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  • 1.
    Abovarda, Adam
    et al.
    University West, School of Business, Economics and IT.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    NU Hospital Group (SWE); University of Gothenburg (SWE).
    E-learning as Part of Residency Education2023In: Caring is Sharing: Exploiting the Value in Data for Health and Innovation. Proceeddings of MIE 2023 / [ed] Maria Hägglund, Madeleine Blusi, Stefano Bonacina, Lina Nilsson, Inge Cort Madsen, Sylvia Pelayo, Anne Moen, Arriel Benis, Lars Lindsköld, Parisis Gallos, IOS Press, 2023, Vol. 302, p. 496-497Conference paper (Refereed)
    Abstract [en]

    Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing elearning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.

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  • 2.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner2017In: INTED2017 Proceedings, 2017, p. 1433-1441Conference 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”. 

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  • 3.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Gellerstedt, Victoria
    Bernhard, Iréne
    University West, School of Business, Economics and IT, Division of Media and Design.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Work-Integrated Learning: Impact of Individual and organizational Digitalization on Knowledge management and Expertise Sharing2019In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, p. 3601-3609Conference 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.

  • 4.
    Gustavsson, Linn
    et al.
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    Augustsson, Svante
    University West, Department of Engineering Science, Division of Production Systems.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group (SWE).
    Trigger Points Of Fear And Distrust In Human-Robot Interaction: The Case Of Cooperative Manufacturing2022In: IRIS 2022, the 45th Information Systems Research Seminar in Scandinavia: Proceedings, Association for Information Systems, 2022, p. 18-31, article id 3Conference paper (Refereed)
    Abstract [en]

    Digital technology is becoming ubiquitous and embedded as an integrated part of our daily lives, in which the digital and the physical worlds are increasingly interconnected and intertwined. While advanced technology can provide tremendous benefits and opportunities, it can also be very complex and challenging to understand, potentially leading to fear, suspicion, and distrust. This paper investigates a case of human-robot interaction in cooperative manufacturing, focusing on understanding how operators, managers and viewers feel about cooperating with industrial robots using potentially dangerous tools like nail guns. The aim of the study is to identify how human reactions to technology-induced change can be understood. The research question is: how can different trigger points of fear or distrust in technology be understood in the context of human-robot interaction? The findings reveal three key factors in overcoming fear, creating trust and encouraging interaction: knowledge, control, and self-preservation. The main contribution is illustrated through suggested guidelines for aspects that have to be practically considered when building this type of flexible robot cell for interacting with industrial robots in a real setting.

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  • 5.
    Gustavsson, Linn
    et al.
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trolhättan (SWE).
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Ahlström, Petter
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    From classroom education to work-integrated learning in the forest - students and teachers as knowledge co-creators in hybrid learning spaces2022Conference paper (Other academic)
  • 6.
    Holmgren, Daniel
    et al.
    Department of Paediatrics, Skaraborg Hospital, Skövde, Sweden; University of Gothenburg, Institute of Clinical Sciences, Gothenburg, Sweden.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. Department of Planning and Development, NU-Hospital Group, Trollhättan, Sweden.
    Wekell, Per
    University of Gothenburg, Institute of Clinical Sciences, Gothenburg, Sweden Department of Paediatrics, NU-Hospital Group, Uddevalla, Sweden.
    Integrating a pedagogic course in a CPD programme for paediatricians at out-patient clinics2021In: Journal of European CME, ISSN 2161-4083, Vol. 10, no 1, article id 1862981Article in journal (Refereed)
    Abstract [en]

    Equipping paediatricians for the challenges of the explosive development of knowledge and specialised health care calls for a well-planned continuing professional development (CPD) strategy which updates paediatric competencies and the pedagogic skills among paediatricians. The purpose of the study was to evaluate the effects of a pedagogic course, integrated into a CPD programme for paediatricians at out-patient clinics. The pedagogic course comprised three learning components, participation in a CPD programme, during two and a half years, a pedagogic learning module and a pedagogic assignment. The objectives of all the learning activities, including the pedagogic course, were developed according to adult learning theories. Evaluations were made using questionnaires. Seventeen paediatricians participated in the CPD programme; 13 of them completed the pedagogic learning module and six the full pedagogic course, including the pedagogic assignment - teaching at one's own clinic. Evaluation of the pedagogic assignment at the participants' own clinics by 64 co-workers revealed that the co-workers appreciated the training activities and would recommend them to a colleague. We conclude that it is possible to combine medical and pedagogic education in a CPD programme for paediatricians and that the participants were able to digest and apply the pedagogic principles used in the course.

  • 7.
    Islind, Anna Sigridur
    et al.
    Department of Computer Science, Reykjavik University, Reykjavik, Iceland (ISL).
    Johansson, Victoria
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. Region Västra Götaland, NU Hospital Group, Trollhättan, Sweden.
    Alsén, Pia
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Andreasson, Emma
    University of Gothenburg, Department of Surgery, SSORG - Scandinavian Surgical Outcomes Research Group, Institute of Clinical Sciences, Sahlgrenska Academy, Gothenburg, Sweden; Region Västra Götaland, Sahlgrenska University Hospital/Östra, Department of Surgery, Gothenburg, Sweden..
    Angenete, Eva
    University of Gothenburg, Department of Surgery, SSORG - Scandinavian Surgical Outcomes Research Group, Institute of Clinical Sciences, Sahlgrenska Academy, Gothenburg, Sweden; Region Västra Götaland, Sahlgrenska University Hospital/Östra, Department of Surgery, Gothenburg, Sweden..
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Individualized blended care for patients with colorectal cancer: the patient's view on informational support.2021In: Supportive Care in Cancer, ISSN 0941-4355, E-ISSN 1433-7339, Vol. 29, p. 3061-3067Article in journal (Refereed)
    Abstract [en]

    PURPOSE: The number of colorectal cancer patient survivors is increasing. Information and support during and after treatment are requested by patients, but questions remain on what to provide. The aim of this study was to understand what informational needs colorectal cancer patients and survivors have, with a focus on the potential support given by patient peers and the use of blended care.

    METHODS: A qualitative study using focus groups was conducted with patients diagnosed at the same hospital at least one year prior to the initiation of the study. The focus group interviews were transcribed verbatim and analyzed using deductive content analysis.

    RESULTS: The need for informational support varied over time and depended on individual patient characteristics. Timing was crucial and patients requested options of blended care and informational support after treatment cessation. The patients felt alone after treatment and requested assistance in communication with their next-of-kin. They also identified the value of peer support, especially to contextualize knowledge provided by healthcare.

    CONCLUSION: This study showed a need for focus on individualized informational support. Blended care through integrating communication with peers online could be one way to support patients, both to enable shared decision-making as well as to provide person-centered care.

  • 8.
    Islind, Anna Sigridur
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    From Digital Fight to Digital Pride in Public Sector: Redefining Professionals' Roles and Work in Public Sector2016In: 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 (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.

  • 9.
    Islind, Anna Sigridur
    et al.
    Reykjavik University,School of Computer Science, Reykjavik Iceland(ISL).
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital GroupTrollhattan,Sweden.
    Ramadani Olsson, Suzana
    University West, School of Business, Economics and IT, Divison of Informatics.
    Socio-Technical Interplay in a Two-Sided Market: The Case of Learning Platforms2021In: Lecture Notes in Information Systems and Organisation, ISSN 2195-4968, Vol. 37, p. 33-53Article in journal (Refereed)
    Abstract [en]

    The rise of the platform era changes the way interactions are structured and enables transactions at a distance. The platform phenomena also enables co-creation of content, shifting the way services are delivered across diverse boundaries. This is especially apparent in workplaces, where the developments change roles, relationships and conditions for teaching and learning, creating the possibility of a two-sided market. From a socio-technical and socio-cultural learning perspective, this study primarily aims for a better understanding of platforms in higher educational settings. Using a learning platform as an illustrative case, we argue for platform context transactions that are not monetary transactions. The main contribution of the paper is to offer a discussion where we problematize the transactional concept in two-sided markets. The findings shed new light on emerging challenges and tensions in the interplay between the constant change of technology and what it means to work in such change. This has implications for both teaching and learning and offers insights that can be valuable for understanding the shift to online learning during the recent pandemic of covid-19.

  • 10.
    Islind, Anna Sigridur
    et al.
    Reykjavik University, Reykjavik, (ISL).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. Region Västra Götaland, NU Hospital Group, Trollhättan, (SWE).
    Balancing Overreliance and Mistrust in Data-Driven Decision Making: A Critical View on the Role of Quantified Self in Diabetes Management2022In: CEUR Workshop Proceedings: 8th International Workshop on Socio-Technical Perspective in Information Systems Development, STPIS 2022; Conference date: 19 August 2022 through 20 August 2022; Conference code: 183336 / [ed] Bednar P., Bednar P., Islind A.S., Hult H.V., Hult H.V., Nolte A., Nolte A., Rajanen M., Zaghloul F., Ravarini A., Braccini A.M., CEUR-WS , 2022, Vol. 3239, p. 74-84Conference paper (Other academic)
    Abstract [en]

    New self-care practices, such as self-management of chronic diseases, have emerged through mobile applications and devices, often designed, developed, and used outside the healthcare context. The development may lead to increased patient empowerment, shared decisionmaking and better communication, which is expected to benefit the care process. However, there are also potentially harmful effects related to safety, reliability, and security, with a corresponding need for understanding underlying algorithms and biases that may affect users. This calls for socio-technical perspectives, which take into consideration both the technological aspects of developing the app, as well as the social aspects of stakeholder involvement and collaborative design. In this paper, we describe the design and development of a mobile app for food nutrition information as part of diabetes self-management and critically discuss its implications for patients and designers. Our findings show that important learning aspects are connected to self-management, but there are also risks involved if too much or too little reliance is placed on the mobile app in the decision-making process. © 2022 Copyright for this paper by its authors.

  • 11.
    Islind, Anna Sigridur
    et al.
    Department of Computer Science, Reykjavik University, Menntavegur 1, 102 Reykjavik (ISL).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Data-Driven Healthcare: Critically Examining the Role of Self-care and Data-Driven Decision-Making in Diabetes Management2022In: Complex Systems Informatics and Modeling Quarterly, Vol. 2022, no 33, p. 40-52, article id 184Article in journal (Refereed)
    Abstract [en]

    The use of digital technology for self-care, such as self-management of chronic diseases, has emerged through mobile applications and wearables, often designed, developed, and used in everyday life outside the healthcare context. The new self-care practices may be beneficial in many ways but can also potentially pose risks, and there is a corresponding need to understand underlying algorithms and biases that may affect users. In this article, we describe the design and development of a mobile app for food nutrition information as part of diabetes self-management and critically discuss its implications for patients and designers.In conclusion, this study highlights the need to carefully consider how selfmanagement tools are designed, developed, and used for self-care. We propose co-design to approach data-driven healthcare in general and data-driven decisionmaking tools in particular. Our findings show that patients need to balance overreliance and mistrust in augmented data-driven decision-making, which calls for ethical considerations and a critical approach for all future designers.

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  • 12.
    Islind, Anna Sigridur
    et al.
    Reykjavik University, Department of Computer Science (ISL).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan.
    Johansson, Victoria
    University West, School of Business, Economics and IT, Division of Media and Design.
    Angenete, Eva
    Department of Surgery, SSORG - Scandinavian Surgical Outcomes Research Group, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg; Region Västra Götaland, Sahlgrenska University Hospital/Östra, Department of Surgery, Gothenburg.
    Gellerstedt, Martin
    Högskolan i Skövde, Institutionen för hälsovetenskaper. Högskolan i Skövde, Forskningsmiljön hälsa, hållbarhet och digitalisering.(Medborgarcentrerad hälsa MeCH, Research on Citizen Centered Health, University of Skövde (ReaCCH US)).
    Invisible Work Meets Visible Work: Infrastructuring from the Perspective of Patients and Healthcare Professionals2021In: Proceedings of the 54th Hawaii International Conference on System Sciences, Hawaii International Conference on System Sciences , 2021, p. 3556-3565Conference paper (Refereed)
    Abstract [en]

    Increased patient engagement and the use of new types of data, such as patient-generated health data (PGHD) is shifting how work is performed in relation to healthcare. This change enables healthcare professionals to delegate parts of work previously conducted by them to patients. There is a consensus regarding the need for nurses and physicians to work seamlessly together to make healthcare flow, but the role and responsibility of patients are less researched. In this paper, we aim to fill that gap by focusing on the shift of work from healthcare professionals to patients from the perspective of i) patients and ii) healthcare professionals. We use infrastructuring as a lens to understand the design of everyday work and actions from both perspectives. The main contribution is an analysis of, and insights into, how the work of patients can support healthcare professionals along with a conceptualization of how infrastructuring processes within and outside of healthcare are interconnected.

  • 13.
    Islind, Anna Sigridur
    et al.
    University of Reykjavik, (ISL).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Rydenman, Karin
    NU Hospital Group, Trollhättan (SWE).
    Wekell, Per
    University of Gothenburg, Gothenburg (SWE).
    Co-creating a Digital Symptom Tracker: An App as a Boundary Object in the Context of Pediatric Care2022In: IFIP Advances in Information and Communication Technology, ISSN 1868-4238, Vol. 660 IFIP, p. 79-93Article in journal (Refereed)
    Abstract [en]

    The rise of digital health has provided new opportunities for patients to be more actively involved in their health and wellbeing. Despite the increased use of mobile health apps, there is still a lack of research on patient self-monitoring, and few studies have focused on children with chronic diseases and their parents. In this study, we draw from a case of the design of a mobile application – a symptom tracker – to continuously monitor children with periodic fever and the theoretical concept of boundary objects, to understand the role of digital artifacts in current healthcare practice. The research approach is qualitative, building on interview data with parents and experiences from the co-design process involving researchers, physicians, and other key stakeholders. The aim of the paper is to contribute with a better understanding of how an app for tracking children’s fever (a symptom tracker) can support the pediatricians as well as the parents and their children during the treatment process. The research question is: In what ways can a symptom tracker increase stakeholder involvement and how may this affect their relationship boundaries and collaborations? Our findings suggest that the symptom tracker can be seen as a boundary object that binds the children, parents, and pediatricians treating them by connecting the app to the context of both the patients and healthcare practice. We argue that such an object (symptom tracker) can function as external support and, thereby, an essential part of the treatment process. 

  • 14.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Linder, Johan
    NU Hospital Group,Trolhättan (SWE).
    Johansson, Kristina
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society.
    Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project)2022Conference paper (Other academic)
  • 15.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group (SWE).
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Linder, Johan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Enhancing Quality through Work Integrated Learning and Collaboration Partnership2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 90-91Conference paper (Other academic)
    Abstract [en]

    For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.

    Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. 

    In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.

    The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.

  • 16.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Linder, Johan
    NU Hospital Group, Trollhättan (SWE).
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration2023In: ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023 / [ed] Luis Gómez Chova, Chelo González Martínez and Joanna Lees, The International Academy of Technology, Education and Development, 2023, p. 1298-1302Conference paper (Other academic)
    Abstract [en]

    For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.

    At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.

    To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.

    The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders.

  • 17.
    Norström, Livia
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    NU-sjukvården.
    Balancing the Social Media Seesaw in Public Sector: A Sociomaterial Perspective2017In: IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia, ISSN 1891-9863, E-ISSN 2387-3353, no 8Article in journal (Refereed)
    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.

  • 18.
    Norström, Livia
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group (SWE).
    Jungselius, Beata
    University West, School of Business, Economics and IT, Division of Media and Design.
    Bradley, Linda
    Department of Education, Communication and Learning, University of Gothenburg (SWE).
    Designing Sustainable Digital Ecosystems for Language Learning and Integration2023Conference paper (Other academic)
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  • 19.
    Svensson, Ann
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Leading and organizing workplace learning in healthcare digital transformation: The proposal of a conceptual model2022In: CEUR Workshop Proceedings: 8th International Workshop on Socio-Technical Perspective in Information Systems Development, STPIS 2022 / [ed] Bednar P., Bednar P., Islind A.S., Hult H.V., Hult H.V., Nolte A., Nolte A., Rajanen M., Zaghloul F., Ravarini A., Braccini A.M., CEUR-WS , 2022, Vol. 3239, p. 147-154Conference paper (Refereed)
    Abstract [en]

    Developing the digital health environment for the future is an important and prioritized initiative to meet increasing demands and requirements for high-quality healthcare. The digital transformation of healthcare not only entails changes in the IT environment but also affects the healthcare professionals’ daily clinical work, as it includes changes that require learning and the development of new working methods. The challenges are thus both complex and sociotechnical, which calls for holistic approaches and a better understanding of existing practices and new competencies required in response to current changes associated with digitalization. In this context, workplace learning plays a vital role. This paper draws from initial experiences of a digitalization initiative at two hospitals in Sweden, which partly focuses on the management and organization of digital transformation. By studying the development, implementation, and use of digital technologies from a learning perspective, the main focus is to contribute to better knowledge about how to lead and organize workplace learning for healthcare professionals, which also benefits the patients. The aim is to identify key activities associated with learning in healthcare digital transformation. Hence, we propose a conceptual model that illustrates and exemplifies activities and roles related to learning through digital change. In conclusion, we argue that a better understanding is needed of i) how management and organization can facilitate change in working methods and related processes, and ii) how learning in everyday work can be integrated with digital transformation in order to achieve the full potential of digitalization. © 2022 Copyright for this paper by its authors.

  • 20.
    Tengblad, Oskar
    et al.
    University West, School of Business, Economics and IT.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Exploring socio-technical challenges in patient self-monitoring: a qualitative case study2023In: CEUR Workshop Proceedings 2023 9th International Conference on Socio-Technical Perspective in Information Systems Development, STPIS 2023, Portsmouth 27 October   through 28 October 2023 / [ed] Bednar P., Bednar P., Zaghloul F., Welch C., Nolte A., Nolte A., Rajanen M., Islind A.S., Hult V.H., Hult H.V., Ravarini A., Braccini A.M., CEUR-WS , 2023, Vol. 3598, p. 121-130Conference paper (Refereed)
    Abstract [en]

    Current demographic trends, characterized by an aging population and the prevalence of chronic illnesses, pose significant challenges for healthcare in Sweden and globally. Digital health, including patient self-monitoring of health data, is acknowledged as a promising approach to address these issues. However, self-monitoring also presents various socio-technical challenges from the perspective of healthcare professionals, as the integration of technology influences work tasks, professional roles, and clinical interactions. This case study examines the introduction of self-monitoring within the Swedish healthcare context, specifically focusing on the role of digitalization coordinators and their perceptions and insights regarding the integration of self-monitoring into daily clinical practice. The study identifies critical challenges and suggests solutions. First, it highlights the impact of self-monitoring on professional identity and patient interactions, emphasizing that balancing technology and personal contact is essential to ensure quality care and patient outcomes. Secondly, it also addresses issues related to perceived complexity, resistance to technology, and resistance to change, emphasizing the importance of education and stakeholder engagement to facilitate awareness, enhance staff’s technological proficiency, and improve healthcare outcomes. In conclusion, findings from this study contribute to understanding the implementation of self-monitoring in Swedish healthcare and highlight the importance of preserving the human element in healthcare while leveraging the benefits of technology

  • 21.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Digital Work: Coping with Contradictions in Changing Healthcare2021Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Digital work is bringing significant change to all professions, as established work settings are replaced by remote work and digital teamwork and collaboration. Contradictions arise when work is no longer bounded in time or space and personal and professional life merge. This raises several issues. The issues include control of time, professional boundaries, and privacy and security. Healthcare is one area where digital technology is a growing influence on professional work, roles, and relationships. The medical profession demands constant learning as it undergoes accelerating advancements in both medicine and technology. This has the effect of a change in patient-physician relationships as patients access medical information on public sites and interact with providers outside the clinical setting.The research documents the effects of professional use of multiple technologies to interact, share knowledge, and coordinate. The research problem therefore addresses the blending of personal and professional technology use in healthcare specifically and the public sector in general, focusing on the impact of digitally engaged patients on practice.The aim of the thesis is to explore dimensions of digital work that arise from the use of digital technologies in daily work and learning, with a focus on the professional role of physicians.

    It poses the following research questions: RQ1) What opportunities and challenges do physicians experience from using digital technologies for work and learning and how do they view their role and expertise in relation to informed and digitally engaged patients? And RQ2) What does the analysis reveal about thecharacteristics of digital work, and its implications for professionalism? The topic covers dynamics between information, technology, and people, in the context of work and learning in healthcare. Therefore, the perspectives guiding the research lie at the intersection of multiple disciplines, like Information Systems, workplace learning and health informatics. The thesis adopts a sociotechnical approach wherein the concept of information system is understood broadly to comprise information content, social context, and specific technologies. For the analysis of the research data, it combines workplace learning theories with concepts from the information infrastructure, and infrastructuring literature to identify and analyze characteristics and contradictions of digital work. The thesis comprises five peer-reviewed research papers. The data comes from 15 semi-structured interviews, three focus groups and a survey of 148 Swedish resident physicians. The project is informed by an engaged research approach, including observations from longitudinal collaborative research, and development projects that involved physicians and other public sector professionals. By exploring and describing physicians’ interactions with multiple digital technologies as part of everyday work, the thesis responds to calls for research to capture the sociotechnical dimensions and effects of digital technologies on work beyond traditional standalone systems. It addresses a real-world problem that public sector healthcare faces, by providing contextual details and insights into how digital health technology and public information intervene in the patient-physician relationship. The findings suggest that digital work can be understood as a process of coping with contradictions, where physicians reconfigure professionalism through ongoing efforts to embrace the new forms of work without sacrificing core values. The thesis concludes with guidelines to address the transformation of professional roles and responsibilities, the new qualities and competencies required for digital work, and the need for interdisciplinary research and consideration of diverse perspectives for an appropriate design of sociotechnical medical systems.

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  • 22.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group.
    The emergence of sharing and gaining knowledge: Towards smartwork in healthcare2017In: Proceedings of the 25th European Conference on Information Systems (ECIS),, 2017, p. 2578-2586Conference 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.

  • 23.
    Vallo Hult, Helena
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Towards Digital Collaboration in Daily Work: Knowledge Sharing and Learning in Healthcare2016In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-16Conference paper (Other academic)
    Abstract [en]

    The ongoing digitalization of society is bringing working life and social life closer together, posing both challenges and opportunities with respect to communication, knowledge sharing and everyday learning. The overall purpose of this research is to contribute with knowledge of the role and potential of Information Technology (IT) in relation to learning in the working life for health professionals. The subject of this exploratory study is on the introduction of social technologies for internal communication, collaboration and knowledge sharing at work. The methodology is qualitative and the empirical setting is in the Swedish healthcare sector, involving emergency resident physicians and hospital management and administration. The findings suggest that the introduction of digital collaboration and networking sites have potential to increase collegial communication and contribute to knowledge sharing and learning. However, to achieve these positive effects, digital collaboration need to be integrated in daily practice and include new ways of working. This study also highlights that there is need for better tools and methods for continuous monitoring and development in this area in practical settings

  • 24.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Abovarda, Adam
    University West, Trollhättan (SWE).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    NU Hospital Group, Trollhättan (SWE); University of Gothenburg, Gothenburg (SWE).
    Digital Learning Strategies in Residency Education: a Qualitative Study from the Perspective of Physicians2022In: The 12th International Conference on Researching Work & Learning, RWL12: RWL12 -Toronto -Collection of Papers Volume 2 of 2, Toronto: RWL12 , 2022, Vol. 2, p. 267-277, article id Paper 69Conference paper (Other academic)
    Abstract [en]

    In Sweden, like in other countries worldwide, the COVID-19 pandemic forced many education programs to a sudden and urgent switch to online teaching and learning, often without sufficient study. This was the case not only for schools and higher education butalso for continuing education and training. In this study, we exploratively examine resident physicians' perceptions and experiences of using a digital learning environment as part of their specialist medical training. The paper focuses on synchronous learning through video conferencing (virtual lectures and seminars) and addresses the following research question: What are the perceived opportunities and challenges related to digitallearning from the perspective of the course participants?

    The methodological approach is qualitative, based on thematic analysis of course evaluations and semi-structured interviews. The results suggest that: i) pedagogical methods, reliable technology, and the effect of course management on learning outcomes are essential factors; ii) insightsinto participants' perceptions of learning via video conferencing emphasize that interactive communication and group discussions are significant for their learning, and iii) sociotechnical aspects were part of the elements that influenced participants'satisfaction with digital learning. Findings from this study contribute to better knowledge and understanding of how a digital learning environment in general, and learning through virtual lectures and seminars in particular, can be developed and incorporated into the programs to increase their usefulness.

  • 25.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Bystrom, Katriina
    Department of Archivistics, Library and Information Science, Oslo Metropolitan University, Oslo, (NOR).
    Challenges to learning and leading the digital workplace2022In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 44, no 3, p. 460-474Article in journal (Refereed)
    Abstract [en]

    Digitalisation does not only transform material constructions of workplaces and work but also social constructions for employees’ interaction and learning at work. In this paper, we explore emerging challenges related to the digitalisation of workplaces aiming for an understanding of the changing prerequisites for working and competence. Our findings from a small qualitative exploratory study illustrate the complexity of the development of workplaces, characterised by strong but diffuse relationships between people, technology, and work practices. We argue that in the development of digital workplaces, a sole focus on information systems as new technology, along with training and education of their functionality is insufficient. First, the demand for new competencies in the workplace calls for understanding learning practices in everyday digital work. Second, leading the transition towards a digital workplace requires learning new leadership practices. Thus, an understanding of work rather than systems ought to be central in the future digitalisation of work, in which the systems are one part of development, not the development.

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  • 26.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Byström, Katriina
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. University West, School of Business, Economics and IT, Divison of Informatics.
    ICT and Learning Usability at Work: Challenges and Opportunities for Physicians in Everyday Practice2016In: Nordic Contributions in IS Research: 7th Scandinavian Conference on Information Systems, SCIS 2016 and IFIP8.6 2016, Ljungskile, Sweden, August 7-10, 2016, Proceedings / [ed] Ulrika Lundh Snis, Springer International Publishing , 2016, p. 176-190Conference paper (Refereed)
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  • 27.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group.
    Byström, Katrina
    Department of Archivistics, Library and Information Service, Oslo and Akershus University College of Applied Sciences, Norway.
    The Workplace in Transition: Exploring Emerging Challenges and Demands for New Competence2017In: 10th International Conference on Researching Work & Learning: Transitions, Transformations And Transgressions In Work And Learning & Work And Learning Research Book of Abstracts, 6–8 December 2017 Rhodes University Grahamstown South Africa, Rhodes University, 2017, p. 104-104Conference paper (Refereed)
    Abstract [en]

    Digitalisation of society and the workplace is transforming the ways we work and learn. Not merely by automating existing tasks, replacing routine jobs and making work more effective, but also creating new tasks as well redefining competence, challenging and reshaping the professions. There has been renewed attention on the interplay between the social and the technological in context of digitalisation and recent trends toward self-service and IT consumerisation, i.e. blending consumer and enterprise technologies at work. Room is given to employees and customers rather than IT departments as leaders in the digital transformation, and research topics have evolved from computer-aided work towards reflections of the technological development and digitalisation in general. While there is no common definition of the digital workplace, one definition that emphasises the social, instead of the technological change is that digital workplaces occur when people collectively perform their work in digital, rather than physical work spaces, where the transition towards “peopleless offices and officeless people” brings new opportunities and challenges. In this paper, we argue that there is a severe need for a broader conceptualisation of the digital workplace, beyond focusing on specific IT applications or tools. The paper sheds light on emerging challenges related to the digitalisation of workplaces, aiming for an understanding ofthe changing prerequisites for work practices and competence. The research question is: What kinds of changes are emerging and how do they challenge the (digital) workplace? This paper reports on preliminary findings from an R&D project in Swedish healthcare and a follow-up focus group interview on the digital workplace. The research approach is qualitative and action-research oriented, with an aim togain knowledge through collaboration and intervention in real settings. Preliminary issues on emerging changes andchallenges related to the digital workplace are listed below.

    ¡ Flexibility, performance and workplace learning

    ¡ Transformation of work practices¡ Security and integrity issues¡ Leadership and issues of responsibility

    This paper has addressed challenges related to emerging digital workplaces. Clearly, as digitalisation increases, the conditions for work and workplace learning changes. Digital tools are already an integrated part of everyday work. Along with this integration, work practices have changed and new workplace norms, attitudes and cultures have emerged. The flexibility and simplicity that comes with constant access to information and support for collaboration and knowledge also demand leadership, teamwork and new competences. The broad implications of digitalisation illustrated in this paper point to the tendency to focus on technology (e.g. how to use a particular system) as outdated. The need for a socio-technical perspective that also introduces new ways of working and development of work practices is now unavoidable. We argue that in the development of digital workplaces,a sole focus on information systems, along with training and education from the systems’ perspective is insufficient. An understanding of work and its goals rather than systems oughtto be central. Thus, more focus is required on generating a joint purpose and the bigger picture, where the systems are one part of development, not the development.

  • 28.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU-sjukvården, Utvecklings- och planeringsenheten, Trollhättan (SWE).
    Elden, H.
    Avdelningen för Obstetrik och Gynekologi, Sahlgrenska Universitetssjukhuset, Göteborg (SWE).
    Frerichs, M.
    KOL-centrum, Sahlgrenska Universitetssjukhuset, Göteborg (SWE).
    Gelander, L.
    Barnhälsovård, Regionhälsan (SWE).
    Greim, G.
    Närhälsan Online (SWE).
    Jivegård, L.
    Västra Götalandsregionen, HTA-centrum, Göteborg (SWE).
    Khan, J
    Västra Götalandsregionen, HTA-centrum, Göteborg (SWE); Hälsoekonomi och Policy enheten, Avdelningen för samhällsmedicin och Folkhälsa, Institutionen för medicin, Göteborgs universitet (SWE).
    Magnusson, K.
    Västra Götalandsregionen, Medicinska biblioteken, Sahlgrenska Universitetssjukhuset, Göteborg (SWE).
    Mourtzinis, G.
    Medicin och akutsjukvård Mölndal, Sahlgrenska Universitetssjukhuset och Avdelningen för molekylär och klinisk medicin, Institutionen för medicin, Göteborgs universitet, Göteborg (SWE).
    Nyström, O.
    Medicin geriatrik och akutmottagning Östra, Sahlgrenska Universitetssjukhuset (SWE).
    Quitz, K.
    Egenmonitoreringscenter, Närhälsan (SWE).
    Scharenberg, C.
    Hematologi, Skaraborgs sjukhus (SWE).
    Sjöland, H.
    Kardiologsektionen, Medicin Geriatrik- och Akutkliniken, Sahlgrenska Universitetssjukhuset, Göteborg (SWE).
    Svanberg, T.
    Västra Götalandsregionen, HTA-centrum, Göteborg (SWE); Västra Götalandsregionen, Medicinska biblioteken, Sahlgrenska Universitetssjukhuset, Göteborg (SWE).
    Svedberg, M.
    Institutionen för kliniska vetenskaper, Göteborgs Universitet (SWE); Drottning Silvias barnsjukhus, Lung-Allergi-CF-mottagningen, Göteborg (SWE).
    Wartenberg, C.
    Västra Götalandsregionen, HTA-centrum, Göteborg (SWE).
    Egenmonitorering: evidenskartläggning genom sammanställning av systematiska översikter för utvalda diagnosgrupper2023Report (Other academic)
    Abstract [en]

    Background

    In Region Västra Götaland (VGR), the development of remote patient monitoring is given high priority, aiming for improvements for patients and reduction of healthcare costs. In this report we defined remote patient monitoring as continuous follow-up of relevant health-related parameters of patients located outside healthcare facilities (e.g. at home). Measurements taken by analogue or digital devices, objective and/or subjective assessments, are delivered digitally to the patient and to a healthcare professional. The healthcare professional provides the patient with feedback on the reported data (feedback may be automatically generated if data are within a predefined range). The plan in VGR is to introduce remote monitoring in selected diagnosis groups – some of which already started using remote monitoring.

    Aim

    The aim of this report was to provide an overview of systematic reviews regarding remote monitoring(as add on or replacement of visits in current standard of care) compared to standard of care in 25 selected diagnosis groups.

    Method

    In order to clarify how remote monitoring is intended to be used in the 25 diagnosis groups, representatives from the respective clinical areas were interviewed. As the scope of this project covered many diagnosis groups, the search was limited to systematic reviews (SRs) of randomised (RCTs) or non-randomised clinical trials. The relevance of each identified SR for our PICO(Population, Intervention, Comparator and Outcomes) was assessed by at least two project members (one clinical representative and one from HTA-centrum). Relevant SRs were assessed by at least two project members using SNABBSTAR, a tool developed by The Swedish Agency for Health Technology Assessment and Assessment of Social Services (SBU) for assessment of risk of bias/systematic errors in SRs. The tool consists of six steps and assessment of an SR is stopped as soon as the criteria for a specific level are not met.

    The steps are: 1. Definition of PICO and literature search; 2. Inclusion/exclusion according to PICO, listing of included studies; 3. Risk of bias assessments; 4. Evidence synthesis/meta-analyses; 5. Certainty of evidence consideration; 6. Documentation of excluded studies, conflicts of interest, and an a priori published SR protocol.

    SNABBSTAR evaluates how useful an SR is by assessing the methodology used in the SR. In the current project, SRs reaching at least SNABBSTAR level 4 were considered to provide relevant data synthesis. As reaching SNABBSTAR level 5 or 6 is considered necessary for reliable conclusions, we cited key conclusions only from SRs reaching these levels. We did not extract any data from the included SRs.ResultsThe literature search resulted in 3,332 hits. Of these, 279 were read in full text to assess their relevance for the PICO. Seventy-five SRs were considered relevant and were included; these were assessed by SNABBSTAR. 

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  • 29.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Gustavsson, Linn
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    Walter, Lars
    University West, School of Business, Economics and IT, Division of Business Administration.
    Towards effective flexibility: learning through co-work with robots in healthcare2022Conference paper (Other academic)
  • 30.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, Trollhättan, Sweden.
    Hansson, Anders
    Örebro University, University Health Care Research Center, Faculty of Medicine and Health, Sweden.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Digitalization and Physician Learning: Individual Practice, Organizational Context, and Social Norm2020In: Journal of Continuing Education in the Health Professions, ISSN 0894-1912, E-ISSN 1554-558X, Vol. 40, no 4, p. 220-227Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: The emerging context of online platforms and digitally engaged patients demands new competencies of health care professionals. Although information and communication technologies (ICTs) can strengthen continuous professional development (CPD) and learning at work, more research is needed on ICT for experiential and collegial learning.

    METHODS: The study builds on prior qualitative research to identify issues and comprises a quantitative assessment of ICT usage for learning in health care. A survey was administered to Swedish physicians participating in a CPD program as part of specialist medical training. Conclusions focused specifically on learning dimensions are drawn from correlation analyses complemented with multiple regression.

    RESULTS: The findings show that physicians' actual use of ICT is related to perceived performance, social influence, and organizational context. Social norm was the most important variable for measured general usage, whereas performance expectancy (perceived usefulness of ICT) was important for ICT usage for learning. The degree of individual digitalization affects performance and, in turn, actual use.

    DISCUSSION: The study highlights the need to incorporate ICT effectively into CPD and clinical work. Besides formal training and support for specific systems, there is a need to understand the usefulness of digitalization integrated into practice. Moving beyond instrumentalist views of technology, the model in this study includes contextualized dimensions of ICT and learning in health care. Findings confirm that medical communities are influencers of use, which suggests that an emphasis on collegial expectations for digital collaboration will enhance practitioner adaptation.

  • 31.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, Sweden.
    Hansson, Anders
    Örebro University, University Health Care Research Center, Faculty of Medicin and Health, Sweden.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flipped healthcare for better or worse2019In: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811, Vol. 25, no 3, p. 587-597Article in journal (Refereed)
    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.

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  • 32.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Hansson, Åse
    University Health Care Research Center (UFC), Region Örebro län (SWEDEN).
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    ICT as support for learning: demanding new competence among phycians2017In: INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, 2017, p. 4629-4636Conference 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.

  • 33.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Holmgren, Daniel
    Skaraborg’s Hospital, Skövde. University of Gothenburg, Sweden..
    Wekell, Per
    NU Hospital Group, Sweden. University of Gothenburg, Sweden.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Co-designing a Digital Platform: Towards e-Health and Continuous Learning in General Paediatrics2017In: International Forum on Quality & Safety in Healthcare: 26-28 April 2017 ExCel London Conference Proceedings Igniting Collective Excellence, 2017Conference paper (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

  • 34.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Kvalitativ analys i NVivo: Kurskompendium2019Report (Other academic)
    Abstract [sv]

    Detta kompendium beskriver grunderna i NVivo och är tänkt att fungera som introduktion och instuderingsmaterial för självständigt arbete med kvalitativ innehållsanalys. Upplägget bygger på egen erfarenhet av att använda NVivo för avhandlingsarbetet, och tar upp de vanligaste funktionerna och praktiska tips. Syftet är att ge en överblick över de olika modulerna i NVivo och presentera vilka möjligheter och användningsområden som finns.

  • 35.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Seeds of Workplace Learning in Information Systems: A Literature Review2017In: IRIS40, Information Systems Research Seminar in Scandinavia, Halden, Norway, August 6-10, 2017, 2017, p. 1-19Conference paper (Other academic)
  • 36.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Towards Learning with Digital Artifacts2017In: 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 (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.

  • 37.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    Reykjavik University, (ISL).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Holmgren, Daniel
    Skaraborg Hospital and University of Gothenburg (SWE).
    Wekell, Per
    NU Hospital Group and University of Gothenburg (SWE).
    Sociotechnical Co-design with General Pediatricians: Ripple Effects through Collaboration in Action2020In: AMCIS 2020 PROCEEDINGS, Association for Information Systems, 2020, p. 1-10Conference paper (Refereed)
    Abstract [en]

    The embedding of digital platforms into professional practice has changed how people collaborate, learn and share knowledge at work. The healthcare sector provides an illustrative case for developments in this area. Through the introduction of a virtual collaboration platform in a continuing professional development program for pediatricians, this interdisciplinary research aims to promote continuity of the educational outcomes along with a better understanding of the usefulness of virtual collaboration and knowledge sharing at work. The research question is: How do pediatricians co-design and use a virtual collaboration platform for knowledge sharing and learning in action? The method is participatory action research, in which participants were co-designers of the content that was developed. The paper outlines some of the benefits and challenges currently emerging from the integration and use of virtual collaborations in clinical practice and provides design considerations on how to co-design content to use in virtual collaboration.

  • 38.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    Reykjavik University (ISL).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wekell, Per
    Holmgren, Daniel
    Digital Learning: Continuous Professional Development of Physicians2021Conference paper (Other academic)
    Abstract [en]

    Continuous professional development (CPD) is an important, yet often overlooked, part of higher education. While a large body of literature exists on formal learning and e-training, aspects of self-directed and informal digital learning in CPD are still under-researched. The aim of this project was: i) to explore physicians informal learning (e.g., collegial communication, collaboration and knowledge sharing) when shifting to digital learning as part of a CPD course; ii) to identify features that enable and constrain interaction and networking; and; iii) to evaluate the effects of digital learning on the overall learning objectives and outcomes. This project was carried out in three steps, and the outcome is in a set of recommendations that can be used to capture and inform the design of future CPD programs, implemented in higher education, to better support informal learning in digital learning settings.

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  • 39.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wekell, Per
    Holmgren, Daniel
    Digital Learning: Continuous Professional Development of Physicians Bluenotes2021Conference paper (Other academic)
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  • 40.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. Region Västra Götaland, NU-Hospital Group, Trollhättan.
    Islind, Anna Sigridur
    Reykjavik University, School of Computer Science, Reykjavik (ICL).
    Norström, Livia
    University of Gothenburg, Department of Applied IT, Gothenburg.
    Reconfiguring professionalism in digital work2021In: Systems, Signs & Actions: An International Journal on Information Technology, Action, Communication and Workpractices, E-ISSN 1652-8719, Vol. 12, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Information Systems (IS) research and practice face ever more complex challenges as Information Technology (IT) for work expands beyond organizations and merges into everyday life. The COVID-19 pandemic of 2020 has amplified the need to understand digital work and its implications for professionalism. This study addresses that gap in the literature. The focus is on blended IT, referring to the fact that professionals today use personal and organizational IT interchangeably for work, while they also face a new situation of increased citizen involvement in their institutions through IT. This paper draws from three empirical public sector cases with the aim to contribute a deeper understanding of what digital work entails and how public sector professionalism is reconfigured by blended IT.

    The research question is: how is public sector professionalism reconfigured in digital work? Our findings illustrate this reconfiguration in three main ways: a) the personal and professional uses of IT merge,influencing professional autonomy; b) the incursion of patient and citizen IT into the scope of work challenges established views on knowledge and expertise; and c) altogether, balancing the streams of blended IT impinges on the core value of the common good that is characteristic of public sector professionalism. These three processes of reconfiguration outline professionalism in digital work.

  • 41.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, S-461 85 Trollhättan, Sweden.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Tuning professionalism in the public sector2018In: AIS SIGPRAG Pre-ICIS Workshop 2018: "Practice-based Design and Innovation of Digital Artifacts", 2018, p. -3Conference 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.

  • 42.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU-Hospital Group, Department of Planning & Development, Trollhättan (SWE).
    Islind, Anna Sigridur
    Reykjavik University, Department of Computer Science, Reykjavik (ISL).
    Norström, Livia
    University of Gothenburg, Department of Applied IT, Gothenburg (SWE).
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    The Fly in the Soup: A Critical Realism Perspective on the Role of the Engaged Researcher2021In: Socio-Technical Perspective in IS Development 2021: Proceedings of the 7th International Workshop on Socio-Technical Perspective in IS Development (STPIS 2021)Virtual conference in Trento, Italy, October 11-12, 2021. / [ed] Peter Bednar, Alexander Nolte, Mikko Rajanen, Anna Sigridur Islind, Helena Vallo Hult, Fatema Zaghloul, Aurelio Ravarini, Alessio Maria Braccini, 2021, p. 178-188Conference paper (Refereed)
    Abstract [en]

    Information Systems (IS) research and practice are constantly facing increasingly complex challenges through the design and development of new technology. The new technology is being researched through continuous engagement. This accentuates the importance of sociotechnical, engaged research through a critical view. However, the role of the researcher, and the engagement in research projects, is less researched. Taking a 'critical' view means to study the underlying mechanisms behind the observable, to understand change, and in this paper, we apply such a view to studying the changes in the researchers' role. This paper is based on the experience from four qualitative research projects, where we have studied four different public organizations and the technology-induced change of the professionals in these organizations.The four cases are conducted in Sweden and based on engaged research methods; an approach that draws on the perspectives of key stakeholders in a real-world problem situation to develop knowledge that might help address it. The underlying knowledge interest in this paper is understanding the driving forces behind engaged research, such as action research, how such research really is conducted and what the action entails and to shed light on some of the difficulties of engaged research while also discussing the complexity of the role. The research question is: what does the role of researchers in engaged research include over time? The main contribution is outlined in an in-depth understanding of the role of an engaged researcher whichis illustrated through four main 'trade offs' within the role.

  • 43.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group.
    Islind, Anna Sigridur
    Reykjavik University, (ISL).
    Rydenman, Karin
    NU Hospital Group, (SWE); dUniversity of Gothenburg (SWE).
    Hällsjö Wekell, Per
    NU Hospital Group (SWE); University of Gothenburg /SWE).
    Decreased Memory Bias via a Mobile Application: A Symptom Tracker to Monitor Children's Periodic Fever.2022In: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 294, p. 915-919Article in journal (Refereed)
    Abstract [en]

    Memory bias, the tendency to rely on certain events over others, can become an issue in chronic illnesses, especially when symptoms are reported retrospectively. This paper examines a case where continuous symptom registration can be facilitated, memory supported, and memory bias reduced by introducing a mobile application. The aim of the paper is to report on the design of an app for collecting subjective data over an extended period to continuously follow children with periodic fever. The research approach is qualitative, building on interview data. The design method is co-design, a collaborative and participatory approach involving researchers, physicians and other key stakeholders, with focus on the views of the parents. We argue that collecting data continuously through an app moves the discussion from memory to the specific data points, which is illustrated through trends shown in the visualizations of the data. Moreover, we highlight the importance of systematically collecting data over an extended period through a data-driven approach to both forward clinical practice and research on complex, often chronic topics such as periodic fever, which is genuinely under-researched to date.

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  • 44.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    University West, School of Business, Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    Reykjavik University, School of Computer Science (ISL).
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    The Intersection Between Information Systems and Workplace Learning: A Systematic Review and Research Agenda2022In: Proceedings of the 55th Hawaii International Conference on System Sciences / [ed] Tung X. Bui, IEEE Computer Society , 2022, p. 5396-5405Conference paper (Refereed)
    Abstract [en]

    Information Systems (IS) research has extensively studied change in relation to digitalization. However, less attention has been paid to both individual and organizational change from a learning perspective. There is a need for a deeper understanding of how changes are fostered and how and why learning in the circumstances of digital practices occurs. This interdisciplinary systematic review shows how workplace learning has been addressed within IS, bringing together workplace learning theories and the field of IS. The results show that research on the role of knowledge in IS tends to rely on established and conventional theories without explicitly articulating the learning aspects. We call for more IS research that explicitly addresses digital change as learning. This paper provides a research agenda via three research directions for IS researchers interested in work and learning, aiming for a theoretical discussion to advance our field. © 2022 IEEE Computer Society. All rights reserved.

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  • 45.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Linder, Johan
    NU Hospital Group, Trollhättan (SWE).
    Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-projektet)2022Conference paper (Other academic)
  • 46.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Master Östlund, Christian
    NU Hospital Group, Trollhattan (SWE).
    Towards Design Principles for the Three Phases of Physicians' Information Seeking Activities2021In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 12807 LNCS, p. 65-70Article in journal (Refereed)
    Abstract [en]

    Healthcare settings involve complex sociotechnical challenges, accentuated by rapidly expanding medical knowledge and technological developments. This entails a need for the professionals to continually seek information to update their skills and knowledge to solve problems in daily clinical practice while at the same time facing an increasingly fragmented health information environment. This research in progress paper addresses the real-life problem of physicians’ information seeking activities before, during and after a patient visit. The anticipated contribution is a set of design principles that a system for information seeking through these three phases should support. 

  • 47.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhattan (SWE).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    NU Hospital Group (SWE); University of Gothenburg (SWE).
    Why and When Physicians Google: Resident Physicians' Information-Seeking Strategies During Patient Consultations2023In: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 305, p. 580-583Article in journal (Refereed)
    Abstract [en]

    Physicians depend on access to accurate, up-to-date information and knowledge to make decisions and carry out their work. Today, access to online medical information has become easier than ever before. There is a stream of research interested in understanding how online health information intervenes and influences the patient-physician relationship. While many studies have focused on patients' online health information seeking, fewer studies have addressed how physicians seek and use online medical information. In this qualitative study, focus groups using clinical scenarios were conducted to examine why and when resident physicians turn to search engines like Google for medical information seeking at the point of care. The paper provides insights in physicians' perceptions and experiences of using digital tools for information seeking during patient consultations. Specifically, we identify and discuss information-seeking strategies of physicians during the patient consultation, contributing crucial knowledge for improving the quality of healthcare and patient outcomes.

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  • 48.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    Department of Medical Education, NU Hospital Group, Trollhättan (SWE); Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE).
    Jood, Katarina
    Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE); Department of Neurology, Sahlgrenska University Hospital, Gothenburg (SWE).
    Designing for digital transformation of residency education: a post-pandemic pedagogical response2023In: BMC Medical Education, E-ISSN 1472-6920, Vol. 23, no 1, p. 1-10, article id 421Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond.

    METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching.

    RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching.

    CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

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  • 49.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Conceptualizing Workplace Learning in Healthcare Digital Transformation2022Conference paper (Other academic)
  • 50.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Workplace Learning and Digital Transformation in Healthcare: Literature Review and Tentative Findings2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 128-129Conference paper (Other academic)
    Abstract [en]

    IntroductionDigitalization of society and the workplace brings new challenges and changes in how we work and learn. Like in other domains, healthcare has seen rapid growth in new digital technologies, extending beyond an initial focus on electronic patient record systems (Fitzpatrick and Ellingsen 2013; LeRouge et al. 2007). The digital transformation of healthcare entails changes in the IT environment and affects the health professionals’ daily clinical work. It includes changes that require learning and the development of new working methods. The rise of data -driven healthcare, patient-centric technologies and advances in automatized systems, artificial intelligence (AI) and robotics altogether poses new challenges and opportunities for the medical profession (Lebovitz et al. 2019; Vallo Hult et al. 2019). Conventional health IS research and models have focused on isolated systems, individual usersand clinical outcomes (Greenhalgh et al. 2019), focusing more on design and implementation than on how clinical end users react to already implemented IT (Abouzahra et al. 2015; Holden and Karsh 2010). Prior research highlight that learning in everyday work needs to be better integrated with digital transformation to achieve the full potential of digitalization. (Sittig and Singh 2010; Vallo Hult et al. 2020). The challenges, thus, are complex and sociotechnical, which calls for a better understanding of existing practices and new competencies required in response to current changes associated with digitalization (Davidson et al. 2018; Wynn and Vallo Hult 2020).

    While researchers and practitioners have shown a longstanding interest in understanding the relationship between digitalization and learning at work, much of this work has been conducted in separate streams of literature. There is still a lack of understanding key terminology and concepts, as different terms are used in the literature to describe similar phenomena (Vallo Hult 2021). Experiences from our studies in practice, where the development, implementation, and use of digital technologies involve key activities associated with learning (Svensson and Vallo Hult, 2022), furthermore point to a need for an overview and more insights into this area. This extended abstract presents the first step in an ongoing project in which we plan to conduct an integrative literature review on workplace learning and digital transformation in healthcare, responding to calls for more research that explicitly addresses digital change as learning (Vallo Hult et al. 2022). The research question is twofold: i) how has workplace learning in healthcare digital transformation been addressed in the literature and ii) what key topics and themes, and central ideas and authors that have influenced and shaped the development can be identified?

    Method

    The literature review will focus on research relevant to workplace learning and digital transformation in healthcare. A targeted search will be conducted in the multidisciplinary research databases Scopus and Web of Science, as primary databases for multidisciplinary coverage of international academic journals. Additionally, we will conduct a systematic literature search in PubMed, to include relevant articles in the medical field. We plan on using a concept-centric approach to literature reviews, aiming to identify and follow key concepts in the literature (Webster and Watson 2002). We will also use snowballing and citation analysis techniques (forward and backward tracking of references) to allow for refinement of the initial searches based on new ideas, search terms and literature (cf. Boell and Cecez-Kecmanovic 2014).

    Table 1 is not included here

    For further analysis, relevant references will be exported to EndNote (reference management system). Inclusion and exclusion criteria will be applied to narrow the results (peer-reviewed articles, conference papers or book chapters in English). Articles will be categorized based on author(s) and year of publication, publication outlet, document type and domain, main findings and call for future research. Workplace learning in healthcare digital transformation: Tentative findings, discussion and expected co ntributionAs the research has developed in separate streams of research, we expect the literature review to reveal how key concepts have been applied and defined in prior literature, over time and across disciplines. The result section will present synthesized topics and themes and identified central ideas and authors that have influenced and shaped the development of digital transformation in relation to workplace learning in healthcare. The result section will be structured in three themes: i) a summary of definitions and concepts, ii) key findings focusing on workplace learning in digital healthcare in specific and iii) the knowledge gap on workplace learning in digital healthcare. Our empirical research indicate that this literature review has potential to contribute with a better understanding and more in-depth insights into learning in healthcare digital transformation.

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