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Vallo Hult, H., Hansson, A., Svensson, L. & Gellerstedt, M. (2019). Flipped healthcare for better or worse. Health Informatics Journal
Open this publication in new window or tab >>Flipped healthcare for better or worse
2019 (English)In: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811Article in journal (Refereed) Epub ahead of print
Abstract [en]

The medical profession is highly specialized, demanding continuous learning, while also undergoing rapid development in the rise of data-driven healthcare. Based on clinical scenarios, this study explores how resident physicians view their roles and practices in relation to informed patients and patient-centric digital technologies. The paper illustrates how the new role of patients alters physicians’ work and use of data to learn and update their professional practice. It suggests new possibilities for developing collegial competence and using patient experiences more systematically. Drawing on the notion of flipped healthcare, we argue that there is a need for new professional competencies in everyday data work, along with a change in attitudes, newly defined roles, and better ways to identify and develop reliable online sources. Finally, the role of patients, not only as consumers but also producers of healthcare, is a rather formidable and complex cultural change to be addressed. © The Author(s) 2019.

Keywords
adult, article, case report, clinical article, consumer, drawing, female, human, learning, male, professional practice, resident, workplace
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13851 (URN)10.1177/1460458219833099 (DOI)2-s2.0-85063317860 (Scopus ID)
Note

First Published March 19, 2019

Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-07-25
Gellerstedt, M., Gellerstedt, V., Bernhard, I., Bernhardsson, L., Lundh Snis, U. & Vallo Hult, H. (2019). Work-Integrated Learning: Impact of Individual and organizational Digitalization on Knowledge management and Expertise Sharing. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2019 Proceedings: . Paper presented at INTED2019, 13th annual International Technology, Education and Development Conference, Valencia, 11th, 12th and 13th of March, 2019. (pp. 3601-3609).
Open this publication in new window or tab >>Work-Integrated Learning: Impact of Individual and organizational Digitalization on Knowledge management and Expertise Sharing
Show others...
2019 (English)In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, p. 3601-3609Conference paper, Published paper (Refereed)
Abstract [en]

The primary aim with this study was to examine the impact of digitalization and the use of ICT for knowledge sharing in an organization. A secondary aim was to further develop knowledge management models to also include collaborative knowledge production and expertise sharing. Based on such a model, we developed a questionnaire answered by 265 respondents. We found that the relationship between using ICT for knowledge sharing was correlated to knowledge sharing also when adjusted for established factors like organisational climate and social norms. We conclude that digitalization, both individually and on an organisational level is an important asset for knowledge management, and that the use of ICT could support knowledge sharing beyond known and established important factors.

Keywords
Knowledge management, digitalization, work-integrated learning
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13816 (URN)978-84-09-08619-1 (ISBN)
Conference
INTED2019, 13th annual International Technology, Education and Development Conference, Valencia, 11th, 12th and 13th of March, 2019.
Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-04-30Bibliographically approved
Vallo Hult, H., Islind, A. S. & Norström, L. (2018). Tuning professionalism in the public sector. In: AIS SIGPRAG Pre-ICIS Workshop 2018: "Practice-based Design and Innovation of Digital Artifacts". Paper presented at AIS SIGPRAG pre-ICIS workshop on ”Practice-based Design and Innovation of Digital Artifacts”, 2018-12-12, San Franciso, CA, USA.
Open this publication in new window or tab >>Tuning professionalism in the public sector
2018 (English)In: AIS SIGPRAG Pre-ICIS Workshop 2018: "Practice-based Design and Innovation of Digital Artifacts", 2018, p. -3Conference paper, Published paper (Other academic)
Abstract [en]

The digitalization in the public sector poses challenges for the professionals that have previously not been using digital tools as a part of their everyday practice. Building on three qualitative research projects this study shed light on contradictions and tussles, as well as possibilities re-lated to professionalism in the public sector. The three cases involve different professionals: cancer rehabilitation nurses, municipality communicators, and resident physicians. The paper aims to gain a better understanding of the impact of digitalization efforts on everyday work practices, and the emerging opportunities and challenges of using digital artifacts as a part of professional work. Our findings show how the transition toward digital work practices is pushing the professional boundaries of rooted professionalism in the public sector. The meaning of work and what it means to be a professional profoundly changes. The process of tuning professionalism in the public sector is not straight forward.

Keywords
Digitalization, public sector, professionalism, boundaries
National Category
Engineering and Technology Social Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13382 (URN)
Conference
AIS SIGPRAG pre-ICIS workshop on ”Practice-based Design and Innovation of Digital Artifacts”, 2018-12-12, San Franciso, CA, USA
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-15Bibliographically approved
Norström, L., Islind, A. S. & Vallo Hult, H. (2017). Balancing the Social Media Seesaw in Public Sector: A Sociomaterial Perspective. Paper presented at IRIS 40, Østfold University College, Halden, Norway, August 6th - 9th 2017. IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia (8)
Open this publication in new window or tab >>Balancing the Social Media Seesaw in Public Sector: A Sociomaterial Perspective
2017 (English)In: IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia, ISSN 1891-9863, E-ISSN 2387-3353, no 8Article in journal (Refereed) Published
Abstract [en]

The use of social media in the public sector changes the professionals' everyday work practice. This paper sheds light on the emerging challenges of using social media as a part of work, based on the analysis of three contexts within the public sector in Sweden and through the lens of sociomateriality and affordances. The approach is interpretive field studies with a narrative analysis, where we interpret and analyse key elements of the storylines, focusing on the transition to social media use among professionals (nurses, municipal communicators, and physicians) in the three contexts. Social media enables an open work environment where information is visible and potentially spreadable to an unknown audience. The process of interacting with an unknown audience and finding a professional tone is analysed here as context collapse. The unknown, and at times imagined complex audience, makes it hard to balance the seesaw between friendliness on the one hand and an authoritative tone on the other; a tonality which leaves most of the potential audience unreached. The interplay between social media and the professionals shapes the professionals' practice. We analyse this interplaying practice more specifically, as sociomateriality in action.

National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13350 (URN)
Conference
IRIS 40, Østfold University College, Halden, Norway, August 6th - 9th 2017
Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-05-21Bibliographically approved
Vallo Hult, H., Holmgren, D., Wekell, P. & Gellerstedt, M. (2017). Co-designing a Digital Platform: Towards e-Health andContinuous Learning in General Paediatrics. In: International Forum on Quality & Safety in Healthcare: 26-28 April 2017 ExCel London Conference Proceedings Igniting Collective Excellence. Paper presented at International Forum on Quality and Safety in Healthcare.
Open this publication in new window or tab >>Co-designing a Digital Platform: Towards e-Health andContinuous Learning in General Paediatrics
2017 (English)In: International Forum on Quality & Safety in Healthcare: 26-28 April 2017 ExCel London Conference Proceedings Igniting Collective Excellence, 2017Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Background

The study is part of a paediatric CPD program in Western Sweden, involving researchers and practitioners with expertise in medicine, informatics, and pedagogy. Based on previous experiences, the program provides a strong learning environment with extensive collaboration and networking among participants, while it is hard to maintain the collegial network and continue to share knowledge and experiences. Research has shown that new information technologies have potential to create learning opportunities and support reflection, collaboration and workplace learning. However, due to a history of IT-related problems in healthcare, where (despite documented benefits) many eHealth initiatives have failed in practice, health professionals are often less supportive towards such technologies. The research question is: How can IT be used for continuous learning and what are the implications of participatory design for the introduction of eHealth for workplace learning and use in clinical context?

Method

Inspired by participatory action research (PAR), the program is designed to offer a learning environment in which participants develop their paediatric and educational practices, as well as improve IT skills and digital competence needed as per today and in the future. In this new program a digital learning platform is introduced with the intention to contribute to formal course objectives but also to function as support for informal learning, networking and knowledge sharing during and after the CPD program, thus promoting long-term continuity of the educational outcomes. During the two-year course, the participants will develop a digital platform together with a Ph.D. student, for paediatric practice, present, and future learning as well as a web-based learning environment.

Outcome

The benefits of this project, where the focus is on eHealth as support for continuous learning, is for healthcare providers and physicians to be able to meet the demands and challenges for the future medical profession. The originality is that the digital platform in use is developed by the participants, integrated into the course and daily work and that the primary focus of the platform is to support continuous learning. This research is still in an initial stage (2016-2018), and findings are tentative. The project is linked to patient benefit, health professionals’ workplace learning, and continuous training. Children, carers or family members are not directly involved in this project, but the CPD program is built up around patient cases and focus on patient outcomes, in terms of improved safety and quality of care of the child.

Conclusion

There are potential difficulties recruiting paediatric educators to the program. This is addressed by supporting the participants in their role as educators and experts in outpatient paediatrics as well as regarding how IT could support not only learning a new subject or training skills but also learning how to learn. In summary, this project highlights the importance of interdisciplinary and practice-based research for continuous improvement and quality in healthcare, especially due to new demands following the patient-centric care and new role of patients, and sheds light on both benefits and challenges of integrating IT and learning in daily clinical work

Keywords
Collaboration; workplace learning; eHealth; healthcare
National Category
Engineering and Technology Learning Other Medical Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13421 (URN)
Conference
International Forum on Quality and Safety in Healthcare
Available from: 2019-01-16 Created: 2019-01-16 Last updated: 2019-01-24Bibliographically approved
Bernhardsson, L., Vallo Hult, H. & Gellerstedt, M. (2017). Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner. In: INTED2017 Proceedings: . Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 1433-1441).
Open this publication in new window or tab >>Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner
2017 (English)In: INTED2017 Proceedings, 2017, p. 1433-1441Conference paper, Published paper (Refereed)
Abstract [en]

Higher education is facing exceptional challenges due to an increased complexity on the labour market. The work life of today is highly specialized and demands continuous education, i.e. lifelong learning. Higher education must focus on developing competencies for work life, beyond traditional theoretical knowledge [1]. To cater for these demands, higher education must adopt more application-oriented and trans-disciplinary research [2]. Moreover, colleges and universities could more systematically take responsibility for career development and adjust curricula for both traditional and non-traditional students [3]. A crucial question to address is how higher education could foster a student to become a “lifelong learner”? From a pedagogical perspective, it is of course vital to teach a student how to learn [4], aiming at achieving the skill to become a self-directed learner. Interestingly, it is argued that the qualities for being a proactive and agentic learner in higher education are the very same abilities required for effective professional practice [5]. We need to use educational strategies, e.g. work-integrated learning (WiL), as a part of the preparation of becoming an agentic learner, that permit them to successfully negotiate, engage and learn from what they are afforded, for both personal and professional outcomes [6]. Furthermore, we need to adopt important key factors that support fostering agentic learners [7]. 

In parallel to pedagogical strategies and key factors, Information and Communication Technology (ICT) could play an important role for continuous learning [8-10]. Research shows that over the recent years, social media has been pointed out as a tool, not only for external communication, but also for informal learning within organizations [11-14]. 

In this paper we wish to suggest a combination where important pedagogical strategies are combined with ICT-support. Moreover, we wish to suggest a strategy for how this combination could be practiced in higher education, making the transfer to work life smoother. 

We acknowledge that students of today most often have good knowledge of the use of various digital tools such as Facebook, Youtube etc. This is however often constrained to the use of various platforms and tools for entertainment and social contacts. How these tools can be used for learning portfolios, both during their studies and for lifelong learning, is less known and used. We suggest that students during their education choose digital tools based on individual preferences and build a personal learning environment (PLE) [15]. The PLE should include “open tools”, such tools are available outside closed systems within organizations, in order to be useful also after graduation. The student has the possible to develop and re-use knowledge of tools and platforms to work in the new context, working life. However, the use of a PLE will not in itself do the trick. 

Portfolio is one of many tools to assess learning. When the digital development progressed and applications on the Internet has expanded, the portfolio characteristics can be changed to the e-portfolio [16]. We advocate that both teachers and student need support for developing pedagogical strategies that optimize the use of ICT and aims at fostering agentic learners. We suggest that an e-portfolio may constitute such a joint support. 

In this paper we will show that an e-portfolio and PLE can support important factors for fostering agentic learners who in an efficient way take advantage of modern ICT. In sum, we suggest an approach for fostering “digitalized agentic learners”. 

Keywords
e-portfolio, work integrated learning, agentic learner
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-10918 (URN)10.21125/inted.2017.0475 (DOI)978-84-617-8491-2 (ISBN)
Conference
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2017-04-26Bibliographically approved
Vallo Hult, H., Hansson, A., Svensson, L. & Gellerstedt, M. (2017). ICT as support for learning: demanding new competence among phycians. In: INTED2017 Proceedings: . Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 4629-4636).
Open this publication in new window or tab >>ICT as support for learning: demanding new competence among phycians
2017 (English)In: INTED2017 Proceedings, 2017, p. 4629-4636Conference paper, Published paper (Refereed)
Abstract [en]

The subject of this paper is on emerging challenges and opportunities related to digitalization of work and learning in healthcare. Physicians are a typical specialized profession with a lot of formal education and demands for training and lifelong learning. Due to patient-centric care and advances in medicine and technology (e.g. apps for self-care) patients are now becoming active participants in healthcare, challenging the profession and patient-physician relationship. Another key challenge relate to evidence based medicine (EBM) that demand of physicians to keep updated and follow guidelines, while also balance this with own knowledge and best practice. Although the medical profession is based on communication, and social media have such major impact today, digital literacy is lacking in medical curriculum. While previous research suggest that social media have potential to support learning the impact of eHealth in relation to workplace learning has not yet been extensively studied. The research question is: How do physicians view their role in relation to informed patients and patient participation, and what are the implications for workplace learning and medical education in the information society of today?The methodology is a qualitative follow-up study. Thematic analysis was conducted on empirical data from 15 initial semi-structured interviews, and follow-up focus group (6 participants) based on patient scenarios. Our findings indicate that despite quite unionist call for change in the past decade medical education and training still seems to be based on traditional learning, formal lectures and learning by heart. We argue that this may be a key reason behind why the physicians find it hard to navigate the vast amount of medical information and digital tools available. Due to an underlying assumption that being a doctor is about treating patients, focus is placed on how to build up medical knowledge in terms of diagnoses, symptoms and treatments. While when they start to work are facing a much more complex situation, with informed, participating patients, increasingly digitalized workplace and extended networks of collegial and professional expertise. Findings from this study further support recent initiatives to increase health related ICT skills in the healthcare workforce but also highlights that what is needed is primarily related to literacy, as opposed to prior focuses on digital technology, computer skills and specific systems or databases. Thus, in addition to medical knowledge, this study indicate that a key skill is to have design knowledge, that is the ability to understand how the design of one's digital environment can make everyday life and work more effective. The physicians also addressed ethical concerns on the future digital healthcare in relation to patient participation, such as issues of equal care and responsibility. In conclusion, our findings call for a change in education and practice, further stressing a need for new educational models that emphasize on analytic and critical thinking skills (cf. the Bologna declaration) to meet the needs of modern medical learners along with meeting the demand for digital competence for lifelong learning in general.

Keywords
Competence, support, learning
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-10920 (URN)10.21125/inted.2017.1090 (DOI)978-84-617-8491-2 (ISBN)
Conference
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2018-08-12Bibliographically approved
Vallo Hult, H. (2017). The emergence of sharing and gaining knowledge: Towards smartwork in healthcare. In: Proceedings of the 25th European Conference on Information Systems (ECIS),: . Paper presented at 25th European Conference on Information Systems (ECIS), Guimarães, Portugal, June 5-10, 2017 (pp. 2578-2586).
Open this publication in new window or tab >>The emergence of sharing and gaining knowledge: Towards smartwork in healthcare
2017 (English)In: Proceedings of the 25th European Conference on Information Systems (ECIS),, 2017, p. 2578-2586Conference paper, Published paper (Other academic)
Abstract [en]

The subject of this research-in-progress paper is on digitalization of healthcare in relation to work and learning. The aim is to explore the introduction of social technologies for collaboration and knowledge sharing at work. The empirical data is from a pilot study in the Swedish healthcare sector, involving emergency resident physicians, medical library team, and hospital management. Preliminary findings shed lights on some of the tensions and conflicting perspectives related to the digital workplace, and how to balance between them seems to be the challenge (personal vs. professional; medical vs. administrative; flexibility vs. institutionalization). This study also indicates that there is potential for collegial collaboration, knowledge sharing, and learning and argue that better integration in daily practice and new ways of working may contribute to meet demand for health-related IT competence for healthcare staff and the benefit of patients as well. © 2017 Proceedings of the 25th European Conference on Information Systems, ECIS 2017. All rights reserved.

Keywords
Hospitals, Human resource management, Information systems, Information use, Knowledge management
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-11580 (URN)2-s2.0-85058038123 (Scopus ID)978-0-9915567-0-0 (ISBN)
Conference
25th European Conference on Information Systems (ECIS), Guimarães, Portugal, June 5-10, 2017
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2019-01-04Bibliographically approved
Vallo Hult, H., Islind, A. S., Johansson, L.-O. & Lundh Snis, U. (2017). Towards Learning with Digital Artifacts. In: Diffusion and Adoption of Information Technology: Proceedings of the IFIP WG 8.6 working conference on the diffusion and adoption of information technology, Guimares, Portugal, June 2017. Paper presented at IFIP WG 8.6 working conference on the diffusion and adoption of information technology, Guimares, Portugal, June 2017.. IFIP, Article ID 10.
Open this publication in new window or tab >>Towards Learning with Digital Artifacts
2017 (English)In: Diffusion and Adoption of Information Technology: Proceedings of the IFIP WG 8.6 working conference on the diffusion and adoption of information technology, Guimares, Portugal, June 2017, IFIP , 2017, article id 10Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The digitalization of the workplace and society at large brings new challenges for the field of Information Systems. A better understanding of how we learn with digital artifacts in our daily routines is needed. This paper is a literature review of how workplace learning has been addressed within the field, bringing together workplace learning and IS. The aim is to provide an alternative perspective to further IFIP 8.6 as a working group, where the suggestion is to re-image the group towards learning with digital artifacts. IS should be the leading field addressing digitalization of society. However, so far learning theorists has not been fully utilized within IS in fostering our understanding of how digitalization affects society. We argue that there is a need to explicitly talk about learning in IS and suggest IFIP 8.6 to be that place, which could contribute to advancements in our IS field in general.

Place, publisher, year, edition, pages
IFIP, 2017
Keywords
Literature review, Information systems, Workplace learning, Digital artifacts, IFIP 8.6
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12860 (URN)
Conference
IFIP WG 8.6 working conference on the diffusion and adoption of information technology, Guimares, Portugal, June 2017.
Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2018-09-05Bibliographically approved
Islind, A. S., Norström, L. & Vallo Hult, H. (2016). From Digital Fight to Digital Pride in Public Sector: Redefining Professionals' Roles and Work in Public Sector. In: SIG USE 2016 16th Annual Research Symposium at ASIST 2016: Information Behavior in Workplaces, October 15, Copenhagen, Denmark.: Information Needs Seeking and Use (USE). Paper presented at ASIS&T SIG-USE Symposium.
Open this publication in new window or tab >>From Digital Fight to Digital Pride in Public Sector: Redefining Professionals' Roles and Work in Public Sector
2016 (English)In: SIG USE 2016 16th Annual Research Symposium at ASIST 2016: Information Behavior in Workplaces, October 15, Copenhagen, Denmark.: Information Needs Seeking and Use (USE), 2016Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Abstract

The digitalization in the public sector poses challenges for the professionals that have previously not been using digital tools as a part of their everyday practice. Building on three qualitative research projects this study shed light on contradictions and tussles, as well as possibilities related to professionalism in the public sector. The three cases involve different professionals: cancer rehabilitation nurses, municipality communicators, and resident physicians. The paper aims to gain a better understanding of the impact of digitalization efforts on everyday work practices, and the emerging opportunities and challenges of using digital artifacts as a part of professional work. Our findings show how the transition toward digital work practices is pushing the professional boundaries of rooted professionalism in the public sector. The meaning of work and what it means to be a professional profoundly changes. The process of tuning professionalism in the public sector is not straight forward.

Keywords
Digitalization, public sector, professionalism, boundaries
National Category
Psychology Engineering and Technology Health Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13370 (URN)
Conference
ASIS&T SIG-USE Symposium
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-01-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0493-8974

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