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Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2021
Content and learning outcomes
Course contents
Humans and technology in interaction
Images in medicine
Human tolerance, physiology in extreme environments
Delivery of care and safety in systems
Data-driven life science
Sustainability in technology and health
Gender and diversity – perspectives on work, technology and health
Intended learning outcomes
After completion of the course the doctoral student should have the knowledge and ability to:
describe the different relationships between technology and health
critically analyze the strengths and weaknesses of theories and methodologies presently applied to the field of technology and health
compare methodological approaches in the field of technology and health and draw conclusions about their relevance and applicability to his/her own doctoral studies
reflect on what the concepts of sustainable development, gender equality, diversity and equal opportunities can mean in their own PhD project, as well as in the field of technology and health based on social, economic and ecological aspects
Learning activities
This course includes one introduction lecture, eight workshops, and a final exam.
The introduction lecture will describe the course structures and information related to various workshops, such as the timetable, Canvas, and workload.
The workshops give the students an overview of the research methods employed within the multidisciplinary fields, and also provide insight into the various aspects of research and teaching that affect a research environment, such as the one within the School of Engineering Sciences in Chemistry, Biotechnology and Health in the Flemingsberg campus. Both the introduction lecture and all eight workshops require obligatory attendance. Prior to each workshop, there is substantial reading that must be completed. Some quizzes on the reading literature may be given to ensure the pre-workshop reading outcome. After each workshop, the students need to submit a 1- to 2-pages summary reflecting the workshop content with potential application with the students’ research project.
In the final exam, the students team up with 3 students per group and need to hand in a maximum of 5-8 page final report per group. The final report should give a theoretical overview and your own reflections of the different research areas presented in the workshops, plus a critical application of theories and models to the students’ own research. The final report should bring together at least three of the areas presented in the workshops, of which one should be “Sustainability in technology & health”. A reference list should be included. In the end, each group needs to give an oral presentation, summarizing the final report. The presentation is opposed by another group.
Detailed plan
Learning activities
Content
Preparations
Lecture
Course introduction
Workshop 1
Sustainability in technology and health
Workshop 2
Humans and technology in interaction
Reading material with quizzes
Workshop 3
Human tolerance and physiology in extreme environments
Reading material
Workshop 4
Delivery of care and safety in systems
Reading material with quizzes
Workshop 5
Images in medicine
Reading material
Workshop 6
The importance of research infrastructures
Reading material
Workshop 7
Gender and diversity – perspectives on work, technology and health
Reading material
Workshop 8
Data-driven life science
Reading material
Exam
Upload final report
Exam
Oral presentation
Opposition for a peer group
Preparations before course start
Specific preparations
For all the eight workshops, there is substantial reading that must be completed before the workshop. While for workshops 2 and 4, quizzes on the reading materials are given and should be completed on the FRIDAY BEFORE the workshop.
Literature
Workshop
Reading material
Workshop 1
None
Workshop 2
Holgersson, C. & Östlund, B. (2021) Invisible Workers: On Digitalisation in Home Care Work from a Gender and Technology Perspective. In Keisu, B-I., Tafvelin, S., Brodin, H. (eds) Gendered Norms at Work New Perspectives on Work Environment and Health, Springer, pp.105-120.
Workshop 3
Kleiven, S. (2013) "Why most traumatic brain injuries are not caused by linear acceleration but skull fractures are." Frontiers in bioengineering and biotechnology 1,15.
Workshop 4
Moustaid, Elhabib, et al. "A system of systems of mental health in cities, digging deep into the origins of complexity." Administration and Policy in Mental Health and Mental Health Services Research 47.6 (2020): 961-971.
Mugavero, Michael J., Wynne E. Norton, and Michael S. Saag. "Health care system and policy factors influencing engagement in HIV medical care: piecing together the fragments of a fractured health care delivery system." Clinical infectious diseases 52.suppl_2 (2011): S238-S246.
Workshop 5
Marks, John, and L. Hejgaard. "Medical imaging for improved patient care." Eur. Sci. Found. Sci. Policy Brief 28 (2007): 1-8.
Bai, Xiao-Chen, Greg McMullan, and Sjors HW Scheres. "How cryo-EM is revolutionizing structural biology." Trends in biochemical sciences 40.1 (2015): 49-57.
Workshop 6
Florio, Massimo, and Emanuela Sirtori. "Social benefits and costs of large scale research infrastructures." Technological Forecasting and Social Change 112 (2016): 65-78.
Workshop 7
Tannenbaum, Cara, et al. "Sex and gender analysis improves science and engineering." Nature 575.7781 (2019): 137-146.
Ramadan, Ibtihal. "When faith intersects with gender: the challenges and successes in the experiences of Muslim women academics." Gender and Education (2021): 1-16.
Workshop 8
Guan, Jian. "Artificial intelligence in healthcare and medicine: promises, ethical challenges and governance." Chinese Medical Sciences Journal 34.2 (2019): 76-83.
Laukens, Kris, et al. "Preparing students for the data-driven life science era through a real-world viral infection case." Journal of Biological Education 55.2 (2021): 178-187.
Münch, Maximilian, et al. "Data-Driven Supervised Learning for Life Science Data." Frontiers in Applied Mathematics and Statistics (2020): 56.
Exam
Final report from peer students
Support for students with disabilities
Students at KTH with a permanent disability can get support during studies from Funka:
INL1 - Hand-in exercises, 6.0 credits, Grading scale: P, F
TEN1 - Written exam, 1.5 credits, Grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The section below is not retrieved from the course syllabus:
Active participation in all workshops (three workshops, two of which must be the “sustainability” (WS1) and “gender and diversity” (WS7))
Reading of all literature associated with all (three) workshops
The DEADLINE for the reading quiz to be completed is 23:59 on the FRIDAY BEFORE each workshop.
Individually written 1 to 2-page summary of each workshop uploaded by dates shown on the schedule (always a Monday at 23:59) – sometimes two uploads on one deadline – each summary is to include a review of the given literature (WS teacher(s) will evaluate and give feedback on these reports)
Final report will be written in a group basis with 3 persons. The report is typically 3-4 pages (5-8 pages max), plus a reference list, giving a theoretical overview and your own reflections of the different research areas presented in the workshops, plus a critical application of theories and models to your own research – uploaded according to the schedule in Canvas (Note: This report can, e.g., be in the form of a “kappa” that expands on 3-5 (3) of your existing WS summaries; summaries which can be re-used).
Thus, the report should bring together at least three (all three) of the areas presented in the workshops, of which one should be “Sustainability in technology & health”
Oral presentation will be performed in a group basis. The presentation should summarize the final report, highlighting what is important to the students’ future work, and be opposed by another student, on the date(s) to be decided (the course leader will provide a schedule)
The course leader will produce a schedule for the exam meeting(s) – (note that you should attend the whole day of the meeting where you present/oppose, but you do not need to attend on any of the other days)
If you are sick, or otherwise miss as WS, please let the course leader and WS leaders know as soon as possible
Other requirements for final grade
Preparatory reading must have been undertaken to a satisfactory standard (which may be tested in the form of a brief online activity).
Grading criteria/assessment criteria
Fulfilled requirements as given above; inability to attend one workshop due to sickness, etc., may be compensated with an assignment* (decided with the workshop leader and course leader), missing two workshops is unfortunately not allowed (three workshops must be attended and reported on)
Alternatives to missed activities or tasks
In exceptional cases, a student might be given permission to join one WS remotely (although, not the exam), but it is the student’s responsibility to arrange this by a) asking permission from the course leader, b) getting help from a fellow course participant with e.g. Skype facilities, and c) getting an OK from the WS course leader
Ethical approach
All members of a group are responsible for the group's work.
In any assessment, every student shall honestly disclose any help received and sources used.
In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.