e-Health

Objectives

theE-Health is the use of information and communication technologies (ICT) in the health sector to fulfill administrative, educational and care objectives. E-Health services are a key element in the care of citizens and are one of the pillars on which the transformation of the current healthcare model is based.

This subject belongs to the subject of Intervention Strategies in Physiotherapy and has as main objectives:

• Know the characteristics of health information in social networks.
• Knowing how to identify and use the most appropriate ICT tools based on the objectives set.
• Be able to design interventions in health sciences disciplines using ICT as a facilitating tool.
• Know how to manage patients' clinical data in information systems.
• Know the most suitable computer tools for patients in physiotherapy treatments.
• Using video games, robotic technology and virtual reality in physiotherapy therapy.
• Know how to use health informatics in research.

The language of instruction for this subject is English.

Learning outcomes

• RA1. Analyze and reflect on the use of ICT in health information.
• LO2. Design physiotherapy interventions using ICT as a facilitating tool.
• LO3. Demonstrates skills in virtual interaction contexts through the use of ICT.
• LO4. It develops innovative IT techniques to be used in professional practice.
• LO5. It evaluates professional practices in the field of health in emerging and global contexts and proposes lines of intervention adjusted to the different realities through the use of ICT.

Skills

general

• Cater to the health needs of the population and meet professional challenges through an innovative and dynamic outlook.
• Demonstrate commitment to the profession and its values​​, seeking sustained improvements in practice and excellence in the care of individuals, families and the community.
• Interact with others with empathy, demonstrating interpersonal relationship skills.

Specific

• Act professionally in accordance with the values inherent to the profession, as stated in the ethical code of physiotherapy, respecting the legal framework and with a critical approach.
• Collect, analyze and critically interpret relevant information on the user/patient and their context, within a biopsychosocial approach, to evaluate and make a clinical assessment of functional impairment, activity or participation.
• Communicate with patients/users, with significant others in their context or family, and with other professionals and managers. Use a register and channel of communication that is suited to their needs and characteristics, and the communicative context.
• Design, implement and evaluate risk prevention and health promotion actions that have an impact on factors determining health (lifestyle, social and community networks, work environment, etc.), on the basis of development, maintenance and improvement in activity and movement, within a biopsychosocial framework.
• Incorporate research and lifelong learning into professional practice through use of the best available evidence, formulating questions on the basis of one's own practice and informing and designing research projects.
• Manage, organize and optimize physiotherapy work processes and care services in accordance with administrative and legal regulations and incorporating inclusive and participatory organizational models.
• Participate as a physiotherapist in an interdisciplinary context, coordinating with other professionals and routinely participating in work teams in practice.
• Understand and act in accordance with the interactive behavior of the person in terms of gender, group or community, within their social and multicultural context, respecting the opinions, beliefs and values ​​of people, their privacy and confidentiality, and professional secrecy, and taking the life cycle into account.

Basic

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students can communicate information, ideas, problems and solutions to both specialists and non-specialists.
• Students have developed the learning skills necessary to undertake further studies with a high degree of independent learning.
• Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgments that include reflection on relevant social, scientific and ethical issues.

Core

• Communicate orally, in writing and audiovisually, in one's own language and in foreign languages, with proficiency in form, content and use.
• Interact in international contexts to transfer knowledge to current and emerging fields of professional development and research.
• Make use of professional skills in multidisciplinary, complex, networked environments, whether on-site or online.
• Reflect critically on knowledge of all kinds, with a commitment to professional rigor and quality.

Content

1. eHealth use in physiotherapy
   1. Introduction
   2. Definition of eHealth
   3. Opportunities and advantages of integration of eHealth in physiotherapy
   4. Barriers in the use of eHealth in physiotherapy practice
   5. Recommendations for eHealth in physiotherapy
2. Electronic Health Record (EHR) systems in physical therapist practice
   1. Benefits of using EHR in physiotherapy
   2. Most useful EHR functionalities for physiotherapist professionals
   3. Managing the privacy of patient data
3. Use of apps in physiotherapy treatments
   1. Patient education apps and reference guides
   2. Staff/Student education
   3. Clinical use and integration with HIS
4. Use of video games
   1. Why video games can be useful
   2. Video games key features
   3. Therapeutic use of video games
   4. Comparison with conventional physiotherapy
   5. Most relevant video games solutions
5. Use of robotics
   1. Why robotics can be useful
   2. History of robotic use in physiotherapy
   3. Basic functionalities
   4. Classification robots
   5. Most relevant robotics solutions
6. Use of virtual reality technologies
   1. Why use of VR improves patient outcomes
   2. Virtual reality for training professionals
   3. Virtual reality for treatments
   4. Most relevant solutions in VR
7. eHealth research and future
   1. Research projects description
   2. eHealth. Future in physiotherapy
   3. Most relevant information sources in eHealth

Evaluation

According to the UVic-UCC academic regulations for degrees, there is only one official call that includes two different evaluation periods:

• Ordinary period, which takes place in an integrated way in the training process and during the teaching period.
• Complementary assessment period, in which the student can be assessed again for those tasks, activities or tests that have not been passed satisfactorily within the framework of the first period.

ordinary period

For the process evaluation of the subject, personal and group work activities are taken into account (the delivery/execution of all evaluation activities cannot be extended).

The overall score for the subject is the result of the sum obtained from the different tasks and the final exam. To be able to make this sum you must have passed the exam.

The percentages are as follows:

• Group work and exercises: 30% (non-refundable)
• Individual work: 30% (non-refundable)
• Attendance and participation in sessions: 10% (non-refundable)
• Exam: 30% (refundable)

To be able to make an average between all the items, you must have passed the exam with a grade equal to or higher than 5. The final grade of the subject is the result of the weighting of the grades obtained in each of the parts. The subject is passed if a grade equal to or higher than 5 is obtained.

Complementary evaluation period

The student who does not pass some of the activities considered recoverable can recover them during this period. The evaluation of this second period cannot account for more than 50% of the final mark of the subject.

The final grade for this period is calculated by taking the weighted average of the grades obtained in each of the parts, using the last grade obtained in the ordinary and the supplementary assessment. The subject is passed if a grade equal to or higher than 5 is obtained.

important

Plagiarism or copying someone else's work is penalized at all universities and, according to the Regulations on the rights and duties of students of the University of Vic, constitute serious offences. This is why, during the course of this subject, any indication of plagiarism or misappropriation of texts or ideas from other people (be they authors, the Internet or classmates) will automatically result in a failure.

To facilitate the appropriate citation of texts and materials, it is necessary to consult the academic citation guidelines and guidelines available on the website of the UVic Library.

Methodology

The work methodology combines:

• Theoretical sessions with the whole class group in which the contents of the different subjects of the subject are presented.
• Practical sessions in the IT classrooms
• Directed work sessions, individual and small group tutorials or with groups from other universities

Bibliography

Bibliography

• Freeman, Chris T., Rogers, Eric, Burridge, Jane H., Hughes, Ann-Marie, Meadmore, Katie L. (2015). Iterative Learning Control for Electrical Stimulation and Stroke Rehabilitation. Springer.
• Rivas, H., Wac, K. (2018). Digital Health: Scaling Healthcare to the World. Springer.
• Sittig, Dean F. (2013). Electronic Health Records: Challenges in Design and Implementation. CRC Press.
• Tan, Joseph (2005). E-Health Care Information Systems: An Introduction for Students and Professionals. John Wiley & Sons.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.