DOME · eHealth · Medical Records Online · Popular science · Vitalis

Time to finalize the preparations for yet another joint DOME/Inera session at Vitalis!


This year, I helped out with the overall planning of a two hour session, which researchers from the DOME consortium and representatives from Inera AB plan to have at the eHealth conference Vitalis later on during the spring. We have had these joint sessions at Vitalis, all focusing on different aspects of the patient accessible electronic health record system in Sweden (Journalen), for several years now and as always my Örebro University colleague Isabella Scandurra has been the driving force. This year’s session, which was planned in 30 min slots, was recently accepted for inclusion in the conference program. Vitalis is an annual eHealth event held in Gothenburg, Sweden.

The first part of the session is called “Hur använder en spetspatient Journalen?” [How does a lead patient use Journalen?]. This part will focus on how patients can use Journalen to manage their healthcare. Role-plays will be mixed with presentations here. I will participate in this part, as one of the patients, and I will share some of my own experiences of using Journalen. Other lead patient representatives will share some of their stories as well.

The next part is called “Vad klagar patienterna på? Vad berömmer de?” [What are the patients complaining about? What are they praising?]. Here we will discuss feedback on Journalen from patients as well as benefits and problems in relation to different disease groups.

The third part is called “Panel med vårdpersonal: Hur jobbar du med Journalen?” [Panel with healthcare professionals: How do you work with Journalen?]. This part of the session will focus on experiences and opinions that invited healthcare professionals have related to using Journalen in their work (e.g. during interaction with patients).

The last part is called “Panel med “Unga experter”: Hur ser du på ungas användning av Journalen?” [Panel with ”Young experts”: How do you view young people’s use of Journalen?]. In this part, a panel with representatives from a network of young patients will share their views of Journalen in a panel setting.

I’m really happy with the content in this year’s session and with the variation of activities performed on stage – a mix of role plays, presentations and panels. The session will be held 13-15 during the first conference day (Tuesday, May 5th). You can see the entire program here. In the program you can see a more thorough description of the session as well as who will be involved in which part of the session. I will get back to this in a later blog post when the plans for the session have been finalized. If you want to see an example of a DOME/Inera session from an earlier year, you can read this blog post from 2017.


communication · conference · Pedagogy · Social media in higher education

Got a new conference paper published, on the usage of Facebook groups as complementary communication channels in higher education courses!

INTED published

Due to some bad luck with my health lately, in combination with a heavy writing period, I haven’t published any posts in a while. Now, everything seems to be on track again, and I will try to post more regularly again.

As I wrote in an earlier blog post I got an abstract accepted to the INTED (International Technology, Education and Development) conference. In the beginning of January I worked, together with my co-author Pernilla Josefsson, with transforming the abstract into a full paper. The resulting paper got the title: “COMMUNICATION PATTERNS AMONG STUDENTS AND TEACHERS WHEN USING FACEBOOK IN A UNIVERSITY COURSE”, which was actually the title of the abstract. I have used teacher-administrated Facebook groups in my courses a few times, but this is actually the first time when I actually used the Facebook groups, after students had given their consent, in my pedagogical research! Since the conference started (in Valencia/Spain) today, the paper is formally published in the form of a file on a flash drive handed out to all conferences participants (will also be available online later on).

The idea was, until last Friday, that I should present the study myself, since it was my course and I was the main author, but the plans had to be changed. This is the first time that I have cancelled my participation at a conference due the risk of getting sick (one time, around a decade ago, I cancelled my participation due to being sick, which is of course a more common reason). I guess everyone knows about the Corona virus situation by now, and my main problem with that is that my immune system is held down by immune suppressive medication. Visiting four airports and airplanes as well as being at an international event is certainly not a good idea in this case. Hopefully, the situation will be a lot better when it’s time to attend and present at Medical Informatics Europe in Geneva at the end of April.

Fortunately, Pernilla went to the conference and will present our paper as well as another one I’m not a part of. I’m sure she will do a great job with that! By the way, we are certainly not finished when it comes to studying Facebook groups in learning contexts – it is time for a new data collection adventure later on during the spring term!
Last, here is the abstract of the newly published paper:

During the autumn 2017 in a human-computer interaction course at Uppsala University, Sweden, the teachers implemented Facebook as an additional communication channel. The initiative was based on the teachers’ previous experience of the use of social media in teaching contexts as well as earlier research. The communication that arose was analysed using a mixed methods approach and the result shows several trends regarding interaction patterns. For example, students were more active in commenting and responding to posts than teachers. There was also a difference in the type of messages that students and teachers posted, and patterns in the types of posts that received comments and reactions can be distinguished.

The relatively low number of posts makes it difficult to draw conclusions about how the medium affects roles that teachers and students take in the interaction, however, we found a tendency that students sometimes answer questions primarily formulated as posed to teachers. This has here been interpreted as the students taking on the traditional teacher role.