Beijing IMIA Board MeetingOctober 22, 2012

Board Agenda Item: 12

REPORT OF THE VICE PRESIDENT SPECIAL AFFAIRSArie Hasman

Accreditation Report, Kuopio

1. Summarized advice

The program Health and Human Services Informatics is a two year master’s degree program. It is one-of-a-kind in Finland. The master program is open for different bachelor studies. Depending on the background study, the student has to follow some supplementary courses, up to 60 ECTS in total.The goal of the master program is to produce experts with the knowledge and skills to plan and manage information resources, have an understanding about the field of health care and human services as a whole and the area’s special features regarding information technology and management. There is a need for this kind of education and research. The strategy of the program as stated is to educate health and social care professionals to informatics experts as well as to educate information system developers to have an in-depth view of health and social care. The aim is to build a bridge between ICT and service systems.

The panel has evaluated the Health and Human Services Informatics program (HHSI). The program follows a didactic concept determined by the current paradigm of health and human services informatics. The paradigm is presented in the Introduction to Health and Human Services Informatics course at the beginning of the program. The paradigm gives students a good orientation to the theory and practice of HHSI. The panel is of the opinion that the developed paradigm constitutes a good starting point for designing the curriculum. The panel has assessed the level of the goals of the program and concludes that the goals are consistent with those of a master program at an international level.

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The goals of the program can be mapped to the content of the courses. In Finland students are obliged to pass a basic exam in ICT studies at high school and universities of applied sciences. Therefore, they already have a basic knowledge of ICT. The remaining knowledge is provided via the course of the Basic Studies in Computer Science. Introducing examples of health and human services in the computer courses should be considered. The contents of the program are in accordance with the IMIA Educational Recommendations.

The student gets education (via lectures, by presenting in educational workshops what they learned independently and via distance learning). Via national and international contacts the staff is informed about the developments in the field. This knowledge leads to up-to-date lectures.The students mentioned that they like the educational workshops very much. The time schedule is such that the students are introduced to the subjects in a coherent way. Also the students are confronted with professional practice via a practical training and a research project. The program, therefore, warrants the development of skills and knowledge for carrying out both research and professional activities. In the program independent learning, supported by distance learning, forms the largest part of the education. In total 2790 hours of independent learning in comparison to 450 contact hours (practical training (162 h) and the research project (850 h) are regarded as independent study). Since the students live scattered over Finland independent study suits them and the use of web-based lessons to support independent study is an advantage.

After the introduction of the Bologna regulations in 2006 the program has made all modes of work in the curricula are explicit, e.g. the division into lectures, group working, workshops, independent studying in order to demonstrate to students that the average work load of the courses is not only determined by the amount of hours that require presence at university. This was not always clear to beginning students. The students are at the beginning of every course informed about the workload of the course. Via surveys it was confirmed that the allocated credits correctly describe the workload. The overall study load is quite heavy. Depending on the type of bachelor study the students may have to follow supplementary courses. Also in the first year the Basic Studies of Computer Science have to be taken if necessary (more than 50% of the students have these requirements when they enter the study). However, Computer Science studies can be spread over the study period more evenly, and many students coming from other parts of the country utilize the Open University Computer Science courses near to their homes.

In Finland the study is free of cost and course examination results are valid for a long time. A course examination can be redone twice before the course has to be

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followed again. Students can take four years to finish the study and even after four years they can continue with the master (although they may have to redo some courses). This is, however, not an automatic process and the continuation of the study is granted only in case it can be anticipated that they are going to finish the study. Adult learning principles are followed and the program offers flexibility in learning arrangements. Since many students have a job these conditions give them a bigger opportunity to finish the study.

By requiring the student (based on legislation) to complete necessary supplementary studies their knowledge and skills fit the entry requirements of the program. A scoring system is used to indicate the entrance knowledge of the students and is used to determine the position on the admittance list. The average age of the students is 42 years. The average age of the students can be explained by their educational background – usually they have a vocational degree and a bachelor degree (takes about 6 years) and they also work between the degrees.

The legal conditions for education leading to a university degree are very good giving a great advantage to the students. Those students who started before the Bologna regulations can even finish their studies after 10 years! For those students who started in 2006 or later, time is limited to four years in master degree studies, with the possibility to extend the time with a special permission. The law stimulates the study by not requiring payment of tuition fees. These conditions benefit working students because they allow part time study. The disadvantage is that students are not pressed to finish their study in a reasonable time period. On January 1, 2012 there were 37 students that were already registered more than 4 years as student. However, the staff contacts these students regularly to stimulate them to finish their study.

The criteria for grading examinations are objectively defined. The rules are specified by the university. The faculty does not have an Examination Board.Since the year 2000, 233 students started the study. In total over the twelve years period 55 students dropped out in the first year. During the twelve years period in total 96 students graduated. Of the 233 students 82 are still active. The output of the program (at least about 50% graduated), therefore, is quite satisfactory.

The panel is satisfied with the quality of the staff. The expertise of the staff covers the subjects that are taught in the master. Although the majority of the permanent staff has a PhD degree it would be advisable that also the rest would go for a PhD degree, given that the teaching is at the master’s level. The participation of adjunct professors in thesis supervision is positive.Given the fact that on average 3 teachers are involved, the student-staff ratio is more likely around 20 to 1 than 13 to 1, which is relatively high. The number of

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active students per year is around 75. To support these students effectively the size of the staff should be increased.

At the moment the department premises are located outside the Kuopio university campus and do not include lecture halls. The problem concerning the distance between the premises of the department and the university campus will end shortly. The material facilities are of high standard.

Study support is provided by tutor teachers. Students can always contact them. The study plan guides the students which courses have to be followed. Furthermore the Department of Academic and Student Affairs is available for personal advice. Medical problems are dealt with by the medical service.

The quality assurance system is developed in several layers, ranging from the student level up to the level of the university. Students have the possibility to provide feedback during or after each course. In case of negative feedback about matters included in the quality system, it will be handled at the department level. In other cases the HHSI team is obliged to handle and take the feedback into consideration. Changes to the course will be carried out if considered necessary and suitable to the program. The feedback of a number of students that was accessed via the WebOodi system was positive.Some examples of measures of improvement that were taken because of student feedback (mostly constructive suggestions) were mentioned during the site visit. The suggestions of the students resulted in a feedback lecture at the end of one course, a change of exam type from literature exam to group discussion in another one and a change in the quality and amount of educational workshop literature. The students, whom the panel interviewed, pointed out that the curriculum has changed considerably in the course of time. The HHSI team indicated that these changes were not due to negative evaluations but to external events (move from an undivided program to a bachelor and master program in 2005 and further to a master program in 2006), to the development of the HHSI paradigm and to the revision of the IMIA recommendations. Judgment of the quality of the program was carried out at certain points in time by external evaluations. The quality assurance system was assessed positively. The feedback of a sample of students retrieved from WebOodi during the site visit was mainly positive. The WebOodi system should be improved so that statistical overviews and reports can be created.

Feedback is obtained from all the stakeholders. The alumni are surveyed over the years. The contacts with the communities of interest should be more regular. The panel was told by representatives of these communities that there is a need for the graduates of the program. The multi-disciplinarily and the quality of the

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graduates are appreciated. Also the interviewed alumni stated that their knowledge and skills made them suited for the job. Most of them got a higher position afterwards.

The students often used interviews, questionnaires, literature reviews and content analysis of existing documents in their research. Most of the studies used a qualitative approach. Judging from the abstracts the quality of the theses was variable but always satisfactory. The panel concluded that the graduates indeed fulfill the goals stated in section 4.1.1. The staff should stimulate the use of more diverse methodology.

The panel advises IMIA’s Accreditation Committee to decide positively about the accreditation of the program Health and Human Services Informatics.On behalf of the site visit committee,

A.Hasman(Chairman)

1. Approach of the panel

In consultation with the program the following persons were invited to carry out the evaluation (from now on called the panel):

• Prof. dr. ir. A. Hasman, AMC-UvA, the Netherlands (chairperson)• Prof. dr. J. Mantas, University of Athens, Greece• S. Wolff, replaced prof. dr. O. Rienhoff, University Medical Center

Göttingen, Germany

In Appendix 1 their CVs are presented.Before the site visit the panel studied the self-assessment report and the other mandatory documents, delivered by the program. Appendix 2 contains an overview of the documents that were received.At the beginning of the site visit (from February 26 to February 29, 2012) the panel convened to discuss their findings and to formulate specific questions for the applicant to clarify facts that were not clear. During the site visit also a number of additional documents were asked for and obtained. The panel obtained new information during various discussions with different stakeholders. The program of the site visit is presented in Appendix 3.At the end of the site visit the panel discussed their findings again and formulated provisional conclusions. The chairman of the panel wrote a concept advice, based on the information obtained and conclusions reached. This concept was sent to the other panel members. After the comments of the other panel members were dealt with the definitive advice was decided on. Finally on the basis of the answers given to

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the criteria the subjects were judged and a final judgement about the quality of the program was given. This advice of the panel was sent to the IMIA Board for further handling on May 5, 2012.

2. Description of the program2.1 General

Program: Health and Human Services Informatics Master’s degree programNumber of credit points: 120 ECTSMajor: Health and Human Services InformaticsLocation where the program is given: University of Eastern Finland, Department of Health and Social Management, Kuopio Campus, P.O. Box 1627, FI-70211 Kuopio, Finland

2.2 Profile organization

The University of Eastern Finland is a merger of two universities: the University of Joensuu and the University of Kuopio. The University of Eastern Finland has a staff of approximately 3000 members and 14000 degree students. In addition there are approximately 14000 Open University and continuing education students. The university operates on two main campuses (in Joensuu and Kuopio) and the university has also a campus in Savonlinna. The university has four Faculties: Philosophical Faculty, Faculty of Science and Forestry, Faculty of Health Sciences and Faculty of Social Sciences and Business Studies.

The Department of Health and Social Management is the oldest department in the Faculty of Social Sciences and Business Studies. The department has degree programs and research in four majors: Health Management Sciences, Health Economics, Health and Human Services Informatics (HHSI) and Social Management Science. The Health and Human Services Informatics program started in 2000 and is taught mainly in the Finnish language. The aim of the department is to conduct multidisciplinary research and to offer graduate and postgraduate study programs of high quality. Department's researchers and teachers are also taking part in the developing human services and health care sectors and their management, both on a regional, national and on an international level. The department is involved in professional development programs and has experience with distance learning. This experience is also utilized in the program that is described here.

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A strong influence for the rapid growth of research activities in the field of health and human services informatics was the founding of Social and Health Information Technology Research Unit (Shiftec-Unit) in 2002. It works together with the Master's program and provides high-quality research and development services for the needs of organizations and enterprises in the field of health and human services information systems. The need for this kind of research and evaluation studies has been obvious in the Finnish society.

2.3 Profile program

Municipalities in Finland have extensive duties and obligations to provide services (e.g. education, health, social and cultural services) and have also the right to levy taxes to cover the costs of service provision. They can fulfil their duty by either producing services through their own service delivery agencies or purchasing them from other municipalities or from private or third sector (not-for-profit) providers. Hospital districts take care of special health services; every municipality is obliged to take part in a hospital district. It is estimated that about 10% of health and one third of social services are provided by private enterprises and third-sector organizations, some for-profit and others non-profit.

From the beginning (2000) it was obvious that the perspectives of these two important service sectors – health and social care – should be joined in the educational program because of the development activities taking place in the Finnish society. Since 2000 the program has engaged mostly nurses but also other health and social care and IT professionals.A national health project and a national social care project, both with IT components, were launched in 2001 and 2005 respectively. In 2011 a Unit for the Operational Management of Health and Welfare Information was established in the National Institute of Health and Welfare.In this context the master program Health and Human Services Informatics is aiming to produce professionals and researchers in information management for the needs of social and healthcare. Health and human services informatics is understood as the management of information resources of an entity, e.g. an organisation, covering the activities, actors and methods in the production of health and welfare services for the public and private sectors and organizations. Resources are understood as data warehouses, programs, devices, communication arrangements and people as sources and users of information. The students entering the program usually had already a job. The average age of the students is 42 years.

3. Assessment of the program

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Use is made of IMIA’s framework for accreditation. The assessment is based on answers to the following 6 questions:

1. What are the goals of the program for which the institute asks for accreditation?2. How are the goals implemented in a curriculum?3. What is the size and quality of the staff?4. Which facilities for teaching are available?5. How does the institute guarantee the quality of the program?6. Are the goals reached?

These questions are translated into 6 subjects and 16 criteria. The assessment of the 6 subjects is presented in this section.

3.1 Goals of the program3.1.1 Criterion 1: Domain specific requirements

Intended end qualifications are concretely described and match the requirements that (international) colleagues and professional practice demand of a program in the domain concerned, taking into account the level (e.g. technical level, bachelor, master) and orientation (vocational, academic) of the program. There is a societal need for graduates with the characteristics described by the intended end qualifications.

Findings The Master’s degree program in HHSI, launched in 2000, is one-of-a-kind in Finland. Its strategic goal is to produce experts with the knowledge and skills to plan and manage information resources, have an understanding of the field of health care and human services as a whole and of the area's special features regarding information technology and management. There is a need for this kind of education and research in Finland as shown above. The societal need of the HHSI program rests on informatics knowledge and skills needed in the health and social sector. The strategy of the program is to educate health and social care professionals to become informatics experts as well as to educate information system developers to have an in-depth view of health and social care: the aim is to build up a bridge between IT and service systems.The end qualifications of the program are described in the terms of the Government Decree on University Degrees, which states that students have:(1) a good overall knowledge of the major subject or a corresponding entity and conversance with the fundamentals of the minor subject or good knowledge of the advanced studies included in the degree program;

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(2) knowledge and skills needed to apply scientific knowledge and scientific methods or knowledge and skills needed for independent and demanding artistic work;(3) knowledge and skills needed for independently operating as an expert and developer of the field;(4) knowledge and skills needed for scientific postgraduate education; and(5) good language and communication skills.For the program Health and Human Services Informatics this translates into: after graduating the students will have obtained advanced knowledge and skills to practice and carry out research in the field of health and human services informatics, both nationally and internationally, especially she/he

• can contribute to evaluation, development and use of information technology in health care and human services

• is able to apply a wide range of methodological approaches• has obtained knowledge and skills in management, economics and

administration• is able to integrate different aspects as confidentiality and data security,

and sciences as health and social sciences, into the field of information technology and information management

• has basic knowledge in programming and information systems

The HHSI program rests on the educational Recommendations of the International Medical Informatics Association (IMIA). The courses are divided over the four knowledge/skills areas as defined in the Recommendations. Due to the Finnish higher educational system and the Finnish way of providing health and social services, the structure of knowledge and skill areas for the master degree level program were adapted with more time devoted to health and human services and service organizations.

ConsiderationsThe end qualifications describe graduates having a broad knowledge of and skills in Health and Human Services Informatics who can work as intermediaries between ICT experts and health care professionals. In Finland there is a large societal need for these graduates.The program focuses on both the health and social care sector. This is also clear from the name of the program. Since there is no bachelor degree program in HHSI, students enter the program with different backgrounds. Students may have to complete supplementary courses in order to acquire the entrance knowledge and skills needed for the studies. It can concern basic studies in computer science, in philosophy of science, in research methodology or knowledge of the service system. These courses can be followed parallel to the master study and may add up to 60 ECTS for certain students. The basic studies in computer science are obligatory for all students and can be taken either before

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entering the HHSI program or during the HHSI study. Given the broad expertise that is strived for in the program one should take care that the informatics component will not become diluted or the study load become too high.

The panel has assessed the level of the goals of the program and concludes that the goals are consistent with those of a master program at an international level and in accordance with the IMIA Recommendations.

Conclusion: Good

3.2 Educational program3.2.1 Criterion 2: Academic requirements

The student’s knowledge develops in interaction with education and scientific research in the relevant disciplines. The program warrants the development of skills and knowledge for carrying out scientific research and/or professional activities.

FindingsFour core concepts – actors, data, action and technology – were defined around which four major research areas were identified: steering and organizing of information management in work processes, use of information technology, knowledge management and informatics competences, and data models and structures. Knowledge about the core concepts was regarded as constituting the body of knowledge of HHSI. The resulting paradigm combining core concepts and research areas is used both for teaching and research. Based on the research focus a wide range of theories are presented (e.g. Innovation theory, Organization theory, Socio-technical approaches, the TAM model, Data mining methods, etc). The teachers of the master program are involved in research and therefore can confront students with the problems of current research, the methods used and the results obtained. Apart from being educated the students have to carry out a research project, leading to a master thesis. In carrying out this research project they can show that they are able to integrate the knowledge gained from the various courses of the program.

ConsiderationsThe developed paradigm appears to be a good starting point for designing the curriculum. This paradigm is presented in the Introduction to Health and Human Services Informatics course at the beginning of the program. The experience is that it provides a good orientation to the theory and practice of HHSI for students. Methodology is emphasized in the curriculum.The student obtains education and is also confronted with professional practice via a practical training and with research via a research project. The program

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therefore warrants the development of skills and knowledge for carrying out both research and professional activities.

Conclusion: Good

3.2.2 Criterion 3: Relation between goals and contentThe curriculum is an adequate realization of the intended end qualifications as to level, orientation and domain specific requirements.

FindingsAs stated in section 4.1.1 the concrete goals of the program were: a student

• can contribute to evaluation, development and use of information technology in health care and human services

• is able to apply a wide range of methodological approaches• has obtained knowledge and skills in management, economics and

administration• is able to integrate different aspects as confidentiality and data security,

and sciences as health and social sciences, into the field of information technology and information management

• has basic knowledge in programming and information systems

The courses of the program indeed translate these goals into the corresponding content. There are courses in Health and Human Services Informatics, courses that concern research methods and evidence based social and health care, courses about informatics research and development and courses about knowledge management. Also there are courses supporting the major studies like Basics of management in social and health care, Evaluation research, advanced statistical methods, Contextual changes and organizational reforms in social and health care and Cost accounting and budgeting in public organizations. In addition the students have to follow Basic Studies of Computer Science containing six courses in computer science. To avoid overlap between the courses an ideal syllabus describes the continuum of learning in HHSI.

The courses in Computer Science were not described in the documentation. The panel obtained information about these courses during the site visit. The courses add up to 25 ECTS and are provided by another department. The students are offered alternatives for the courses Project in Basic Studies in Computer Science (write and document a program in Java with the objective to use data structures and files) and Computer systems (obtain knowledge of basic hardware components and their structure, etc,). The alternatives are courses in Human factors of interactive technology, Data management and the Software engineering process. The students follow these courses together with students

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from other degree programs. This has the disadvantage that no links are made to problems in the domain of health or social sciences.

ConsiderationsThe goals of the program can be mapped to the content of the courses. In Finland students are obliged to pass a basic exam in ICT studies at high school and universities of applied sciences. Therefore they already have a basic knowledge of ICT: the high school provides common knowledge about the use of applications. Additional knowledge is provided via the Basic Studies in Computer Science. Introducing health and human services examples in the computer courses should be considered. Conclusion: Good

3.2.3 Criterion 4: Rapport between form and contentThe design of the program stimulates study and offers students the possibility to reach the intended end qualifications.

FindingsThe program follows a didactic concept based on the paradigm of health and human services informatics explained in section 4.2.1. The students follow lectures, make presentations in educational workshops about what they learned and studied independently. The teaching is supported by Moodle, a learning environment. Use is made of distance learning (web courses) which is appropriate given the distribution of the students over Finland. The students have the possibility to contact course teacher(s) any time during the independent study period for further advice and support, and students do use this possibility. This happens through email, the Moodle web learning environment, personally during other courses or in a private meeting.Half of the second year is devoted to a research project and the writing of the Master’s thesis. There are no electives.The time schedule of the program follows the research areas defined in the paradigm, starting with courses introducing Health and Human Services Informatics and Data protection and Data security, followed by courses on theory building in Health and Human Services, followed by Research and Development of Health and Human Services Informatics and finally Knowledge Management. The students obtain practical training in the field besides having to carry out a research project.

ConsiderationsIn the program independent learning, supported by distance learning, forms the largest part of the education. In total 2790 hours of independent learning in comparison to 450 contact hours (practical training (162 h) and the research

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project (850 h) are regarded as independent study). Since the students live scattered over Finland independent study suits them and the use of web-based lessons to support independent study is an advantage. The students like the educational workshops very much. The schedule is such that the students are introduced to the several subjects in a coherent way. There are several ways to evaluate the students (written examinations, self evaluation), with different outcome possibilities (marks between 0 and 5 or pass/fail).

Conclusion: Good

3.2.4 Criterion 5: Study loadThe program is doable

FindingsAfter the introduction of the Bologna regulations in 2006 the program has made all modes of work in the curricula are explicit, e.g. the division into lectures, group working, workshops, independent studying in order to demonstrate to students that the average work load of the courses is not only determined by the amount of hours that require presence at university. This was not always clear to beginning students. Also surveys were carried out about the use of time for courses to be sure that the credits correctly predict the workload.

In the beginning of every course students are informed about the workload of each course. Thus, they can plan their resources for studying knowing that the literature allocated for the assignment takes the informed amount of independent studying. The independent period starts immediately when the first lecture starts so independent studying and lectures or workshops are parallel activities. The nominal study load in the second year is larger than in the first year. Depending on the type of bachelor study in the first year the students may have to follow supplementary courses. Also in the first year the Basic Studies of Computer Science (25 ECTS) have to be taken if necessary (more than 50% of the students have these requirements when they enter the study). However, Computer Science studies can be spread over the study period more evenly, and many students coming from other parts of the country utilize the Open University Computer Science courses near to their homes. These studies can also be done before starting with the program but usually students do it in parallel with the program.There are a number of courses that can be followed either in the first or second year depending on the number of fundamental supplementary courses a student has to take. To more or less equalize the study load over the years a tutor discusses the study plan of the student at the beginning of the first year. The Master’s thesis is often

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not finished in the second year. It is possible to combine the practical training course with the research study. From alumni surveys that were mainly answered by female respondents it appears that 51% of the respondents studied part time while working and only 10% of the respondents had been full time students.

ConsiderationsThe study load is quite heavy. In total 2790 hours are devoted to independent study and there are 450 contact hours. The research project and practical training are regarded as independent study. Still supervision and counselling are all the time available and used. Therefore the mentioned number of contact hours is not accurate. Practical training is supervised by the organisation where the training takes place and during the research project direct personal supervision also takes approx. 30 hours, even more if needed.Since the students live scattered over Finland the use of web-based lessons to support independent study and the Computer Science studies is an advantage.

In Finland the study is free of cost and course examination results are valid for a long time. A course examination can be redone twice before the course has to be followed again. Students can take four years to finish the study and even after four years they can continue with the master (although they may have to redo some courses). This is, however, not an automatic process and the continuation of the study is granted only in case it can be anticipated that they are going to finish the study. Adult learning principles are followed and the program offers flexibility in learning arrangements. Since many students have a job these conditions give them a bigger opportunity to finish the study.

Conclusion: Sufficient

3.2.5 Criterion 6: Relation between intake and programThe program in form and content fits in with the qualifications of new students.

FindingsIn Finland general eligibility for higher education is given by the national Matriculation examination and the upper secondary vocational qualification. Students have to pass a basic exam in ICT studies at the high school. Also the English language is tested at the Matriculation examination, so the program does not have to check the English proficiency of the students. The students apply for the HHSI program each spring. The applicants give a narrative description of their motivation and objectives. In the application form potential students tick off subjects they have studied. The subjects have been assigned a score and the total of the scores determines the position of the student on the list of applications. The number of students to be accepted is 15.

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There is no bachelor study in health and human services informatics in Finland. The university may require an admitted student to complete the necessary supplementary studies (max 60 ECTS) in order to acquire the knowledge and skills needed for the study.

ConsiderationsBy requiring the student to complete necessary supplementary studies the program fits in with the knowledge the new students possess. The use of a scoring system to indicate the relevance of previous studies to determine the position on the list of applications may be advantageous for older students, since they may have followed more studies. The average age of the students – 42 years – can be explained by their educational background – usually they have a vocational degree and a bachelor degree (takes about 6 years) and they also work between the degrees.That the program is needed is obvious: the students have long worked in the field without proper education.The supplementary studies can be done in parallel with the program. That can make the first year of the study for those students that have to do them quite heavy.

Conclusion: Good

3.2.6 Criterion 7: Legal requirementsThe program complies with legal requirements concerning the scope and duration of the program.

FindingsAccording to Finnish law education leading to a university degree and entrance examinations relating to student admission are free of charge for the student. Also students can take two years extra for obtaining a master’s degree. Students who started before the Bologna regulations can even finish their studies after 10 years! For those students who started in 2006 or later, time is limited to four years in master degree studies, with the possibility to extend the time with a special permission.

ConsiderationsThe legal conditions in Finland for education leading to a university degree are very good. The law stimulates the study by not asking tuition fees. These conditions benefit working students because they allow part time study. The disadvantage is that students are not pressed to finalize their study. On January 1, 2012 there were 37 students that were already registered more than 4 years as student of the program. The staff contacts these students regularly to stimulate them to finish their study.

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Conclusion: Good

3.2.7 Criterion 8: Judgment and examinationsAssessments and examinations adequately test whether the students have realized the learning goals of (parts of) the program. The output of the program is satisfactory.

FindingsA student has the right to obtain information about the application of assessment criteria to his or her study attainment. He or she shall be given an opportunity to see the assessed written or otherwise recorded study attainment. The assessments and examinations are made on university regulation basis. The grading is from 1 to 5, each grade having a written criterion what kind of knowledge and skills should be included in the grade. The grading system is presented to students and the criteria are available for the students on their courses’ info pages in Moodle.Each course director is responsible for the grading and according to department’s strategy the grades should be given within three weeks time. Usually there is no face-to-face discussion. However, the students are given a written summary about the results of assessments and examinations. This policy is accepted by the students and they are also encouraged to contact the lecturer for further discussion.The assessment of the master’s thesis is carried out by one of the supervisors and an external person not involved in supervision. A form with criteria is used in the assessment and is presented in seminars when the research project starts. The final approval of the master’s thesis is the responsibility of the dean of the faculty.Only the examination results of a few students could be shown to the panel. The administrative system WebOodi did not support statistical overviews. Also no sample of written examinations could be inspected. ConsiderationsThe criteria for grading examinations are objectively defined. The rules are specified by the university and there is no Examination Board.Since the year 2000 233 students started the study. Over a twelve year period in total 55 students dropped out in the first year. During the last three years the number of dropouts has declined probably due to the stabilisation of the program and the more realistic expectations of newcomers. From those students who started in autumn 2009 to autumn 2011, only one person has announced to leave the program before her degree. In this same period in total 96 students graduated. Of the 233 students 82 are still active. The output of the program (at least about 50% graduated) therefore is quite satisfactory.

Conclusion: Good

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3.3 Staff3.3.1 Criterion 9: Quality of staff

The staff is able to realize the program both with respect to content, education and organization.

FindingsDuring the site visit the panel obtained a more detailed overview of the staff involved in teaching, their position, expertise and workload. Five of the seven faculty members have a permanent position. The expertise of the staff covers health, nursing, medical and health and human services informatics. Also expertise in knowledge management, standards, data protection and archiving is present. In addition to the permanent staff post-graduate students and adjunct professors are involved as thesis supervisors. One PhD student (the amanuensis) is responsible for student counseling. Three members of the permanent staff have a PhD (one of them being professor) and two members have a MSc. Professor Kaija Saranto supervised three doctoral dissertations and ten doctoral theses are in process. She authored in English 19 articles in international refereed journals in the field of health services informatics, 53 articles and reviews in edited books and refereed conference proceedings, 8 other publications and 41 abstracts, posters, workshops, presentations etc. Also she published in Finnish 18 papers in scientific journals, 66 reviewed conference papers, 41 contributions in professional journals and 62 abstracts, posters, workshops, etc. Ms. Sirpa Kuusisto-Niemi had 13 publications in social care informatics since 2008, mainly in Finnish.

ConsiderationsThe expertise of the staff covers all the subjects taught in the master. Although the majority of the permanent staff has a PhD degree it would be advisable that also the senior lecturer would go for a PhD degree, given her workload in teaching and the fact that it concerns a master program. However, her extensive work experience as a social worker makes her fit for the job as senior lecturer. The participation of adjunct professors in thesis supervision is positive.

Conclusion: Good

3.3.2 Criterion 10: Quantity of staffThe size of the staff is adequate for the realization of the program

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FindingsOf the seven faculty members two members have a very high educational workload: Professor Kaija Saranto is teaching 480 hours and Ms. Sirpa Kuusisto-Niemi 640 hours. The faculty members, especially the professor, the senior researcher (also acting as the director of the department) and the senior lecturer, have also many administrative and public relations tasks. The interviewed students indicated that sometimes the staff was not available for support. Since the educational system depends heavily on self-study such a support is necessary.In the self assessment report the student-staff ratio is presented. In the calculation the number of teachers is assumed to be five. From the information about the educational workload it is apparent that 2 teachers have the main workload and that given the additional support from adjunct professors in thesis supervision the number of staff is closer to 3 than to 5.

ConsiderationsGiven the fact that on average 3 teachers are involved the student-staff ratio is more likely around 20 than 13, which is relatively high. The number of active students per year is around 75. To support these students effectively (the extent of independent learning is rather large so that the students may need more support) the size of the staff should be increased.

Conclusion: Insufficient

Judgment of Subject 3: Staff

The judgment of criterion Quality of staff is good but the judgment of criterion Quantity of staff is insufficient. In the eyes of the panel the overall judgment is still positive. The staff is competent in the disciplines that are important for the master program. Their efforts are appreciated by the students. Although the WebOodi system does not allow making overviews of students concerning their study progress Ms. Sirpa Kuusisto-Niemi for example takes the time to interrogate the system on an individual basis to obtain this information and to approach the students when no progress is visible, especially with respect to the scientific research project. We advise the Faculty to add at least one PhD to the staff to lower the workload of Professor Kaija Saranto and Ms. Sirpa Kuusisto-Niemi.

General conclusion about subject: Sufficient

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3.4 Facilities3.4.1 Criterion 11: Material facilities

The accommodation and material provisions are sufficient to realize the program.

FindingsThe department will move to another building within a few months. This will make life easier for students who want to visit the faculty between their lessons. At the moment the department premises are located outside the Kuopio university campus and do not include lecture halls. Although the present premises provide excellent possibilities for small group teaching the lack of cafeteria for students makes the situation unsatisfactory for them. The panel could not visit the new premises. The library, the Student and Learning Services premises and the lecture halls were visited. These facilities are of good quality. The same is true for the IT facilities. The students have access to the most recent issues of printed and electronic journals.

ConsiderationsThe problem concerning the distance between the premises of the department and the university campus will end shortly. The material facilities are of high standard.

Conclusion: Good

3.4.2 Criterion 12: Study counseling and supportThe coaching of and information delivery to students are adequate with a view to study progress and fit in with the needs of the students.

FindingsNew students are obliged to contact their tutor teacher for discussing and approving together their personal study plan. It is checked whether previous studies could compensate curriculum courses and which supplementary courses should be taken. This information is documented in the WebOodi student information system. Also a learning environment is available: Moodle.The tutor teacher is available at all times to the students. The amanuensis distributes information about courses, examinations, changes in time tables, possible grants, job opportunities, etc. The Department of Academic and Student Affairs provides personal advice to students with for example handicaps. Student tutors (advanced students) help new students to familiarize themselves with everyday study routines and show them around the university campus and the town.

Considerations

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Study support is provided by tutor teachers. Students can always contact them. The study plan guides the students in which courses to follow. Furthermore the Department of Academic and Student Affairs is available for personal advice. Medical problems are dealt with by the medical service.

Conclusion: Good

3.5 Quality care3.5.1 Criterion 13: Evaluation results

The program is evaluated periodically, also using testable targets.

FindingsStudents are stimulated to provide written feedback concerning teaching, teaching arrangements and learning outcomes during or at the end of each course. The panel inspected some evaluation forms. The student is asked to specify his/her goals for the course, the most important issues he/she learned, the good and poor sides of the course, what parts should be further developed and what issues that were not included in the course he/she would like to have in it.

The feedback is discussed at the end of the courses in the meetings of the HHSI team. The minutes of the meetings of the HHSI team are published on intranet. The teacher responsible for the course has to consider the student feedback when planning the next term course. The WebOodi student information system does not provide aggregated information. The information is available for each student individually. Therefore the panel could only review the feedback of a sample of the students. The feedback of this sample of students retrieved was mainly positive. Based on the Quality Manual the students may send, if they are not satisfied, a statement to the university level Quality Board. However, with the “mature” students of the program this appeared to be a theoretical option.

The success rate of the courses and the student-staff ratio is presented and discussed every term in department quality meetings. Needed actions are carried out the following term. The Faculty of Social sciences and Business studies has a multi-member administrative body. The body discusses the quality of teaching and research and the dean can order the department to take actions in case improvements are needed. To assure the quality of teaching the university offers pedagogical studies for its staff. The Student and Learning Services centre organizes staff education and gives support in using modern teaching equipment.The University of Eastern Finland is committed to comply with the recommendations on good scientific practice.

Considerations

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The quality assurance system is developed in several layers, ranging from the student level up to the level of the university. Students have the possibility to provide feedback during or after each course. In case of negative feedback about matters included in the quality system, it will be handled at the department level. In other cases the HHSI team is obliged to handle and take the feedback into consideration. Changes to the course will be carried out if considered necessary and suitable to the program. The feedback of a number of students that was accessed via the WebOodi system was positive.

Conclusion: Good

3.5.2 Criterion 14: Measures for improvementThe results of the evaluation are the basis for demonstrable measures of improvement that contribute to the realization of the targets.

FindingsExamples of measures of improvement that were taken because of student feedback (mainly constructive suggestions) were mentioned during the site visit. The suggestions resulted in a feedback lecture at the end of one course, a change of exam type from literature exam to group discussion in another course and a change in the quality and amount of educational workshop literature in one course.

Examples that were given in the self-assessment report provide an idea of the quality of the program at certain points in time, as obtained from external evaluations. Both the research and education of the department were evaluated. The research evaluation was done by an international evaluation committee which was very positive about the research. The Finnish Higher Education Evaluation Council conducted a university level evaluation and concluded that the quality assurance system and the related procedures cover all the basic tasks of the university.

ConsiderationsThe students, whom the panel interviewed, pointed out that the curriculum has changed considerably in the course of time. The HHSI team indicated that these changes were not due to negative evaluations but to external events (move from undivided program to a bachelor and master program in 2005 and further to a master program in 2006), to the development of the HHSI paradigm and to the revision of the IMIA recommendations. Judgment of the quality of the program was carried out at certain points in time by external evaluations. The quality assurance system was assessed positively. Also the feedback of a number of

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students as obtained from WebOodi was mainly positive. The WebOodi system should be improved so that statistical overviews can be created.

Conclusion: Sufficient

3.5.3 Criterion 15: Involvement of staff, students, etc.The management of the program, teachers, students, alumni and the communities of interest are actively involved in internal quality care.

FindingsThe staff was and is involved in several national projects. In this way they have a good insight in the developments in the field. Via the mailing list of the Finnish Association on Social and Health Informatics the staff is also informed about activities in the field in Finland. All stakeholders are involved in the evaluation of the education. As is clear from the previous section the management of the program, teachers and students are involved in evaluating the program. Alumni were surveyed over the years. The questions focused on experiences about their study, positions in work life and interest in further studies. There are also contacts with communities of interest and in particular with the Joanna Briggs Institute. The contacts with the communities of interest are not formal or regular, however. The panel interviewed some students, alumni and partners of the department.

ConsiderationsVia national and international contacts the staff is informed about the developments in the field. This knowledge leads to an up-to-date curriculum. Feedback is obtained from all the stakeholders. The alumni are surveyed over the years. The contacts with the communities of interest should be more regular. The panel was told by representatives of these communities that there is a need for the students of the progam. The multi-disciplinarity and the quality of the graduates are appreciated.

Conclusion: Good

3.6 Results3.6.1 Criterion 16: Realized end qualifications

The realized end qualifications correspond with the intended end qualifications.

FindingsThe panel has read the abstracts of 25 master theses. Every thesis is rated, according to the scale presented below, by one supervisor and one external reviewer. The final acceptance of the mark is given by the dean. According to

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the information we got during the site visit, there were in the mean time in total 98 master theses that were rated as follows:

• Adequate: 9 theses• Sufficient): 10 theses• Satisfactory): 17 theses• Good): 40 theses• Very good): 17 theses• Excellent): 4 theses• Honours): 1 thesis The staff selected three very good theses and three theses which were of relatively low quality, although satisfactory. The research approaches were rather similar in the theses. This is due to the fact that the students were often studying the outcome of certain interventions rather than the process that leads to these interventions. The theses hardly are about the development of applications or methods. Knowledge and skills in planning and development are goals of the program. Therefore inclusion of research project in these areas can be expected. The research topics varied. The fact that the students were free to choose a research topic may have caused the abundance of studies concerning intervention evaluation.Three doctoral students out of 16 have a HHSI master’s degree.

In the final certificate of the degree there are three categories describing the curricula and the student can get marks ranging from 1 to 5:

1. courses in HHSI major (core knowledge)2. other courses (e.g. methodology)3. languages (before 2006)

The thesis is included in the core knowledge, however, the mark does not count in anyway in the mean - you just have to pass it. Thesis subject and mark are written in the certificate. Also the supplementary courses e.g. Computer studies are described also in the certificate.

ConsiderationsThe students often used interviews, questionnaires, literature reviews and content analysis of existing documents in their research. Most of the studies used a qualitative approach. Judging from the abstracts the quality of the theses was variable but always satisfactory. This was confirmed by the information we got about the ratings of the theses.

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The staff should stimulate the use of more diverse methodology and especially also stimulate research concerning the development of applications and not only concerning evaluation.The alumni stated that their knowledge and skills make them suited for the job. Most of them got a higher position afterwards. Also the communities of interest were positive about the graduates of the program.The panel concludes that the graduates fulfill the goals stated in section 4.1.1 but advise the staff to also stimulate students to concentrate on planning and development of applications instead of evaluations of outcomes.

Conclusion: Sufficient

4.7 Overview of judgments

Score facet Score subjectSubject 1: Goals of the program S

Facet1: Domain specific requirements GSubject 2: Educational program S

Facet 2: Academic requirements GFacet 3: Relation between goal and content GFacet 4: Rapport between form and content GFacet 5: Study load SFacet 6: Relation between intake and program GFacet 7: Legal requirements GFacet 8: Judgement and examinations G

Subject 3: Staff SFacet 9: Quality of staff GFacet 10: Quantity of staff IS

Subject 4: Facilities SFacet 11: Material facilities GFacet 12: Study counselling and support G

Subject 5: Quality care SFacet 13: Evaluation results G

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Facet 14: Measures for improvement SFacet 15: Involvement of staff, students, etc. G

Subject 6: Results SFacet 16: Realized end qualifications S

4.8 Recommendations

• According to the students we interviewed the teachers should have more time available to answer their questions. The panel strongly recommends increasing the size of the faculty staff. At the moment most of the work is done by two members of the faculty staff. There is a need for one or two additional faculty members with a PhD degree.

• The study load is quite high. In the first year there are the additional Basic Studies of Computer Science (25 ECTS) and possibly also supplementary studies for students with certain baccalaureate studies which can be as high as 60 ECTS. In the second year the master’s thesis takes quite a time. Therefore, the panel suggests making the practical training in Health and Human Services Informatics part of the master’s thesis. The panel was told that that was already possible, but the panel advises to do it for all students. Also one should consider to only allowing students to enter the program after they have done the supplementary courses.

• Invite speakers from industry/organizations to give lectures to the students.

• The Basic Studies in Computer Science are taught with no influence by the Health and Human Services Informatics department. The panel suggests using examples from health and human services informatics in the Basic Studies.

• Take care that research projects are more distributed over planning, development and evaluation of implementations. In this way all students become acquainted with the use of methods relevant for these subjects.

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Appendix 1

Curriculum vitae of Arie Hasman He studied physics and did his PhD work at the Technical University Delft. He got his PhD in 1971. From 1971 to 1974 he worked in the department Radiotherapy and Nuclear Medicine of the St Radboud hospital Nijmegen. From 1974 to1985 he worked in the department Medical Informatics of the Free University Amsterdam.In 1985 he was appointed full professor in Medical Informatics at the University Maastricht. From 1991 to 2005 he was also part-time professor at the Technical University Eindhoven. In 2004 he was appointed full professor in Medical Informatics at AMC-UvA in Amsterdam. In February 2010 he retired.

Grants and honours

He was involved in a number of projects funded by the European Committee: OpenLabs (a research project), EDUCTRA (education), IT-EDUCTRA (education), EUROMISE (education), MGT (research), TANDEM (research). For these projects he was co-applicant and for some also project leader. Also in the Netherlands he received grants for a number of projects which concerned either research or education.He received a medal of honor from the University of Pilzn for his contributions to the development of medical informatics in the Czech Republic. He is honorary member of the Czech medical society J.E. Purkyne.

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Also he is International Asscociate of ACMI, the American College of Medical Informatics. He is editor emeritus of the International Journal of Medical Informatics and member of the Editorial Boards of:

• Computer methods and programs in biomedicine• Methods of information in medicine• The Journal of Informatics in Primary Care• International Journal of Healthcare and Technology management

He is also member of the Editorial Board of the series Studies in Health Technology and Informatics, published by IOS Press.

He has been chairman of the Dutch Medical Informatics Society (VMBI) during six years.

He was until 2010 Publication Officer of EFMI, the European Federation of Medical Informatics,

He was chairman of the Scientific Programme Committee of MIE 2000, the EFMI conference held in Hannover.He was one of the two chairmen of the Scientific Programme Committee of Medinfo 2001, the IMIA conference that was held in London.

EducationHe was chairman of the Educational Institute of the Medical Informatics Bachelor and Master Programme at the AMC-University of Amsterdam.He was external examiner of the Medical Informatics programme of Trinity College in Dublin, of the Medical Informatics programme of the University College Dublin, both in Dublin and in Galway, Ireland. Also he was external examiner of the Medical Informatics programme of the University of Surrey, Great Britain. He has lectured during a period of 10 years in Prague (in the context of the EU funded Euromise project). He also was a member of various accreditation committees in the Netherlands and in Belgium.

Curriculum vitae of John Mantas

Surname : MantasName : Ioannis (John)Place of Birth : Athens, GreeceDate of Birth : 1st of October, 1954

Education: B.Sc. (Honours) in Electrical Engineering and Electronics (1979)M.Sc.Communication &Software Engineering (1980)Ph.D. in Computer Science (1983)

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all degrees from University of Manchester Institute of Science and Technology.

Current Position: Full Professor of Health Informatics, University of AthensDirector of Health Informatics Laboratory, University of AthensMember of the Governing Board of the University of Central GreecePresident of the European Federation for Medical Informatics

Former Positions: Dean of the Faculty of Health Sciences, University of AthensHead of Department of Public Health, University of AthensVice-President of the Cyprus University of Technology

Scientif Publications: Over 200 publications in international and national Scientific Journals and international conferences and participation in numerous international Conferences. Over 400 citations are registered in International Indexes

ScientificActivities: 1. Membership in scientific societies and Institutions: IEEE, IEEE

Computer Society, IEE, Pattern Recognition Society,International Fuzzy Sets Association (IFSA), Association of Computational Machinery (ACM), EFMI and IMIA

2. Reviewer (referee) of scientific publications of the journals:a. Fuzzy Sets and Systems b. IEE Proc. in Computation and Digital Techniquesc. IEEE Transactions in Pattern Analysis and Machine

Intelligenced. IEEE Transactions in Systems Man and Cybernetics e. Journal of Medicine (Greek)f. International Journal of Medical Informaticsg. Methods of Information in Medicine

3. Member of European Commission Technical Panels.4. Head of the Greek delegation in the CEN TC/251 in Medical

Informatics.6. Member of the National Evaluation Board appointed by the

Minister of Health for the HIS Project in Greece.7. Head of the Scientific Board for the problem of 2000 appointed by

the Minister of Health and Welfare8. Expert in Health Informatics appointed in the evaluation process of

the European Commission for FP6 and FP7 eHealth Programme9. President of EFMI for 2010-201210. Co-chair WG on Education in EFMI11. IMIA Chair of WG on Education 2004-2007 and Co-Chair 2007-

2010

Research FundedProjects Coordinator and Partner in European Community and National

Research and Educational Programmes such as ERASMUS,

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COMETT, NIGHTINGALE, IT EDUCTRA, COAST, GALEN-IN-USE, HEALTHLINE, COASTER, TELENURSE, TELENURSE-ID, WISECARE, COMAC/BME, DG-V-Social Funding, National HealthCouncil, FRR, Leonardo da Vinci, EHTAN, MEDSkills, EIPEN, EUNetPAS, RN4CAST.

Curriculum vitae of Svenja Wolff

Education:

10/1999 – 03/2005 Diploma of Business Administration, Georg-August-University GöttingenMajors: Corporate Management and Organization, Management Accounting, Human Resource Management, and Industrial ManagementThesis: "Sustainability Reporting of German Joint-Stock Companies"

Employment History:

Since 01/2009 Manager of the working group Curricula and Administration, Department of Medical Informatics (MI), University Medical Center Göttingen• Development of the MI curriculum, based on the doctoral thesis of Berit

Hamer "Die Konvergenz von Bioinformatik und MI Konsequenzen für die Ausbildung von IT-Managern im Gesundheitswesen …"

• Coordination of lectures for the bachelor and master programs of MI• Coordination of MI lectures for medical students• Preparations for the 2nd revision of the Computer Science curriculum• Participation in the evaluation process of Heidelberg MI curriculum in

January 2012• Currently, preparation of the IMIA certification of the Medical Informatics

curriculum in Göttingen

07/2007 – 12/2008 Employee, Human Resources Department, University Medical Center Göttingen

• Responsible for 500 employees; among them employees of the medical computer center and the Center of Informatics Statistics and Epidemiology

• Handling of questions concerning labor law and collective bargaining laws

01/2007 – 07/2007 Assistant HR, Department of Corporate Recruiting and Training, Procter & Gamble Service GmbH, Schwalbach/Taunus (placement by amicus, employment agency)• Administrative support of the Recruiting Team and selection of

applicants• Preparation and follow-up of trainings and seminars for employees

09/2006 – 12/2006 Assistant HR, Department of Learning and Development, Gillette Holding GmbH, Kronberg/Taunus (placement by amicus, employment agency)

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• Support of the Learning and Development Team concerning the conception of new seminars and documents for trainers and participants

• Preparation and follow-up of trainings and seminars

Experiences in developing, setting up and evaluating Medical Informatics Curricula

Since 2009 Manager of the working group Curricula and Administration, Department of Medical Informatics (MI), Head of the Department Prof. Dr. med. Otto Rienhoff, University Medical Center Göttingen

Development of the MI curriculum based on the doctoral thesis of Berit Hamer „The convergence of Bioinformatics and MI – Consequences for the Education of IT Managers in Healthcare …”, published in 2009

Participation in the evaluation process of Heidelberg MI curriculum on January 26th/27th 2012

Preparations for the 2nd revision of the Computer Science curriculum in 2013 by the German accreditation organization ZEvA (Zentrale Evaluations- und Akkreditierungsagentur, Hannover)

Currently, preparation of the IMIA accreditation of the Medical Informatics curriculum in Göttingen

Participation in the advanced training program of the Unit for Teaching and Learning in Higher Education of the University Göttingen

Lecturing within the MI curriculum about “Economic Aspects of IT Investments in Healthcare”

Didactic experience in setting up advanced trainings for adults as of the employment at Procter & Gamble Service GmbH and Gillette Holding GmbH in 2006/2007

Appendix 2

• Self Assessment report with the following appendices:• End qualifications of the program• Time schedule of the program• Description of the content (main features) of the program• Overview of the staff• A list with abstracts of the most recent 25 theses• An overview of the contacts with the professional field

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Appendix 3

Site visit program for IMIA Accreditation Committee

Monday 27 February at 08.30 - 17.00Location: Department of Health and Social Management, Meeting room Riihi, Kotkankallionkatu14, Kuopio.

08.30 - 9.30 OrientationPanel members: Professor Arie Hasman, Professor John Mantas and Managing Head of Curricula Program Svenja Wolff

09.30 - 10.00 Welcome to the departmentDepartment management: Director Anneli Ensio and Deputy Director Johanna LammintakanenProfessor Kaija Saranto and Lecturer Sirpa Kuusisto-Niemi

10.00 - 11.00 Self assessment report discussionProfessor Kaija Saranto and Lecturer Sirpa Kuusisto-Niemi

11.15 - 13.00 Lunch at Technopolis, Microkatu 1, Kuopio

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Professor Arie Hasman, Professor John Mantas and Managing Head of Curricula Program Svenja WolffAcademic Rector Kalervo Väänänen and Quality Manager Sirpa SuntioinenDirector of the department Anneli Ensio, Lecturer Sirpa Kuusisto-Niemi and Professor Kaija Saranto

13.15 - 13.45 Visit to LibraryDirector Jarmo Saarti, Snellmania building

14.00 - 14.30 Visit to Student and Learning ServicesDirector Tuula Heide-Savolainen, Mediteknia/Canthia building

15.00 - 17.00Self assessment report discussion with coffee/tea at the departmentProfessor Kaija Saranto and Lecturer Sirpa Kuusisto-NiemiAmanuensis Ulla-Mari Kinnunen

19.00 Dinner at Restaurant Isä Camillo, Kauppakatu 25-27, KuopioProfessor Arie Hasman, Professor John Mantas and Managing Head of Curricula Program Svenja WolffDirector of the department Anneli Ensio,Lecturer Sirpa Kuusisto-Niemi and Professor Kaija Saranto

Tuesday 28 February at 08.30 – 17.00Location:Department of Health and Social Management, Meeting room Riihi, Kotkankallionkatu14, Kuopio.

08.30 - 9.30 OrientationPanel members: Professor Arie Hasman, Professor John Mantas and Managing Head of Curricula Program Svenja Wolff

09.30-10.15 Students of the programMs. Päivi Röppänen, National Project for IT in Social ServicesMr.Timo Ukkola, student, HHSI programMs. Vilma Vainikainen, INDEHELA-ICI ICT project

10.15-11.00 Alumns of the programProject manager Kaisa Lemmetty, Central Finland Health Care District, JyväskyläManager Kirsi-Marja Remes, Ylä-Savo’s SOTE Joint Municipal Authority, IisalmiLecturer Ilkka Eronen, North Karelia Municipal Education and Training Consortium, Joensuu

11.15 -12.15 Co-operation with partnersResearcher Ritva Karjalainen-Jurvelin, Centre for Training and Development AducatePrincipal Lecturer Pirkko Kouri, University of Applied Sciences Savonia

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Research Director Juha Mykkänen, School of Computing, University of Eastern FinlandChief Executive Medical Officer Jorma Penttinen, Kuopio University Hospital

12.30 -14.00 Lunch at Restaurant Oliva, Viestikatu 3, KuopioProfessor Arie Hasman, Professor John Mantas and Managing Head of Curricula Program Svenja WolffChief Executive Medical Officer Jorma PenttinenHuman Resources Director Kalle Kautovaara, ICT-Company Istekki OyLecturer Sirpa Kuusisto-Niemi and Professor Kaija Saranto

14.15-16.00 Thesis inspectionLecturer Sirpa Kuusisto-Niemi and Professor Kaija SarantoPost-Doc researcher Hai Nguyen Thi Thanh

16.00-17.00 Concise report, panel members

19.00 Dinner at Restaurant Musta Lammas, Satamakatu 4, KuopioProfessor Arie Hasman, Professor John Mantas and Managing Head of Curricula Program Svenja WolffFaculty Dean Juha KinnunenDirector Markku Tervahauta, Social and Health Service Sector, City of KuopioDeputy Director of the department Johanna LammintakanenLecturer Sirpa Kuusisto-Niemi and Professor Kaija Saranto

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