S604 / I635: Consumer Health Informatics Applied Informatics Project

S604 / I635: Consumer Health Informatics Applied Informatics Project Points:

40% of course grade (400 pts)

Part 1: Idea description (10% of project total or 40 points) Part 2: Literature Review (25% of project total or 100 points) Part 3: Prospectus (20% of project total or 80 points) Part 4a: Executive Overview (10% of project total or 40 points) Part 4b: Product Mock-up (35% of project total or 140 points) See Syllabus for due dates Submit to: Unless otherwise specified, all assignments and materials are due in your Oncourse Drop-Box on or before MIDNIGHT (your time) on the due date indicated in the course syllabus. PLEASE ALSO REVIEW THE AUDIO INTRODUCTION TO THIS ASSIGNMENT.

INTRODUCTION The Applied Informatics Project gives students the opportunity to work independently or in small teams of 2 - 4 people to develop a model or mock-up or protocol or storyboard of a consumer health informatics application. You will not build an actual application. Instead, you will develop a model, mock-up or protocol for an application. Through this project, you will develop project management skills, learn to write a literature review and needs assessment, develop a project timeline, learn to write an executive overview, and other valuable career skills. WORKING ALONE OR IN A TEAM In the past, this was a team project. However, since we are so geographically dispersed and everyone is so busy, you may do this project independently, or self-select onto a team of 2 - 4 students. For those who are interested in doing this as a team project, you are responsible for finding teammates and coordinating all activities with your team. Once a team has been formed, you are required to complete all activities as a team, and may not opt-out once the team has been formed. All teammates receive the same grade for all portions of the assignment. PROJECT IDEAS AND SAMPLE CONSUMER HEALTH APPLICATIONS Here are some sample applications. View these for ideas about format, content and audience.

1

As you think about your project ideas, see what’s already out there! Aim for answering questions that that existing products don’t, or by providing a value-added service or resource (such as a brief, high quality webography, a social networking option -- the options are endless.) I also realize that many students are not healthcare professionals. Focus on what YOU can do well and on what your profession can bring to a consumer health application. Acupuncture Interactive Video http://www.acupuncturenow.com/acupuncturenow.htm Test your Cholesterol I.Q. http://www.americanheart.org/presenter.jhtml?identifier=3032767 Diabetes Risk Test http://www.diabetes.org/food-nutrition-lifestyle/lifestyle-prevention/risk-test.jsp Acne Interactive Tutorial http://www.nlm.nih.gov/medlineplus/tutorials/acne/htm/lesson.htm Could I have Lupus? Lupus Screening Quiz http://www.couldihavelupus.gov/?gclid=CLv3pe-Ss5wCFRghDQod8zlxmA Type 2 Diabetes Quiz http://www.januvia.com/sitagliptin/januvia/consumer/blood-sugar-management/diabetessymptoms.jsp?WT.svl=2?SRC=1&WT.srch=1&WT.mc_id=JA80G "Act In Time to Heart Attack Signs" Quiz http://www.nhlbi.nih.gov/actintime/taha/quiz.htm Mammography Video http://www.cancerquest.org/images/FLV/DetectionModules/English/Mammography.swf Arthritis Self-Playing Tutorial http://www.nlm.nih.gov/medlineplus/tutorials/arthritis/htm/video.htm Depression Symptoms Quiz http://www.webmd.com/depression/depression-symptom-quiz Asthma Interactive Tutorial http://www.nlm.nih.gov/medlineplus/tutorials/asthma/htm/lesson.htm Text Summary of Asthma Tutorial http://www.nlm.nih.gov/medlineplus/tutorials/asthma/id059103.pdf Diabetes -- Foot Care Interactive Tutorial http://www.nlm.nih.gov/medlineplus/tutorials/diabetesfootcare/htm/lesson.htm Surgery: Heart Transplant Procedure http://www.or-live.com/distributors/NLM-Flash/mom_1871/rnh.cfm?id=636 Surgery: Carpel Tunnel Release

2

http://www.or-live.com/distributors/NLM/rnh.cfm?id=386 Some project ideas are listed below. Many of these are related to cancers, but other diseases can be substituted as well. •

Personal Health Records -- review the readability and functionality of PHRs and recommend improvements and changes to enhance these records

•

‘ABCs of Cancer Treatment’ -- what people must know immediately upon diagnosis with cancer

•

‘Health Finances’ -- basic information about insurance coverage for people with cancer or other diseases

•

‘Understanding the FMLA -- Family Medical Leave Act’ -- a tutorial or learning tool that helps people understand how to advocate for themselves and others around family leave and employment issues

•

‘Demystifying health statistics’ or ‘Communicating Risk’; -- health statistics for laypeople; what people need to understand about disease risk factors; how to ‘interpret’ your cancer risk (or risk for other diseases)

•

‘How to search the web for cancer information’ -- a tutorial or learning tool that teaches users how to find reliable cancer information on the web

•

‘Evaluating web resources’ -- a tutorial or learning tool that teaches people to quickly and authoritative assess the reliability of web information

•

‘How to support people with cancer’ -- a product that helps caregivers understand where to go for help

•

‘Navigating the healthcare system’ -- a product that walks new cancer (or other disease) patients through the healthcare system

•

‘Communicating health messages’ -- how to help people understand their disease risk and make necessary life changes

•

‘Spanish language resources’ -- translate an existing resource into Spanish or other languages

•

Recommend other ideas!

PROJECT RULES TO KEEP IN-MIND: 1. The project must be relevant to consumer health informatics. The application that you mock-up can be related to any subject area, disease, public health issue, etc. that is relevant to consumer health. The application itself can be designed to be delivered via any telehealth communications technology: telephone, email, instant messaging, Web, video, audio, etc.

3

2. You must select a specific, intended audience for your project. The biggest complaint that health consumers have is that the bulk of the applications are not “for me” -meaning that they are so generic and broad that they don’t meet the actual needs of any one consumer group. Pick a VERY SPECIFIC audience for your application! Ask yourself: What specific needs does our audience have that our product can meet? Based on our audience and its needs, what are the goals and objectives of this product? 3. Your final project must result in a product or deliverable. Each group will submit a mock-up of the application that your team has designed. The mock-up can take any appropriate format: a storyboard, written document(s), a PowerPoint presentation (with sound or narration using Adobe Presenter), a web site, a video, an audio file, a podcast, a graphic novel (try Mac’s ComicLife), blogs, wikis… whatever format is most appropriate to the project. 4. The project must be written at an age-appropriate and reading-skill appropriate level, based on the specific audience that you choose. Keep in-mind that adult reading levels are, on average, at or below the 9th grade level. At the same time, most health information (on the web) is written at a college level. We want to remedy this problem. Your project should readable to its intended audience! Check your readability levels and aim to keep them at around 5th - 7th grade if your primary audience is adult. Consider lower reading levels when designing applications for kids. 5. The project must be an appropriate length. Also keep length in-mind. No one will sit through a two hour tutorial or a product that takes hours to navigate. Most people have fairly short attention spans, so if you’re designing a mock-up of a tutorial or learning tool of some type, aim to keep it short: 20 minutes or less! 6. Keep in-mind that this project is 40% of your course grade. The time and effort that you put into the project should reflect this. 7. In all cases, use no smaller than 11 pt. font, double spaced USEFUL RESOURCES: I strongly recommend reviewing several of the websites and books here to provide you additional background for creating your project. Literacy and Health In America http://www.ets.org/Media/Research/pdf/PICHEATH.pdf

4

Pew Report: Health Information Online http://www.pewinternet.org/Reports/2005/Health-Information-Online.aspx Basic Reading Skills and the Literacy of the America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009481 REALM (Rapid Estimate of Adult Literacy in Medicine) test: http://www.hsph.harvard.edu/healthliteracy/doakAB.pdf Fry Readability Test: http://www.educational-psychologist.co.uk/fry_readability_program.htm > Flesch-Kincaid Grade Level Readability Formula: http://www.readabilityformulas.com/flesch-grade-level-readability-formula.php Health Literacy from A to Z, by Osborne The Internet and Health Communication, by Rice Health Promotion and Interactive Technology, by Street Effective Health Risk Messages: A Step-By-Step Guide by Dr. Kim Witte Tailoring Health Messages: Customizing Communication With Computer Technology (Lea's Communication) by Matthew W. Kreuter Designing Health Messages: Approaches from Communication Theory and Public Health Practice by Edward W. Maibach Expanding the Reach and Impact of Consumer e-Health Tools http://www.health.gov/communication/ehealth/ehealthTools/default.htm Consumer Health Manual from the National Network of Libraries of Medicine http://nnlm.gov/outreach/consumer/ Health Communication in the 21st Century by Kevin Wright, Lisa Sparks, and Dan O'Hair Health Communication: Strategies for Health Professionals (3rd Edition) by Peter G. Northouse and Laurel J. Northouse Health Communication in the New Media Landscape by Dr. Jerry C. Parker Health Literacy from A to Z: Practical Ways to Communicate Your Health by Helen Osborne Advancing Health Literacy: A Framework for Understanding and Action (J-B Public Health/Health Services Text) by Christina Zarcadoolas Understanding Health Literacy: Implications For Medicine And Public Health by Joanne G. Schwartzberg,

5

Medical Library Association Guide to Health Literacy (Medical Library Association Guides) by and Feleta L. Wilson Toward Health Equity and Patient-Centeredness: Integrating Health Literacy, Disparities Reduction, and Quality Improvement: Workshop Summary by Roundtable on Health Disparities, Forum on the Science of Health Care Quality Improvement and Implementation, Roundtable on Health Literacy, and Institute of Medicine (Paperback - Feb 25, 2009) Health Literacy, eHealth, and Communication: Putting the Consumer First: Workshop Summary by Roundtable on Health Literacy, Institute of Medicine, and Lyla M. Hernandez Designing Health Messages: Approaches from Communication Theory and Public Health Practice by Edward W. Maibach Effective Health Risk Messages: A Step-By-Step Guide by Dr. Kim Witte Media Messages and Public Health: A Decisions Approach to Content Analysis (Communication) by Amy Jordan

6

Part I: The Initial Idea (10% of project total) Your initial idea is due early-on in the semester, so start thinking early about the types of applications that you could mock-up. Look through the sample applications and ideas listed above. Talk with classmates in the weekly forums about potential ideas. If you have more than one potential idea for this project, let me know and we can weight the pros and cons of each! (11 pt. font; double spaced) The initial idea includes: 1.

Your name Names of all teammates, if applicable

2.

Your email Email contact information for all team members, if applicable

3.

Project’s working title

4.

For what specific audience is the project intended? (2 pp. max) o disease or condition, and what specific aspect about the disease will you be addressing o male or female o age o ethnicity, race, national identification o language o origin of birth o location (region, county, state, etc.) as applicable o other important variables that characterize your audience

5.

What specific information or content do you anticipate will be included in the product? Be specific. (1 pp. max)

6.

In what media format will your product be produced? Why is this medium the most appropriate for this project? (1 pp. max)

7.

Project Development Timeline Map out a timeline, which includes a breakdown of specific tasks involved, with “accomplish by” dates attached to each task. Think of this as a detailed project to-do list, simply presented in a timeline format.) This timeline should be specific -- each and every task should be included. If you are part of a team, each team member’s name should be attached to a specific task.

7

Part 2: Literature Review (25% of project total) o

5 pages maximum; 11 pt. font minimum, double spaced

o Citing five or more sources A literature review is a written narrative that describes the published literature on your project’s topic. It also provides background about your topic/disease/audience, “setting the stage” Preparing a literature review involves finding, reading, and compiling literature (journal articles) and/or other appropriate resources (popular magazine articles, book chapters, dissertations, newspaper articles, websites, others.) You should review articles that talk about important issues and challenges that you population/audience face, and articles that describe applications that already exist for your general population (if very few products exist, that’s important to discuss too.) Use bibliographic databases to locate journal articles for the literature review. 

MEDLINE is probably the best source for this project



LISAnet or Library Literature - for library literature, but won’t be strong in medicine



Web of Science - humanities, arts, science, social sciences, medicine



CINAHL - Cumulative Index to Nursing and Allied Health Literature, includes materials from nursing and related fields These and other bibliographic resources are linked from: University Library electronic resources page: http://www.ulib.iupui.edu/erefs/indexes.html Ruth Lilly Medical Library’s electronic resources page: http://edtech.medicine.iu.edu/rlmldb/eresources.asp

Remember! You will NOT be able to access full text journals from home computers or work computers unless you download the IU VPN.

8

Part 3: Prospectus (20% of project total) The Prospectus provides additional information about the project that is important in the planning process. The literature review should provide background that will help inform the answers to these questions. 1.

Project goals and objectives (1 pp. max) List the specific goals and objectives for the project. Goals and objectives should be focused on what the user will get out of the application.

2.

Needs Assessment (2 pp. max) Why does this specific audience need this specific product? Use the literature to support your claims.

3.

Describe how you would attempt to interject interactivity into the product. (2 pp. max) Users of CH applications should not just sit passively. Interactivity helps keep users engaged. How would your application engage the user’s senses? How would your application keep the user motivated and interested, and behaviorally and cognitively involved?

4.

Describe how the product could address user learning and understanding (if it were a real product). (2 pp. max) Describe the way(s) in which you might go about evaluating the short- and/or long-term efficacy of your consumer health application if it were a real product. Does the application actually work? How will you know? Are users learning what you want them to learn? Be very specific about WHAT you would assess and HOW you would perform these assessments.

5.

How would you advertise this product to its intended audience (if it were real)? (2 pp. max) Describe the ways in which your consumer health application could be effectively marketed or distributed to its intended audience if it were a real product. Be very specific about HOW you would market the resource, through WHICH specific outlets, resources, or agencies. Part 4a: Executive Overview (10% of project total)

An executive overview is a detailed abstract or summary of the project. An executive summary seeks to let the reader in on what the real significance of the project is. An executive overview is written to be read by someone who was not involved in the project development and DOES NOT have time to read a long narrative. It should be succinct, highlighting key points only. An executive overview should not be written until after your project is finished, since it represents the project as a whole.

9

Functions of an Executive Overview:

• •

• • •

Summarizes the project, giving readers the essential contents and components of your project: Who, What, When, Where, Why, How Previews the main points of your project, enabling readers to build a mental framework for organizing and understanding the key features of your project. Discusses purpose/central theme of the project. Highlights key points of the project. Helps readers determine the key results of your work.

SUBMIT THESE: Elements of an Executive Overview: Following is a list of elements that are included in an Executive Overview. You’ll notice that many of the elements below should be heavily informed by your Literature Review and Prospectus. 

4 pp. max (excluding cover), plus appendices; 11 pt. font minimum; double spaced

Also keep in mind the components above, in “Functions of an Executive Overview” as you write: a) Project Title b) Your name, Team members c) Description of Intended Audience d) Literature Review general findings and Needs Assessment general findings: Why this product is important for this audience e) Project Goals and Objectives f) Purpose(s) and Scope of project, generally and specifically g) Project Description h) User Learning Assessment i) Recommendations for Future Applications for Intended Audience j) Other relevant supportive information presented in best format (diagrams, flowcharts, etc.) -can attach as appendices with no page limit

Part 4b: Product Mock-up, Model, Protocol (35% of project total) YOUR PRODUCT! The final product should be an appropriate REPRESENTATION of what the consumer health application would be, if it were real. Use the most appropriate medium and format(s) for this project. - Web site - Video - Audio file - Wiki or blog

10

- Podcast - Storyboard -- Graphic novel format -- Other audience-appropriate formats Please go back and again review the PROJECT RULES on page 3 and IDEAS on page 1.

PLEASE REVIEW THE EVALUATION RUBRICS BELOW. THESE CRITERIA WILL BE USED FOR THIS ASSIGNMENT:

11

Applied Informatics Project Evaluation Criteria: INITIAL

IDEA

10% of project grade

B- or lower

B or B+

A- or A Grade Achieved

Grade

Are all elements present? 20%

Audience Description 20%

Content Description 20%

Medium 20%

Elements may be missing. All required elements are Project is not presented present; clearly labeled; well; may be disorganized well organized. and difficult to follow.

All required elements are present, clearly labeled and well organized. Thought and effort went into the presentation of this project.

Intended audience is too broad to be practical. Audience is not well described nor well characterized.

Intended audience is mostly appropriately defined and described. Audience is mostly appropriate for this project.

Intended audience is very well defined and characterized. Audience is focused and specific. Audience is highly appropriate.

Content is not well described. Content is sloppy and undefined.

Content is described and characterized well, for the most part. Content is clear and well written.

Content is very well described and characterized. Content is clear, focused, sharp, and well written.

Medium is poor or thoughtless choice. No real rationale for this medium.

Medium is a fine choice for this project. Rationale is solid.

Medium is superb choices. Shows willingness to venture beyond comfort zone. Rational is fair, logical and complete.

12

Timeline 20%

Timeline is not in appropriate format. Not thorough not complete. Unrealistic dates. Tasks poorly represented.

Timeline is in appropriate format. Thorough and complete, contains appropriately detailed task items and mostly logical dates.

Excellent format. Thorough and complete, contains highly detailed task items and logical dates.

Grade:

13

Applied Informatics Project Evaluation Criteria: LITERATURE

REVIEW

25% of project grade

B- or lower

B or B+

A- or A Grade Achieved

Grade

Articles, Materials, Resources Used 20%

Information is gathered from a limited number of sources or from inappropriate sources.

Information is gathered from multiple and mostly appropriate sources.

Information is gathered from multiple, research-based sources.

Background and Foundational Approach to topic; Theme 30%

There is some indication of conclusions from the evidence offered. Poor approach to topic. Weakly organized; weak theme.

Mostly logical approach to topic. Conclusions are reached from the evidence offered. Theme is present.

Highly clear, well delineated and logical approach to topic. Detailed conclusions are reached from the evidence offered. Well organized, well structured theme.

Hypothesis and Theme 40%

Hypothesis was not formed through lit review. No clear hypothesis appears.

Hypothesis is formed through the literature review.

References and Style 10%

Information is not cited or is cited incorrectly. Stylistic errors exist.

Information is cited, but has errors in citation or in style.

Hypothesis is formed through the literature review. Hypothesis is clearly stated. Information is cited properly and in proper format. No stylistic errors.

14

Grade:

15

Applied Informatics Project Evaluation Criteria:

PROSPECTUS

20% of project grade

B- or lower

B or B+

A- or A Grade Achieved

Grade

Goals and Objectives 20%

Needs Assessment 20%

Goals and objectives are not well stated. Goals and objectives are not logical, nor appropriate.

Goals and objectives are well stated. Goals and objectives are logical and appropriate.

Goals and objectives are well stated in userfocused format. Goals and objectives are completely appropriate for audience and product.

Intended audience is too broad to be practical. Audience is not appropriate for this project. Literature does not support claims.

Audience need does exist. Audience is mostly appropriate for this project. Literature supports most claims.

Audience need is focused and specific. Audience is highly appropriate for this project. Literature supports all claims.

Little or no interactivity proposed.

Interactivity level proposed keep users engaged, and uses one or two senses. Proposed interactivity keep will keep user mostly interested.

Interactivity level proposed keep users engaged, using multiple senses. Proposed interactivity keeps user motivated and interested; behaviorally and cognitively involved.

Little or no assessment of user experience is

Proposed assessment of user learning is appropriate and will

Proposed assessment of user learning is thoughtful and insightful.

Interactivity 20%

Assessing User Learning, Understanding, Engagement

16

20%

proposed. What is proposed here will not assess the user’s experience with the product.

provide some useful information about the user’s experience in the product.

Will result in a thorough understanding of user learning and engagement in product. .

Advertising Plan 20%

Advertising plan is weak and will not reach intended user audience. Does not use appropriate media to reach intended user audience.

Advertising plan is good and will reach some of the intended user audience. Plan uses appropriate media to reach intended user audience.

Advertising plan is superb and will reach much of its intended user audience. Plan uses innovative media choices to reach intended user audience.

Grade:

Applied Informatics Project Evaluation Criteria:

EXECUTIVE OVERVIEW 17

10% of project grade

B- or lower

B or B+

A- or A Grade Achieved

Grade

Are all elements present? 10%

Audience Description and Needs Assessment 20%

Literature Review and Theme 20%

Elements may be missing. Project is not presented well; may be disorganized and difficult to follow.

All required elements are present; clearly labeled; well organized.

All required elements are present, clearly labeled and well organized. Thought and effort went into the presentation of this project.

Audience description is not thorough. Intended audience is not practical. Audience is not appropriate for this project. Literature does not support claims.

Audience need is rationally described. Audience is mostly appropriate for this project. Literature supports most claims.

Audience need is very well described. Audience is highly appropriate for this project. Literature supports all claims.

There is some indication of conclusions from the evidence offered. Poor approach to topic. Purpose and theme were not formed through lit review.

Mostly logical approach to topic. Conclusions are reached from the evidence offered. Purpose and theme were present and formed through the literature review.

Highly clear, well delineated and logical approach to topic. Detailed conclusions are reached from the evidence offered. Purpose and theme were clearly stated and formed through the literature review.

18

Goals and Objectives 10%

Project Description 20%

Assessing User Learning, Understanding, Engagement 10%

Recommendations for future 10%

Goals and objectives are not well stated. Goals and objectives are not logical, nor appropriate.

Goals and objectives are well stated. Goals and objectives are logical and appropriate.

Goals and objectives are well stated in userfocused format. Goals and objectives are completely appropriate for audience and product.

Project and application are not well described. Content is sloppy and undefined.

Project and application are described and characterized well, for the most part. Content is clear and well written.

Project and application are very well described and characterized. Content is clear, focused, sharp, and well written.

Little or no assessment of user experience is proposed. What is proposed here will not assess the user’s experience with the product.

Proposed assessment of user learning is appropriate and will provide some useful information about the user’s experience in the product.

Proposed assessment of user learning is thoughtful and insightful. Will result in a thorough understanding of user learning and engagement in product.

Recommendations for future applications are weak and not well thought out.

Recommendations for future applications are logical, rational and well thought out.

Recommendations for future applications are insightful, inventive and creative and very well thought out.

Grade:

19

Applied Informatics Project Evaluation Criteria: FINAL

PRODUCT

35% of project grade

Grade

B- or lower

B or B+

A- or A

Evidence That Objectives Were Met 10%

Little evidence that project content supports stated objectives. Users may learn from this project.

Some evidence that project content supports stated objectives. Users are likely to learn from this project.

Clear evidence that project content supports stated objectives. Users will learn from this project.

Little evidence that higher level thinking skills were used in the creation of this project. The work is a collection or rehash of other people's ideas, products, images and inventions. There is little evidence of new thought or inventiveness. Little originality or creativity displayed.

Some evidence that higher level thinking skills were used in the creation of this project. The project shows some evidence of originality and inventiveness. While based on an extensive collection of other people's ideas, products, images and inventions, the work extends beyond that collection to offer new insights. Mostly new and original; creative.

Clear evidence that higher level thinking skills were used in the creation of this project. The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.

Depth & Breadth of Project Content 40%

Grade Achieved

20

Product Design 30%

Design is either barren and stark or confusing and cluttered. Exaggerated emphasis on graphics and special effects weakens the message and interferes with the communication of content and ideas. Lack of graphics or special effects dramatically weakens content. The sequence of information is not logical throughout. Menus and paths are confusing and flawed. Project contains few well-designed and age-appropriate choices. The design is primarily linear.

Appropriate multimedia elements and content combine to adequately deliver a high impact message with the elements and words reinforcing each other. The sequence of information is logical. Menus and paths to most information are clear and direct. Although project contains some welldesigned and ageappropriate choices, some portions are linear.

The combination of appropriate multimedia elements and content takes communication to a superior level. There is clear attention given to balance, proportion, harmony, and restraint. The synergy reaches the intended audience with style and pizzazz. The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct. Project is truly multimedia (as appropriate), rather than linear and contains a significant number of welldesigned and ageappropriate choices.

Subject Knowledge 10%

Subject knowledge is little evidenced. Much of the Information is confusing, incorrect, or flawed.

Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct.

Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct.

Project minimally honors rules of spelling and/or grammar. (Three or fewer errors). Project is only marginally appropriately written for its intended audience.

Project adequately honors most rules of spelling and/or grammar. (Two or fewer errors). Project is mostly appropriately written for its intended audience.

Project honors all rules of spelling and/or grammar. Project is absolutely appropriately written for its intended audience.

Spelling, Grammar, Language; Readability 10%

Grade:

21

22