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Towards Qualification for Health and Social Care Professionals in the Field of Digital Technologies – the European Project “DDSkills“
Abstract
The possibilities of digital technologies for people with disabilities or the older population are wide-ranging,
but in order for all people to be able to participate in an increasingly „digital world“, it is important to qualify
professionals and organizations so that they are able to support, advise and help with potential risks. The article presents results of a survey among health and social care professionals in seven European countries with
regard to qualification in this domain and introduces the European Union funded project DDSkills. The project
aims to qualify health and social care professionals in areas such as digital Assistive Technologies, Smart Home,
Robotics, Virtual and Augmented Reality and Brain-Computer-Interface, as well as their implementation and
application, in order to support people with disabilities or functional decline to increase their independence
and social participation.
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Expertise zum Achten Altersbericht der Bundesregierung zu den Möglichkeiten und Herausforderungen der Implementierung von Technologien im Alltag älterer Menschen
Open Access: https://www.jmir.org/2018/5/e10229/
Background:
The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach.
Objective:
This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates.
Methods:
A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements.
Results:
Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated.
Conclusions:
The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.
Massive open online courses (MOOCs) are one of the most prominent trends in higher education in recent years. The term ‘MOOCs’ represents open access, global, free, video-based instructional content, videos, problem sets and forums released through an online platform to high volume participants aiming to take a course or to be educated. With time and place flexibility, MOOCs gathers scholars and ‘like-minded fellow learners around the globe’. Although it has a great prominence in its implementation, there is a lack of research studies and critical papers examining its current situation around the world. For this aim, beginning with the definition and a brief history of MOOCs, this paper examines it from various dimensions: pedagogical and technological implementations around the world and its research focus. Therefore, a literature review on MOOCs characteristics, timeline of its development and a blend of practical issues with the experiences of well-known MOOCs providers are presented.
Mit der Initiative Industrie 4.0 liegen bereits Erfahrungen vor, wie die Vision der Digitalisierung in der Produktion und in Unternehmen umgesetzt werden kann. Diese Expertise ist auf andere Anwendungsfelder übertragbar, indem technische, individuelle und organisatorische Dimensionen des Wandels beschrieben werden. Potenziale und Herausforderungen des Wandels und für die Forschung werden sichtbar. Der Beitrag analysiert anhand von Beispielen die Übertragbarkeit auf den Rehabilitationsbereich und gibt einen Ausblick auf anstehende Aufgaben für Forschung und Entwicklung. Im Zentrum der Ausarbeitung steht das Thema Digitalisierung in den Rehabilitationswissenschaften.
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