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  • Disputas: 2024-11-27 09:30 9C203, Karlstad
    Wairimu, Samuel
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013). Karlstad University.
    Privacy and Security for Digital Health: Assessing Risks and Harms to Users2024Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Electronic Health (e-Health), such as mobile health (mHealth) and Health Information Systems (HIS), benefits healthcare consumers and professionals. However, it also poses potential privacy risks, as security, privacy, and human factors remain challenges in the rapid digitization of healthcare. Considering an impact assessment of the planned processing helps identify and prevent privacy risks early in the development of digital health technologies. When such risks are exploited, they can result in various privacy harms to individuals, including physical, psychological, financial, reputational, and societal harms.

    This thesis deals with the overarching objective of analyzing security and privacy risks in health-related systems. Specifically, it focuses on four main topics: (i.) the analysis of a selected category of mHealth apps, specifically, COVID-19 contact tracing apps; (ii.) the exploration of the potential impact on the privacy of patients in the context of cyberwar; (iii.) identification and modeling of privacy harms after a healthcare data breach; and, (iv.) an assessment of whether privacy harms enhance privacy risk assessments. It incorporates empirical methods, including in-depth document analysis through narrative reviews and a systematic literature review. A qualitative approach is also applied, using semi-structured interviews and a privacy risk assessment (PRA) exercise.

    Our results show that rapidly developed digital health apps present security and privacy risks that could impact healthcare consumers' privacy. While integrating Information and Communications Technology (ICT) in healthcare is advantageous, it also introduces new risks. State-sponsored attackers may exploit these risks, potentially causing privacy harm to healthcare service users. We identify actual privacy impacts and use this to model privacy harms by modifying a PRA methodology. In addition to identifying methods for evaluating Privacy Impact Assessments (PIAs) and PRAs, we assess the coverage of privacy harms within these existing methodologies. Furthermore, we gain insight into the operationalization of privacy harms from practitioners and how this improves PRAs. 

    Among the main contributions, the research creates an awareness of the risks associated with a lack of data protection mechanisms, and data breaches as well as their impact on patient privacy. In addition, a comprehensive systematic literature review on PIAs and PRAs was conducted, which led us to focus on operationalizing privacy harms that can be integrated into PRAs to assess the impact on the privacy of healthcare consumers. As a result, privacy experts and IT practitioners in healthcare will be better informed and guided in understanding privacy harms during privacy risk assessments. This ensures that appropriate safeguards are in place to prevent the materialization of actual privacy harms

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  • Disputas: 2024-11-29 10:00 Black Box, Q149, Halmstad
    Forsler, Annika
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    The Role of Pedagogical Content Knowledge When Teaching Sustainable Development in Science Education2024Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Extensive research states that achieving Sustainable Development (SD) is a significant challenge due to several severe environmental issues. Education plays a crucial role in addressing this challenge, offering a valuable opportunity to influence the knowledge and abilities of society’s future adult citizens. This thesis, focusing on upper secondary science teaching, used the theoretical framework of Pedagogical Content Knowledge (PCK) and its Refined Consensus Model. The aim was to investigate (1) what content science teachers emphasise when teaching SD, and how they justify that content, (2) how science teachers’ PCK in teaching SD can be captured and developed with a combination of reflection tools, (3) in what ways science teachers adjust their teaching to different vocational education programmes when teaching SD, and (4) in what way teacher teams in science can develop PCK for teaching SD via collective reflections.

    The methods included science teachers’ use of reflection tools, semi-structured interviews, and teachers’ collective reflections. Data were analysed using thematic analysis and qualitative content analysis. The results reveal the content choices made by teachers when teaching SD and the justifications behind them. Also, they demonstrate how reflective tools captured and supported the development of PCK. Additionally, the results clarify that many teachers adjust their teaching to the different vocational education programmes when teaching SD. Finally, the results show that collective reflections in science teacher teams may develop teachers’ PCK.

    This thesis contributes to the field of PCK research with a specific focus on SD. The implications translate into recommendations for principals and teachers who will hopefully be inspired by the results and the reflective tools used in the study.

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