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Crossing Borders: An Online Interdisciplinary Course in Health Informatics for Students From Two Countries.

Mariann Fossum1, Ann Fruhling, Carl Erik Moe

  • 1Author Affiliations: Faculty of Health and Sport Sciences, Centre for Caring Research, Southern Norway, University of Agder, Grimstad, Norway (Dr Fossum); School of Interdisciplinary Informatics, University of Nebraska at Omaha, College of Information Science and Technology (Dr Fruhling); Department of Information Systems, University of Agder, Kristiansand, Norway (Dr Moe); and University of Nebraska Medical Center, College of Nursing, Omaha (Dr Thompson).

Computers, Informatics, Nursing : CIN
|December 22, 2016
PubMed
Summary
This summary is machine-generated.

This study presents a novel online approach for an international health informatics course, highlighting successful cross-country collaboration and interdisciplinary learning. The findings demonstrate the feasibility of global, online health informatics education.

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Area of Science:

  • Health Informatics
  • Online Education
  • International Collaboration

Background:

  • Delivering interdisciplinary graduate courses across international borders presents unique challenges.
  • Effective online pedagogy requires robust technological infrastructure and adaptable curricula.

Purpose of the Study:

  • To present a novel, cross-countries, and interprofessional approach to teaching an international graduate health informatics course online.
  • To discuss challenges, lessons learned, and pedagogical recommendations from this experience.

Main Methods:

  • Four professors from three universities collaborated to deliver an online course.
  • The course involved 18 US and 7 Norwegian students from diverse academic backgrounds.
  • Content management software facilitated asynchronous communication and collaboration.

Main Results:

  • Successful collaboration was enabled by motivated participants, supportive technology, adaptable curriculum, and administrative backing.
  • Students established professional relationships and engaged in cross-disciplinary conversations across international boundaries.
  • The project proved the feasibility and benefits of an interdisciplinary, interprofessional, and cross-countries online health informatics course.

Conclusions:

  • This interdisciplinary, interprofessional, and cross-countries online approach is feasible and advantageous for health informatics education.
  • The course can be integrated into informatics, computer science, and health science programs.
  • Online platforms can foster global academic relationships and professional dialogue.