link from the Course Assessment page via Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
You must apply via the formal process.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Assignments gaining grade of Fail - attains an overall mark less than 25%. Work displaying some or all of the following features, depending on the nature of the assignment or task: insufficient basic knowledge and understanding of the essentials; in subject matter; incomplete answers; poor structure, organisation and coherence of thought; shows some grasp of problems, but lacks clarity; little evidence of independent thought; little or no evidence of originality; low level of professionalism and presentation. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Assignments gaining grade of Fail - attains an overall mark of at least 25% but less than 45%. Work displaying some or all of the following features, depending on the nature of the assignment or task: deficiencies in knowledge and understanding of the essentials in subject matter; providing answers but incomplete; poor structure, organisation and coherence of thought; shows some grasp of problems, but lacks clarity; little evidence of independent thought; little or no evidence of originality; low level of professionalism and presentation. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Assignments gaining grade of Fail - attains an overall mark of at least 45% but less than 50%. Work displaying some or all of the following features, depending on the nature of the assignment or task: basic knowledge and understanding of the essentials in subject matter; providing answers but incomplete; poor structure, organisation and coherence of thought; shows some grasp of problems, but lacks clarity; little evidence of independent thought; little or no evidence of originality; low level of professionalism and presentation. Please note: You will be unable to achieve a grade above 3 if you do not complete all assessment items, regardless of overall course performance.ﾠ |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Assignments a gaining a grade of Pass - attains an overall mark of at least 50% but less than 65%. Work displaying some or all of the following features, depending on the nature of the assignment or task: sound knowledge and understanding of the relevant subject area; ability to construct a coherent and relevant argument; work contains fair amount of analysis; competent professional standards in presentation; fair degree of factual accuracy; fair level of language use. Please note: To achieve a grade of 4 or above, you mustﾠcomplete and submit all assessment items. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Assignments gaining a grade of Credit - attains an overall mark of at least 65% but less than 75%. Work displaying some or all of the following features, depending on the nature of the assignment or task: good coverage of the subject and understanding of the material; very good professional standards of competence, expression and presentation; clear evidence of the potential to understand original research; evidence of some creativity, originality and independence of thought; ability to assemble information from different sources to produce well-organised work; some ability to analyse data critically; good degree of factual accuracy. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Assignments gaining a grade of Distinction - attains an overall mark of at least 75% but less than 85%. Work displaying some or all of the following features, depending on the nature of the assignment or task: excellent research potential; ability to plan, organise and execute research independently and to a very high professional standard; high professional standards of competence, expression and presentation; high degree of creativity, originality and independence of thoughts; ability to assemble information from different sources to produce very well organised arguments; ability to analyse data critically and formulate questions which may lead to a productive line of enquiry; ability to critically analyse primary sources of literature and information critically high level of presentation. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Assignment gaining a grade of High Distinction - attains an overall mark of at least 85%. Work displaying some or all of the following features, depending on the nature of the assignment or task: full coverage and understanding of the subject content outstanding research potential evidence of having read and understood the required reading evidence of the integration of your own experience into the written material demonstration of critical thinking about the topic clear and unambiguous expression of ideas clear, coherent arguments which are well justified ability to analyse data critically and formulate questions which lead to an original line of enquiry an exceptional degree of creativity, originality and independence of thought highest professional standards of competence, expression and presentation high standard of language use |
Additional course grading information
Calculation of Final Grade
The percentage mark for this course is reached by calculating the weighted average percentage mark achieved across the marked assessment tasks. The total of the weighted assessment tasks for the course will be rounded to two decimal points if required, with the final mathematical rounding to an integer at the end yielding a percentage mark. A mark of x.5% or greater will be rounded up to (x+1)%. A percentage mark of less than x.5% will be rounded down to x%.
You must complete and submit all assessment tasks to pass the course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Please note that all submission dates for assessments are in Brisbane time - Australian Eastern Standard Time (AEST).
To pass this course you need to submit all Assessment items. You do not have to pass each assessment piece individually but need to gain 50% or more to pass overall.
Note - half marks may be given.
Artificial Intelligence
Artificial Intelligence (AI) provides emerging tools that may support you in completing some assessments. You may appropriately use AI in completing assessment tasks for this course. Assessment tasks in this course are designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. You must clearly acknowledge, describe & reference any use of AI in each instance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Each teaching week the learning resources will be available from the Course Resources page Learn.UQ (Blackboard), comprised of pre-recorded lectures, a study guide and learning activities.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Problem-based learning |
Introduction to digital health and health systems Topic one will review the definitions of digital health and introduce the Australian healthcare system in the context of digital health. Learning outcomes: L01, L02, L04, L05 |
Week 2 (03 Mar - 09 Mar) |
Problem-based learning |
Evolution of digital health & informatics Topic two will focus on the historical development and uptake of information communication technology, data and data exchange. Learning outcomes: L01, L02, L04 |
Week 3 (10 Mar - 16 Mar) |
Problem-based learning |
Underpinning of digital health Topic three explores the factors underpinning digital health transformation of healthcare, i.e., 'what' the problems are and 'why' digital health may fix them. Learning outcomes: L01, L02, L04 |
Week 4 (17 Mar - 23 Mar) |
Problem-based learning |
What drives digital health transformation? Topic four will discuss the key aims and objectives of digital health. Learning outcomes: L01, L02, L03, L04 |
Week 5 (24 Mar - 30 Mar) |
Problem-based learning |
Clinical decision making & digital health (Review) Topic five explores the uses of digital health in clinical decision-making, its application in in-patient care, electronic medical record uses, and information systems. Learning outcomes: L01, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Problem-based learning |
Telemonitoring and virtual care (Review): Topic six is an overview of contemporary digital technology and applications that enable independent living, ageing in place, in-home monitoring and rehabilitation in the out-patient care setting. Learning outcomes: L03, L04, L05, L06 |
Week 7 (07 Apr - 13 Apr) |
Problem-based learning |
Mobile devices and health (Review) Topic seven discusses consumer personal mobile devices, wearables and remote monitoring and how data can improve clinical decision-making, client engagement and health literacy. Learning outcomes: L02, L03, L04, L06 |
Week 8 (14 Apr - 20 Apr) |
Problem-based learning |
AI technologies and personalised medicine (Review) Topic eight explores the secondary use of digitised health data for personalised medicine, data analytics to improve organisational efficiencies and workflow, machine learning applications for image-based diagnoses, and AR and VR-based rehabilitation therapies. Learning outcomes: L01, L02, L04, L06 |
Week 9 (28 Apr - 04 May) |
Problem-based learning |
Person-centred care (Review) Topic nine explores the importance of person-centred care, digital health literacy, its meaning, and its role in engaging patients and their communities in healthcare. It also discusses strategies for building sustainable health changes. Learning outcomes: L03, L04, L05, L06 |
Week 10 (05 May - 11 May) |
Problem-based learning |
Integration and implementation Topic ten discusses ethical, medical, legal and social considerations for implementing digital health technologies. It also explores system interoperability and design for efficient digital health implementation. Learning outcomes: L03, L04, L05 |
Week 11 (12 May - 18 May) |
Problem-based learning |
Integration Strategies Integrating technology into healthcare is challenging - particularly as technology quickly becomes obsolete. We explore issues relating to sustainability, interoperability of systems, privacy, security and compliance of healthcare data and the common reasons why some digital clinical applications fail. We will also review the funding system and economic evaluation of Australia's current digital health model. Learning outcomes: L02, L03, L04, L05 |
Week 12 (19 May - 25 May) |
Case-based learning |
Global status of digital health Topic twelve compares and contrasts various countries' current global digital health adoption and emerging trends. Learning outcomes: L02, L03, L04, L05, L06 |
Week 13 (26 May - 01 Jun) |
General contact hours |
Week 13: Review In the final teaching week we will review the important concepts discussed throughout the course to assist in preparation for final assessment. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: