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Vallo Hult, H., Hansson, A., Svensson, L. & Gellerstedt, M. (2019). Flipped healthcare for better or worse. Health Informatics Journal, 25(3), 587-597
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 1741-2811, Vol. 25, no 3, p. 587-597Article in journal (Refereed) Published
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: 2019-11-25
Vallo Hult, H. & Wynn, E. (2019). Information Integrity and Human Infrastructure in Digital Health Care. In: AMCIS 2019 PROCEEDINGS: . Paper presented at Twenty-fifth Americas Conference on Information Systems, Cancún, México, August 15-17, 2019 (pp. 1-10). Association for Information Systems
Open this publication in new window or tab >>Information Integrity and Human Infrastructure in Digital Health Care
2019 (English)In: AMCIS 2019 PROCEEDINGS, Association for Information Systems, 2019, p. 1-10Conference paper, Published paper (Other academic)
Abstract [en]

Healthcare informatics is undergoing major changes due to new infrastructures like social media that allow patients to proactively bring information to the physician consultation. We use the concept of infrastructuring to describe these changes, referring to the social practice of adapting human infrastructure for specific contexts. This poses informational and social challenges to providers, as they negotiate new boundaries with patients. Information integrity is essential because of risks to both parties. Infrastructuring in this case is the maintenance of information privacy and accuracy, or information integrity. The tasks of vetting information integrity and managing patient expectations add complexity to provider work even as physicians are positive about patients taking responsibility for their own health. The paper addresses infrastructure transformations, the process of infrastructuring, and a concept of information integrity. Using qualitative data from a medical setting, the study illustrates the contradictions physicians face in accommodating social media to their practice.

Place, publisher, year, edition, pages
Association for Information Systems, 2019
Keywords
Collaboration, social media, information integrity, human infrastructures, infrastructuring, healthcare
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-14452 (URN)2-s2.0-85073502492 (Scopus ID)978-0-9966831-8-0 (ISBN)
Conference
Twenty-fifth Americas Conference on Information Systems, Cancún, México, August 15-17, 2019
Available from: 2019-09-27 Created: 2019-09-27 Last updated: 2020-01-17Bibliographically approved
Wynn, E. & Vallo Hult, H. (2019). Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths. Foundations and Trends® in Information Systems, 3(1-2), 1-233
Open this publication in new window or tab >>Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths
2019 (English)In: Foundations and Trends® in Information Systems, ISSN 2331-1231, Vol. 3, no 1-2, p. 1-233Article in journal (Refereed) Published
Abstract [en]

Information Systems (IS) and Human Computer Interaction(HCI)–including Computer-Supported Cooperative Work(CSCW)–address the development and adoption of computingsystems by organizations, individuals, and teams. Whileeach has its own emphasis, the timelines for adopting qualitativeand critical research differ dramatically. IS used bothin the late 1980s, but critical theory appeared in HCI onlyin 2000. Using a hermeneutic literature review, the papertraces these histories; it applies academic cultures theoryas an explanatory framework. Institutional factors includeepistemic bases of source disciplines, number and centralityof publication outlets, and political and geographic contexts.Key innovations in IS are covered in detail. The rise ofplatformization drives the fields toward a common scopeof study with an imperative to address societal issues thatemerge at scale.

National Category
Human Computer Interaction Human Aspects of ICT Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-14607 (URN)10.1561/2900000014 (DOI)
Available from: 2019-10-17 Created: 2019-10-17 Last updated: 2019-10-17
Wynn, E. & Vallo Hult, H. (2019). Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths. Now Foundations and Trends
Open this publication in new window or tab >>Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths
2019 (English)Book (Refereed)
Abstract [en]

Qualitative and Critical Research in Information Systems and Human Computer Interaction explores the history and adoption of qualitative and critical research in Information Systems (IS) and contrasts it with the growth of similar methods/theories in Human Computer Interaction (HCI) and, to a lesser, extent Computer Supported Collaborative Work (CSCW). The supposition behind the comparison was that the areas overlap in subject matter and would overlap in methods and authors. However, marked differences were observed in the structure of publications, conferences, and on social media that led to questions about the extent to which the fields shared a common framework. The authors find that the history of each discipline reflects institutional factors that affected the respective timelines for the use of these approaches. This leads them to consider a sociological epistemic framework, which explains the differences quite well. It also supports characterizations of the culture of IS made by members, as having open paradigm and high collegiality, described as an adhocracy. The authors propose that qualitative and critical research developed interdependently in IS. Aside from institutional factors, a further difference in uptake of methods and critical framework comes from the US/Europe divide in research traditions and the political/epistemic climates affecting research in the respective regions. Research from beyond the transatlantic traditions postdates the developments covered here but is touched on at the end of the monograph. The primary goal of Qualitative and Critical Research in Information Systems and Human Computer Interaction is to better understand the ways the IS research community differentiates itself into diverse constituencies, and how these constituencies interact in the field's complex processes of knowledge creation and dissemination. Another goal is to create cross-disciplinary discussion and build on related work in the fields. This is important in the era of platforms with global reach, and the concurrent development of powerful AI and analytics capabilities that both intrude on daily life and try to emulate human intelligence.

Place, publisher, year, edition, pages
Now Foundations and Trends, 2019. p. 233
Keywords
Information systems, Human-Computer Interaction
National Category
Information Systems, Social aspects Human Aspects of ICT
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-14529 (URN)10.1561/2900000014 (DOI)9781680835564 (ISBN)
Note

Fulltexten är accepterad version - förlaget gett tillstånd till publicering av denna version. 

Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2020-01-15Bibliographically approved
Wynn, E. & Vallo Hult, H. (2019). Reputation Control and Theoretical Innovation in Two Academic Cultures. In: Twenty-fifth Americas Conference on Information Systems: . Paper presented at 25th Americas Conference on Information Systems, AMCIS 2019; Cancun International Convention Center Cancun; Mexico; 15 August 2019 through 17 August 2019 (pp. 1-10). Atlanta, GA, USA: Association for Information Systems ( AIS )
Open this publication in new window or tab >>Reputation Control and Theoretical Innovation in Two Academic Cultures
2019 (English)In: Twenty-fifth Americas Conference on Information Systems, Atlanta, GA, USA: Association for Information Systems ( AIS ) , 2019, p. 1-10Conference paper, Published paper (Other academic)
Abstract [en]

A meta-review of the history of qualitative and critical theory in Information Systems (IS) and HumanComputer Interaction (HCI) illustrates how source disciplines and publication outlets can filter reputation and affect methodological diversity. An academic cultures framework allows us to compare disciplines and explain different timelines for methods and theories. IS has many publication outlets, while HCI reputations depend on publication in the ACM Conference on Computer-Human Interaction (CHI). The fields deal with similar topics but are shaped by different institutional contexts. Qualitative research and critical theory arose in Information Systems during the 1980s and 1990s, while a search of HCI literature shows no critical theory until the 2000s. An open field of journals may create affordances for new approaches, whereas filtering reputation through a core conference may constrain them. The rise of platforms may blur domain distinctions through a common focus on AI, privacy and information integrity.

Place, publisher, year, edition, pages
Atlanta, GA, USA: Association for Information Systems ( AIS ), 2019
Keywords
Academic cultures, qualitative research, critical theory, IS history, HCI history, metareview, reputation
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-14509 (URN)2-s2.0-85073540672 (Scopus ID)978-1-5108-9285-9 (ISBN)
Conference
25th Americas Conference on Information Systems, AMCIS 2019; Cancun International Convention Center Cancun; Mexico; 15 August 2019 through 17 August 2019
Available from: 2019-10-03 Created: 2019-10-03 Last updated: 2020-01-17Bibliographically approved
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
Pedagogy Information Systems, Social aspects Business Administration
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
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: 2019-10-24Bibliographically 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 and Continuous 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 and Continuous 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
Learning Nursing Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
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: 2019-12-05Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0493-8974

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