**3.5 A design perspective**

An example of a user-oriented approach is the PACER research project on patient-centered engineering in rehabilitation. Here, four PhD students collaborated; a physiotherapist, an artificial intelligence engineer, a designer, and a medical technology engineer, studying what it takes to achieve good interaction between them [37]. Functional near-infrared spectroscopy (fNIRS) was designed as a cap where patients can wear to measure brain activity (**Figure 5**). Tests were done in a motion analysis laboratory (**Figure 6**). Technology and user experience were often not connected, and the aim of the project included new educational perspectives and participatory design related to patients' everyday activities. Some of the studies emphasized comprehensiveness and coherence, but other studies were more related to a monodisciplinary professional expertise that in many ways did not include the same understanding of coherence and context. For example, it was not always

**Figure 5.** *Cap for fNIRS.*

**Figure 6.** *Motion analysis laboratory.*

relevant for someone who is developing logarithms in artificial intelligence to have a clear understanding of how the logarithms should be used in relation to a patient [38]. Nevertheless, this can be an appropriate way to put people together because they learn about different scientific traditions, different criteria for research, and different basic

#### *A Salutogenic Approach for Collaboration in Health and Technology DOI: http://dx.doi.org/10.5772/intechopen.111866*

principles and approaches in health, where understanding the world through technology is relevant as a postphenomenological perspective [22].

In the same way as testing a product in relation to a user [37], it is also possible to test a user-oriented approach of a patient in health services. For example, service design is an approach that is often used in the development of services by a commercial product. It can be how a customer experiences ordering a product, using the product, getting it repaired, and being able to return it for recycling. In the same way, a patient in relation to a health service can also be seen as a person who should experience both acknowledging their own illness, contacting the hospital, being led through a system, and receiving the right treatment. In all these stages, there are meetings between people, meetings between people and technology, and meetings between different professionals, where there is the possibility of improving the service or improving the product. The user experience is connected to the "front stage" activities, but the premises for the treatment often happen in the "back stage" activities, including technology and diagnosis processes. People often have a deep knowledge of their own situation and needs, which is why a user-oriented approach to service design has become increasingly common in health services [37, 38].

### **4. Discussion: success criteria and educational perspectives**

In the discussion, we will look at different success criteria [26] for interdisciplinary collaboration in health and technology. In the model shown earlier, conflict can be a step on the way in the process of understanding each other. Possible conflicts in the examples we have shown are different understandings of what constitutes comprehensiveness and coherence, what are the responsibilities and roles of the various professionals in a larger context, and how they should influence their own situation and the situation of others in the process. In other words, it is not the case that the participants in the health and technology field should only accept the technologies that exist in the world today, but one should try to have critical reflections on how one can renew and improve both technology and ways of doing things, both the technological competence in interaction with the relational competence. Guiding process concepts in the pattern matching analysis [19] related to success criteria were salutogenic concepts related to Forming, Storming, Norming, and Performing (**Table 1**).

The identified concepts were related to the success criteria of project implementation [26], such as Forming, Storming, Norming, and Performing [16].

Forming the group should be related to formal requirements for health, environment, and security. Further, everyday activities can be a starting point using qualitative approaches to understand patient situations and promote health. In interdisciplinary collaboration, the participants understanding of diagnostic value can be strengthened through visualization and communication. A topic should be seen from various interdisciplinary perspectives. The group should understand the need for interdisciplinary collaboration.

In the storming, part possible divergent views should be enhanced, and these might be related to formalized procedures. Patient opinions about assistive technology can also lead to discussion. At this stage, the aim is to strengthen dialog and reflexivity to avoid misunderstandings.

In the norming stage, an aim is to have matured about the topic and process, and to learn about each other's areas. This requires an awareness regarding participants' own sociocultural assumptions [13]. Both dialog and reflexivity should be used for


#### **Table 1.**

*Pattern matching analysis of salutogenic concepts in health and technology.*

discussing, collaborating, and delivering healthcare services in line with users' needs. Health technology can be seen from interdisciplinary perspectives, like a boundary object [28] where several participants have an interest in a topic from different motivations. Visual technology can be used for common understanding, such as developing

#### *A Salutogenic Approach for Collaboration in Health and Technology DOI: http://dx.doi.org/10.5772/intechopen.111866*

understandable AI models that can be used in health practice. This can contribute to co-creation processes for technology innovation. Globalization in health research and education can contribute to a wider perspective [17] for the community to promote collaboration between universities and stakeholders from private and public organizations. Performing in health and technology can be related to interdisciplinary collaboration to improve diagnostics and patient treatment and promote health. Mastering and coping in practical health context can be achieved by learning to use advanced technology and by connecting technologically based health services with people's needs. Finally, experiences can contribute to co-designing new artifacts in health and technology.

#### **4.1 Educational perspectives**

The identified collaborative concepts can be related to educational perspectives for group work. In this study, it has relevance to problem-based learning [27], because collaboration with external partners from working life is recommended for higher education innovation systems [17].

In a course that brings together students from diverse backgrounds, it is essential to focus on the most important aspects that foster interdisciplinary understanding and collaboration. To ensure that all students have a good understanding of the core concepts, several aspects can be emphasized.

Common language and interdisciplinary communication are needed. This can develop a shared vocabulary and understanding of key terms and concepts from both the health and technology fields. Encouraging open communication and active listening can facilitate effective interdisciplinary dialog. Relevant applications and case studies can present examples of successful technology in healthcare. Students can discuss the challenges, methodologies, and interdisciplinary collaboration required in these cases, which will help students understand the practical relevance of their learning. Through problem-solving and critical thinking, students can be encouraged to apply their knowledge and skills to solve interdisciplinary problems. This can be done through group projects, case studies, or simulations, where students from diverse backgrounds collaborate and contribute their expertise to address healthcare challenges.

Students should have a good understanding of the most important core concepts and aspects by learning foundational concepts from several fields. Gradually they can build on these foundations with more complex topics, such as applying machine learning algorithms to predict patient outcomes or personalizing treatment plans. Peer learning and collaboration can be strengthened by organizing interdisciplinary group projects that address actual healthcare challenges, such as designing a mobile app for remote patient monitoring or creating a diagnostic tool for early disease detection. Students can be encouraged to share their expertise and learn from each other, fostering a collaborative environment. Providing constructive feedback will help students improve their understanding and address any misconceptions.

By focusing on these important aspects and employing effective pedagogical strategies, educators can create a learning environment that supports interdisciplinary understanding and collaboration, preparing students to contribute meaningfully to the rapidly evolving fields of technology in healthcare.

#### **4.2 A salutogenic perspective in technology and health**

A conclusive remark is that the salutogenic perspective applied in this study contributes to a broader and global theoretical framework based on existing literature on salutogenic approaches in public health [5] that can include concepts such as to collaborate with medical equipment, including user journey for designing better health services, and to deliver community health care services in line with users' needs through dialog and reflexivity. Further concepts include co-designing new artifacts in health and technology, stimulating mastering and coping in practical health contexts, and promoting globalization in health research and education.

The study contributes with a case study relevant to higher innovation systems globally [17]. An interdisciplinary understanding of a sense of coherence as described in this study can strengthen the collaboration between professionals and students in health and technology. The results of the current case study show also the potential for replication of the approach in different sites in various countries.
