Health Information Systems course the course (systems overview-individual practice, GP, hospital)…

Health Information Systems course

the course (systems overview-individual practice, GP, hospital) looks at systems
used in health care at various levels.
Courses objectives:
CO1. Students will be able to collect, analyse, evaluate and manage health information and analyse/generate solutions in health context.

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CO2. Identify and discuss current issues in health informatics (such as electronic health records, systems integration in health, adoption of health IS and e-health) in Australia and other countries. Students will be able to analyse controversies in such issues, form an opinion and defend this opinion in a discussion individually and as a team.

CO3. Compare different approaches nationally and internationally such as electronic health records, coding systems, standards, guidelines.

CO4. Identify and analyse legal and ethical implication of IT utilisation in health domain
Assignment (Case study essay and presentation)

The assignment is divided into several components:

The task may involve searching literature for published
work, reading government policies, compare approaches
to utilisation of IT/IS in supporting health delivery in
different countries. Students are expected to use their
knowledge from health related courses (such as Health
and Society) to analyse the topic and summarise results in
the report (NB: IT/IS in health serve a purpose and should
be *always* assessed in specific health context).
The written report should be 6000 words long. The written
report should be aimed at educated health professional
reader and go to the point (so no lengthy “backgrounds”,
“introductions” and repeating the obvious please – distil
core points and refer the reader to the literature for detail)
This assignment expects lots of thinking, not lots of
writing.

1. Draft – this is expected to be a *finalised* version of
your report, ready for review. The draft will be reviewed by
other students and feedback will be given. I will review the
draft as well. The main goal is to improve the document.

Research Questions:
Dose the semantic information from lyrics in music affect the semantic information required in short term memory learning  in undergraduate students ?
Hypothesis:
Yes, Lyrics in music during learning negatively affect short term memory.

References:
Kantner, J. (2009). Studying with music: is the irrelevant speech effect relevant? In Kelley M. R. (Ed.), Applied Memory (pp. 19–40). Hauppauge, NY: Nova Science Publishers
Balch, W. R , Bowman, K., & Mohier, L. A. (1992). Music-dependent memory in immediate and delayed word recall. Memory Cognition 20(1), 21-28
eaman, C. P. (2005). Auditory distraction from low-intensity noise: A review of the consequences for learning and workplace environments. Applied Cognitive Psychology, 79(8), 1041-1064.
Fogelson, S. (1973). Music as a distractor on reading-test performance of eighth grade students. Perceptual and Motor Skills, 36(3), 1265-1266
Freebume, C. M., & Fleischer, M. S. (1952). The effect of music distraction upon reading rate and comprehension. Journal o f Educational Psychology, 43(2), 101-109
Martin, R. C., Wogalter, M. S., & Foriano, J. G. (1988). Reading comprehension in the presence of unattended speech and music. Journal o f Memoiy and Languaget 27(4), 382¬ 398.
Ransdell, S. E., & Gilroy, L. (2001). The effects of background music on word processed writing. Computers in Human Behavior, 77(2), 141-148
Levy, Yiftach. (1986) “The Effects of calm Music on Learning:” Effect of music on learning.

Brewer, C. B. (1995). Music and learning: Integrating music in the classroom. Toronto: Zephyr Press. Retrieved, March 3, 2008, from http://www.newhorizons.org/strategies/arts/brewer.htm.

16] Miranda, E. R. (2003). .Computational Models of Music. Digitial Music Online Tutorials.

Towell, H.T. (2000). Teaching Reading: Motivating Students through Music and Literature.

Weinberger, N.M. (2000). Music and the Brain: A broad Perspective. Music Educators Journal, 87 (2), 8-10.
[23] Weinberger, N. M. (1998). The music in our minds. Educational Leadership, 56 (3), 36 – 40.

Sample from previous students
Public Health: Understanding the different needs of a certain population
Population: Elderly people living in the Burnside council, experiencing falls

1)    What data do we need and why?
How many elderly people live in Burnside council?
–    Need to know the relative age of the population living in Burnside to grasp if there is a high demand for aged care.
Why do that number live in the Burnside council (be it large or small)?
–    Why a large or small amount of elderly people live within the Burnside council is important to assess whether the location is suitable for the needs they require.
What is the socio-economic status of the majority of elderly living in the Burnside council area?
–    To know whether or not the population can afford to have private support available within their own homes rather than rely on the government for financial aid.  Also allows assessing if they can afford nursing homes/ aged care facilities.
How physically able is the majority of the elderly population within the demographic?
–    If the majority of the population is physically able then it is less likely they will experience falls and/or require physical aid in their living environments.
How many nursing homes/ aged care facilities are in the Burnside area ?
–    Depending on the number we will be able to gage the number of elderly people within the population and the ultimate demand for nursing homes.
Do many falls occur? Why do they occur or why not?

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