Entry requirements
Only open to master students Psychology. The course provides a broad view on eHealth in a diverse range of health care settings.
Description
This course provides an introduction in what eHealth encompasses and how it can be used to enhance and improve health care in several different areas. The lectures in this course will provide a broad overview of eHealth tools and applications from a wide range of health care settings. In each lecture, the use of eHealth in a different field in health care will be explored, showing students current interventions, how they work, their effectiveness, and how they are deployed in health practice. Topics that will be addressed are (a.o.) prevention and lifestyle interventions, chronic care and self-management, rehabilitation tools, and mental health care. Within these topics a wide range of eHealth functionalities will be addressed, such as online treatment, web portals, smartphone applications, serious gaming, and blended forms of eHealth. We will also discuss the (ethical and practical) annotations of this form of health care. Besides exhibiting existing eHealth applications and interventions, we will focus more theoretically on how to design and implement eHealth. Questions such as; ‘How do you make sure to connect to needs and skills of your target group?’, and ‘How can you achieve that an eHealth tool is taken up in the care process and will be actively used?’ will be addressed. To bring this knowledge into practice, students will develop their own eHealth prototype modules in small unsupervised subgroups, outside of the lectures. This course will provide students with knowledge and skills on a topic with increasing impact in health care, which will put them in a forerunner position regarding innovative (online) interventions, treatment delivery and implementation strategies.
Course objectives
Students have knowledge about the basic principles of eHealth and the use of eHealth in different health care settings, related to Health-, Medical and Neuropsychology.
Students have knowledge about a broad range of eHealth tools, interventions and functionalities and how they are used to improve health care.
Students have knowledge about theory and research on how to develop, implement and evaluate eHealth applications.
Students have practical experience with developing an eHealth module that fits the needs and skills of their target group.
Timetable
For the timetables of your lectures, work groups and exams, please select your study programme in:
Psychology timetables
Registration
Course
Students need to enroll for lectures and work group sessions.
Master’s course registration
Examination
Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date. Students who are not registered will not be permitted to take the examination.
Registering for exams
Mode of instruction
Six lectures of 2 hours, one presentation meeting of 3 hours, and unsupervised workgroups, with online tutoring (attendance of all meetings is obligatory):
Six lectures of 2 hours: to cover the relevant literature, provide knowledge about eHealth in health care and discuss theory about eHealth development, implementation and evaluation.
One presentation meeting of 3 hours: every subgroup presents their own prototype eHealth intervention.
Unsupervised workgroups: to practice in developing online modules and test these modules on the target group. Students make their own planning regarding when and where to work on the assignment together with their subgroup. Tutoring/supervision is available during the course to discuss questions or problems with a supervisor.
Assessment
Grading will be based on three assessments:
1. Writing a group report on the developmental process of the module, incorporating scientific literature and what is learned during the lectures (grade);
2. Group presentation of the eHealth prototype module in the last lecture session of the course (grade);
3. Individual short essay to reflect on an eHealth related topic in line with the developed prototype intervention (grade).
Students have to pass all parts of the assessment. Grading will be based on the presentation (20%), the paper (60%) and the essay (20%).
The Faculty of Social and Behavioural Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud.
Reading
A Course Reader will be provided on Blackboard, containing a reading list with scientific literature related to the lecture topics. Every lecture will be supported by two to three articles which also form the basis for the content of the report.
Shortlist of the literature:
Van Gemert-Pijnen, J. E., Nijland, N., van Limburg, M., Ossebaard, H. C., Kelders, S. M., Eysenbach, G., & Seydel, E. R. (2011). A Holistic Framework to Improve the Uptake and Impact of eHealth Technologies. Journal of Medical Internet Research,13(4), e111. doi:10.2196/jmir.1672.
Webb, T. L., Joseph, J., Yardley, L., & Michie, S. (2010). Using the Internet to Promote Health Behavior Change: A Systematic Review and Meta-analysis of the Impact of Theoretical Basis, Use of Behavior Change Techniques, and Mode of Delivery on Efficacy. Journal of Medical Internet Research, 12(1), e4. doi:10.2196/jmir.1376.
Kelders, S.M. Pots W.T.M., Oskam M.J., Bohlmeijer, E.T., & Van Gemert-Pijnen, J.E.W.C. (2013), Development of a web-based intervention for the indicated prevention of depression. BMC medical informatics and decision making, 13, 26. doi:10.1186/1472-6947-13-26.
Andersson, G., Cuijpers, P., Carlbring, P., Riper, H., Hedman, E. (2014). Guided Internet-based vs.
face-to-face cognitive behavior therapy for psychiatric and somatic disorders: a systematic review
and meta-analysis. World Psychiatry, 13, 288–295. doi: 10.1002/wps.20151.Van der Vaart, R., Drossaert, C.H., De Heus, M., Taal, E., Van de Laar, M.A. (2013). Measuring Actual eHealth Literacy Among Patients With Rheumatic Diseases: a Qualitative Analysis of Problems Encountered Using Health 1.0 and Health 2.0 Applications. Journal of Medical Internet Research, 15(2), e27.
Van Beugen, S., Ferwerda, M., Hoeve, D., Rovers, M.M., Spillekom-van Koulil, S., Van Middendorp, H., Evers, A.W. (2014). Internet-Based Cognitive Behavioral Therapy for Patients With Chronic Somatic Conditions: A Meta-Analytic Review. Journal of Medical Internet Research, 16(3), e88.
Jaspers, M.W.M. (2009). A comparison of usability methods for testing interactive health technologies: Methodological aspects and empirical evidence. International Journal of Medical Informatics, 78, 340–53.
Contact
Dr. Rosalie van der Vaart
r.vandervaart@fsw.leidenuniv.nl