DATA

[ms_accordion style=”simple” type=”1″ class=”” id=””] [ms_accordion_item title=”Course unit” color=”#7b89b6″ background_color=”” close_icon=”” open_icon=”” status=”open”]
Principles of Health Data
[/ms_accordion_item] [/ms_accordion]
[ms_accordion style=”simple” type=”1″ class=”” id=””]

[ms_accordion style=”simple” type=”1″ class=”” id=””]
[ms_accordion_item title=”Coordination” color=”” background_color=”” close_icon=”” open_icon=”” status=”open”]Alberto Freitas [/ms_accordion_item]
[/ms_accordion]

[ms_accordion style=”simple” type=”1″ class=”” id=””] [ms_accordion_item title=”Intended learning outcomes of the curricular unit” color=”#7b89b6″ background_color=”” close_icon=”” open_icon=”” status=”open”]
Understand the processes of collecting, organizing and managing health data, and in particular potential data quality problems.
Skills and abilities
– Search and evaluate potential data quality problems within the context of health information systems;
– Identify and classify data quality problems according to various dimensions;
– Understand the audit processes in maintaining the quality of biomedical information
[/ms_accordion_item] [/ms_accordion]

[ms_accordion style=”simple” type=”1″ class=”” id=””] [ms_accordion_item title=”Syllabus” color=”” background_color=”” close_icon=”” open_icon=”” status=”open”]
Data flows and main difficulties in IS in health
Barriers to information collection
Data quality issues: dimensions, taxonomies
Classification and analysis of problems and data quality
Audit and quality of clinical coding
Audit in hospitals of the NHS
[/ms_accordion_item] [/ms_accordion]

[ms_accordion style=”simple” type=”1″ class=”” id=””]
[ms_accordion_item title=”Demonstration of the syllabus coherence with the curricular unit’s intended learning outcomes” color=”” background_color=”” close_icon=”” open_icon=”” status=”open”]
The content taught will give students the necessary and sufficient concepts to understand and interpret health data, and their peculiarities.
Specifically, through the syllabus taught, students will acquire the knowledge and skills that allow them to identify both the goal and the process of collecting, coding and using health data, their integration into the health system, and the difficulties that will arise with Its generalization.
[/ms_accordion_item]
[/ms_accordion]

[ms_accordion style=”simple” type=”1″ class=”” id=””]
[ms_accordion_item title=”Teaching methodologies” color=”” background_color=”” close_icon=”” open_icon=”” status=”open”]
Theoretical and theoretical-practical classes with theoretical exposition and discussion of topics, group and individual exercises. Assessment by introductory group assignment (30%) and final exam (70%).
[/ms_accordion_item]
[/ms_accordion]

[ms_accordion style=”simple” type=”1″ class=”” id=””]
[ms_accordion_item title=”Demonstration of the coherence between the teaching methodologies and learning outcomes” color=”” background_color=”” close_icon=”” open_icon=”” status=”open”]
Theoretical exposition transmits to the students the concepts that allow them to describe, identify and characterize the aspects related to health data. By discussing topics and conducting group assignments, students will also develop skills and mainly adjust behaviors that allow them to integrate these concepts into the daily practice of research.
[/ms_accordion_item]
[/ms_accordion]

[ms_accordion style=”simple” type=”1″ class=”” id=””]
[ms_accordion_item title=”Main bibliography” color=”” background_color=”” close_icon=”” open_icon=”” status=”open”]
E. H. Shortliffe and J. J. Cimino, Biomedical Informatics: Computer Applications in Health Care and Biomedicine. Springer, 2006.
R. Cruz-Correia, P. P. Rodrigues, A. Freitas, F. Almeida, R. Chen, and A. Costa-Pereira, “Data Quality and Integration Issues in Electronic Health Records,” in Information Discovery on Electronic Health Records, V. Hristidis, Ed. CRC Press, 2009, pp. 55–95.
[/ms_accordion_item]
[/ms_accordion]