This paper reports on an ongoing interdisciplinary research and development project with the overall purpose of developing a mobile app and platform for monitoring fever episodes, symptoms, and infections in children with periodic fever. In this paper, the focus is on the co-design process, in which a prototype for registering and visualizing fever episodes has been developed, tested and evaluated for usability and functionality. The study takes a socio-technical approach and uses co-design as a method. This means that users and developers collaborate in the design process, an approach that has proven effective in creating user-friendly and relevant digital solutions in healthcare. The app was tested for usability, functionality, and clinical viability through a combination of AttrakDiff and System Usability Scale (SUS) questionnaires, along with qualitative feedback. Findings show that participants found the app easy to use, and that symptom registration and visualization, facilitated by the digital platform and mobile app, were viewed as useful and important from several perspectives. Guardians found the app valuable for managing recurring fever episodes and planning daily life better, which may positively in!uence compliance, help increase control, and reduce stress. From the healthcare professionals’ perspective, digital symptom recording can provide a clear picture of disease progression and contribute to an earlier and more accurate diagnosis, as well as support the follow-up and evaluation of treatments. A shared understanding of symptoms and disease progression can also enhance communication among guardians, their children, and healthcare professionals, thereby increasing participation and improving the child's care. From a research perspective, continuous registration of symptoms enables improved data collection, and multidisciplinary collaboration has the potential to enable synergies between clinical work, development, innovation, and research.

Background Near-peer teaching (NPT) and structured near-peer teaching programs (NPTPs) have been recognized as valuable approaches in medical education, yet relatively few studies have explored programs designed specifically for junior doctors. In response to a local shortage of clinical supervisors and educators at a non-university teaching hospital in Western Sweden, a voluntary pedagogical faculty development program was launched in 2018 as part of the mandatory medical internship. The program engaged junior doctors with a documented interest in education to supervise medical students and peers. From the outset, the program was intended not only as a teaching initiative but also as an early form of faculty development, aiming to strengthen participants’ pedagogical skills and professional identity. This study aimed to explore how junior doctors participating in a pedagogical internship track experienced the development of their teaching skills and professional identity, as well as their experience of the program. Methods We conducted a qualitative study of the pedagogical internship track using semi-structured interviews with ten former participants, enrolled between 2018 and 2024. Interviews explored their experiences of the program and its influence on subsequent professional roles. Data were analyzed using qualitative content analysis. Results We identified three main themes: Theme 1, Building a pedagogical toolbox, highlighting how the participants acquired skills in simulation, feedback and how to orchestrate teaching events. Theme 2, Establishing professional legitimacy, with a focus on how the program gave them credibility as teachers and a platform to influence the teaching environment in the hospital. Finally, Theme 3, Becoming a clinical teacher, highlighting the development of an identity as a clinical teacher, growing confidence and how the participants took on new roles as clinical teachers. Conclusions Findings from this study suggest that structured near-peer teaching programs for junior doctors strengthen teaching skills, enhance professional identity, and promote continued engagement in clinical education. By embedding such programs within internship training, hospitals may not only support individual development but also foster a sustainable pedagogical culture.

Trots omfattande digitalisering inom vården sker schemaläggning av AT- och ST-läkare ofta manuellt, med Excel som vanligt verktyg. Syftet med denna kvalitativa studie är att undersöka hinder och möjliggörare för digital schemaläggning, med fokus på schemaläggning för läkare under specialistutbildning utifrån ett socio-tekniskt perspektiv. Genom intervjuer och observationer framkommer att digitala lösningar kan förbättra effektivitet, samordning och personalnöjdhet, men att införandet kräver användarcentrerad design, utbildning och förändringsledning. Studien belyser tekniska och organisatoriska utmaningar samt ger praktiska rekommendationer för övergången från manuella till digitala system.

The 11th International Conference on Socio-Technical Perspectives in Information Systems (STPIS 2025) was held as a two-day hybrid event, taking place both online and on-site in Skopje, North Macedonia, on September 17–18th, 2025. The local organization was led by Professor Marija Topuzovska Latkovikj and her team from the Department of Organizational Sciences at the Institute. A total of 38 submissions were received in response to the call for papers, of which 33 were accepted, representing the research work of more than 70 authors from various countries. These figures reflect both the growing academic interest in STPIS and the diversity of socio-technical topics explored during the sessions. Participation included 30 on-site attendees and 15 online participants via Zoom, demonstrating the continued relevance of the hybrid format for promoting international collaboration and knowledge exchange

As Generative AI (GenAI) becomes embedded in everyday work, it is important to understand how it reshapes professional roles, relationships and knowledge and expertise across sectors. Healthcare work is complex, relies on professional judgment, involves ethical and patient-safety concerns, and depends on access to accurate and relevant information, making it an especially interesting setting for studying GenAI. The aim of this study is to explore how Swedish junior doctors experience and trust GenAI in their daily work. Drawing on empirical data from two focus group interviews and a systematic literature review, we use trust as a theoretical lens to analyze how GenAI is understood and used in practice. The research question is: How do junior doctors in Swedish healthcare experience trust in GenAI in their everyday work? Our findings show that GenAI is viewed as unavoidable and highly contextual, with implications across technical, relational, ethical, and epistemic domains, including concerns about patient inequality and professional knowledge and expertise. The paper contributes to information systems (IS) research on trust in AI by identifying and mapping GenAI across four interrelated dimensions, highlighting implications for the responsible use of GenAI in healthcare and providing recommendations for medical education and practice.

BACKGROUND: Remote patient monitoring implies continuous follow-up of health-related parameters of patients outside healthcare facilities. Patients share health-related data with their healthcare unit and obtain feedback (which may be automatically generated if data are within a predefined range). The goals of remote patient monitoring are improvements for patients and reduced healthcare costs. The aim of this paper is to provide an overview of systematic reviews regarding remote patient monitoring for selected patient groups currently considered for the introduction of remote patient monitoring in Region Västra Götaland, Sweden. The selected sixteen patient groups were: patients with asthma, chronic obstructive pulmonary disease, children and adolescents with complex needs, children and adolescents with cystic fibrosis, children and adolescents with periodic fever, elderly patients with multiple diseases, patients with eye diseases, heart failure, haematological disease, hypertension, inflammatory bowel disease, neurorehabilitation, Parkinson's disease, psoriasis, sleep apnea, and specialist maternity care. Outcomes considered in this overview were patient-relevant clinical benefits as well as risks.

METHODS: A literature search for systematic reviews of clinical trials on remote patient monitoring in the selected patient groups was conducted by two information specialists, followed by assessment of relevance by a team of clinical and methodological experts in Region Västra Götaland, Sweden. The methodological rigour of identified systematic reviews was assessed using QUICKSTAR - a tool for stepwise appraisal of systematic reviews. In a QUICKSTAR assessment, a level of at least five is considered a prerequisite for reliable conclusions regarding the question at issue.

RESULTS: The literature search resulted in 4,049 hits, of which 84 SRs were considered relevant for the question at issue. A QUICKSTAR level of at least five was reached by 13 (15%) of the relevant systematic reviews. Some patient benefit of remote patient monitoring was reported for five patient groups (asthma, chronic obstructive lung disease, heart failure, hypertension, and elderly patients with multiple diseases). For four patient groups (children with complex needs, children with cystic fibrosis, specialist maternity care, and sleep apnea), systematic reviews of adequate quality concluded that scientific evidence on clinical patient benefits of remote monitoring is very limited. For seven patient groups, no systematic reviews of sufficient quality were identified.

CONCLUSION: Clinical benefits and risks of remote patient monitoring as a replacement for, or in addition to, standard of care compared to standard of care (face-to-face visits) are poorly studied for most of the selected patient groups based on systematic reviews of acceptable quality. Patient-relevant clinical benefits are limited or impossible to evaluate for most diagnoses based on currently available scientific information. Possible clinical risks and costs are poorly studied.

Continuing education for professionals is becoming increasingly important, especially in complex sociotechnical settings like healthcare, to ensure up-to-date clinical competence. Digital learning platforms offer exibility and accessibility, but often fail to align with the realities of clinical work. This qualitative study explores how User-Centered Design (UCD) principles can improve the design and effectiveness of digital continuing medical education (CME). The research setting is in Swedish healthcare, and focuses on a digital learning platform used by resident doctors as part of their specialist training. Guided by UCD and adult learning theories, the study draws on semi-structured interviews to examine user experiences, challenges, and preferences. Thematic analysis identifed  key areas affecting platform use, including content relevance, usability challenges, unclear communication, learning formats, workload constraints, and  specific suggestions  for improvement, such as personalization and  flexible  design. The  findings highlight socio-technical issues where system design affects user behavior and organizational outcomes, and contribute practical recommendations for platform development, emphasizing the importance of involving end-users in the design and evaluation of digital CME tools to enhance engagement, usability, and learning outcomes. Theoretically, this study illustrates how digital learning is embedded in the social context of clinical work, extending discussions on user-centered digital learning in healthcare settings.