Volume 4,Issue 8
面向健康医疗大数据应用的批判性数据素养内涵研究
健康医疗大数据的快速发展为疾病预测、个性化治疗、药物研发等医学应用场景带来新的可能,但也由此引发诸如算法歧视、隐私泄露、伦理失范等系统性风险。传统数据素养侧重于数据分析与利用的技术能力,难以应对数据化背景下日益凸显的权力不对称与伦理困境等问题。为此,本文聚焦批判性数据素养,研究其在健康医疗应用场景下的内涵结构,构建了涵盖“数据情境意识、算法批判能力、数据解释能力、伦理法律意识与行动参与能力”的五维框架。研究表明,健康医疗领域的批判性数据素养不仅关乎数据技能,更是一种涉及权力识别、伦理判断及公共参与的复合素养。本文所提出的批判性数据素养内涵框架可为医学院校的课程设计、医疗机构的伦理培训及公共卫生领域的数据治理提供理论参考。
[1]Ahmed, M. M., Okesanya, O. J., Oweidat, M., Othman, Z. K., Musa, S. S., & Lucero-Prisno III, D. E. (2025). The ethics of data mining in healthcare: challenges, frameworks,and future directions. BioData Mining, 18(47), 1-16.
[2]Ferretti A, Ienca M, Sheehan M, et al (2021). Ethics review of big data research: What should stay and what should be reformed?[J]. BMC Medical Ethics, 22(1):51.
[3]Sander, I. (2024). Critical datafication literacy - a framework for educating about datafication. Information and Learning Sciences, 125(3/4), 270-292.
[4]Dangol A, Dasgupta S. (2023). Constructionist approaches to critical data literacy: a review[C]//Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (IDC ‘23). Chicago: ACM: 112-123.
[5]Pangrazio L, Selwyn N. (2019).‘Personal data literacies’: a critical literacies approach to enhancing understandings of personal digital data[J]. New Media & Society,21(2): 419-437.
[6]Gal, I. (2002). Meanings , Literacy : Components , Responsibilities Statistical [J]. International Statistical Review, 70(1), 1–25.
[7]Louie, J. (2022). Critical data literacy: Creating a more just world with data. National Academy of Sciences Workshop on Foundations of Data Science for Students in Grades K–12 (September 13–14, 2022). Education Development Center.
[8]Lüdorf V, Mainz A, Meister S, et al. Learning objectives matrix in DIM.RUHR: a didactic concept for the interprofessional teaching of data literacy in outpatient health care[J]. Healthcare, 2025, 13(6): 662.
[9]Pangrazio, L., & Selwyn, N. (2018).‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 24(1), 1-19.
[10]Tygel, A. F., & Kirsch, R. (2016). Contributions of Paulo Freire to a critical data literacy: a popular education approach. The Journal of Community Informatics, 12(3),108-121.
[11]Atenas J, Havemann L, Kuhn C, et al. Critical data literacy in higher education: teaching and research for data ethics and justice[M]//Raffaghelli J E, Sangrà A. Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead. Cham: Springer, 2023b: 293-311.
[12]Atenas J, Havemann L, Timmermann C. Reframing data ethics in research methods education: a pathway to critical data literacy[J]. International Journal of Educational Technology in Higher Education, 2023a, 20(1): 11.
[13]Stahl, B. C. (2022). From computer ethics and the ethics of AI towards an ethics of digital ecosystems. AI and Ethics, 2(1), 65–77.
[14]Nguyen, D., & Beijnon, B. (2024). The data subject and the myth of the ‘black box’: Data communication and critical data literacy as a resistant practice to platform exploitation. Information, Communication & Society, 27(2), 333–349.
[15]Sander I. What is critical big data literacy and how can it be implemented?[J]. Internet Policy Review, 2020, 9(2):1-22.