Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- Herston
- 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.
HLTH7001 is an 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. HTLH7001 will examine the impact of ICT integration in healthcare and other factors such as human resources, economics and government policies. Through practical examples, case-based scenarios and hands-on projects, 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
Course staff
Course coordinator
Lecturer
Associate Professor Sisira Edirippulige
Dr Soraia De Camargo Catapan
Timetable
Additional timetable information
This is a fully online course; there are no live sessions that you will need to timetable. All learning material will be available via Learn.UQ (Blackboard) on the Course Content page.
Aims and outcomes
This course introduces you to the interface of technology and healthcare and draws your attention to several key questions:
- Has digital health the potential to improve access to care and healthcare outcomes for different patient groups and populations?
- Does digital health improve clinical decision making, diagnostics and management, patient safety, clinician satisfaction, team work, workflows and organisational efficiency?
- What are the implications of digital technologies on population health and health literacy?
Studying current research evidence and referring to actual current practice, you will explore the impact and implications of digital health on how healthcare is delivered. 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.
Have a contemporary knowledge of the domestic and international drivers of digital health strategy, policy, research and innovation
LO3.
Be able to identify the types of information and communication technologies currently utilised in healthcare and their impact
LO4.
Appreciate how interoperable electronic health records and digitised healthcare data assist optimal clinical decision making
LO5.
Have the ability to critique the advantages and potential challenges prior to integrating digital health technologies into clinical work practices
LO6.
Be able to 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 |
|---|---|---|---|
| Essay/ Critique, Participation/ Student contribution |
Critical Reflection of Digital Health
|
30% Part A 10%, Part B 10%, Part C 10% |
Part A 14/03/2025 5:00 pm Part B 4/04/2025 5:00 pm Part C 9/05/2025 5:00 pm |
| Poster |
Academic Poster (Infographic)
|
30% |
28/04/2025 5:00 pm |
| Essay/ Critique, Poster |
Letter to the Editor
|
40% |
30/05/2025 5:00 pm |
Assessment details
Critical Reflection of Digital Health
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Essay/ Critique, Participation/ Student contribution
- Weight
- 30% Part A 10%, Part B 10%, Part C 10%
- Due date
Part A 14/03/2025 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
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.
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; students will work in groups of 2 or 3.
- We exclusively use the UQ e-learning platform Learn.UQ (Blackboard)
- Write a critical reflection on the content of lectures and discussions applying the Atkins and Murphy cyclical model of reflection.
- The written piece should describe key take-away learning from one of the three teaching modules.
- Critically self-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 the 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
One person from each group will submit via Turnitin link on Course Assessment page 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.
Must apply via formal channels.
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.
Academic Poster (Infographic)
- Online
- Mode
- Written
- Category
- Poster
- 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 synthesising current applications of digital health technologies 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 an infographic or academic poster. You are expected to complete this Assessment offline and submit it via Learn.UQ (Blackboard).
Task Brief:
- This is an offline activity. You are expected to create an infographic on a chosen topic, similar to an academic poster. Infographics should unpack key issues on the chosen topic in a graphical format.
- We exclusively use the UQ e-learning platform Learn.UQ (Blackboard)
- Research a digital health intervention published in a peer-reviewed journal available through UQ Library.
- The poster should graphically present a case of a digital health implementation in clinical practice.
- Describe the key elements of the service provision, including population, intervention, outcomes and current level of integration into clinical practice.
- Discuss and critically assess implementation barriers, strengths, optimisation opportunities and alternative solutions.
- Propose the following steps for further research and digital health implementation.
- Use a maximum of 10 references applying the Vancouver referencing style.
- The final format must be a PDF and able to be printed on one A4 page.
Submission guidelines
To be submitted via link on Course Assessment page 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.
Must apply via formal channels.
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.
Letter to the Editor
- Online
- Mode
- Written
- Category
- Essay/ Critique, Poster
- 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 an academic expert in the field of digital health. For this assignment, you will write a letter to the editor to share your expertise and propose a strategy for implementing digital health technology or stimulate intellectual discussion of an actual digital health implementation you are concerned about. You will discuss the challenges, replication or new interpretations of a published digital health implementation. This is a formal post-publication short communication.
Task Brief:
- Select an article published in a peer-reviewed journal describing a digital health innovation implemented in clinical practice in your particular area of professional or personal interest. The article can be one of the articles used 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 letter must target an audience with an academic background or readers of peer-reviewed scholarly journals.
- 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 on Course Assessment page 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.
Must apply by formal channels
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%. |
| 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%. |
| 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%. 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. |
| 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%. 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%. |
| 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%. |
| 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%. |
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%.
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 Tasks. You do not have to pass each assessment piece individually but need to gain 50% or more to pass overall.ﾠ
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 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.
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 |
Week 1: 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 |
Week 2: 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 |
Week 3: 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 |
Week 4: What drives digital health transformation? This week we will discuss the main aims and objectives of digital health Learning outcomes: L01, L02, L03, L04 |
Week 5 (24 Mar - 30 Mar) |
Case-based learning |
Week 5: Clinical decision making & digital health Topic five explores the uses of digital health in clinical decision-making, its application in in-patient care, iEMR uses, and information systems. Learning outcomes: L01, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Problem-based learning |
Week 6: 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 |
Week 7: Mobile devices & 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 |
Week 8: 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) |
Case-based learning |
Week 9: 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 |
Week 10: 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 |
Week 11: Integration strategies Topic eleven explores sustainability, system interoperability, data privacy, security, compliance, and common reasons for the failure of digital clinical applications. It also provides an overview of 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 |
Week 12: Global status of digital health (Review) 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 |
Additional learning activity information
All learning material is organised by module/teaching week and will be available prior to relevant teaching week on the Course Content page Learn.UQ (Blackboard). As this is a fully online course students can engage with the content at a time that suits. Students are encouraged to stay up to date on a weekly basis; this will enable optimal preparation for assessment.
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.