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Waibel AM, Bischoff M. [Digital competencies in medical studies: results of an interdisciplinary course]. HNO 2024; 72:161-165. [PMID: 38265753 PMCID: PMC10879353 DOI: 10.1007/s00106-023-01411-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/06/2023] [Indexed: 01/25/2024]
Abstract
BACKGROUND Digital medicine has become increasingly important, especially with the growing use of artificial intelligence (AI) and telemedicine. The COVID 19 pandemic has accelerated this trend and emphasized the need for digital competencies in healthcare. However, digital competencies have been insufficiently taught in medical school to date. OBJECTIVE The introduction of an elective course in digital competencies in medicine fills a curricular gap at the Medical Faculty of the University of Freiburg. METHODS The elective course was developed by an interdisciplinary working group and includes seven modules on topics such as e‑health, telemedicine, AI, hospital information systems, and data literacy. Each module consists of a preparatory self-study unit, a theoretical part, and a practical part. An evaluation was conducted to assess the effectiveness of the elective. RESULTS Six students participated in the elective course in the summer semester of 2022. The evaluation shows that the goals of the course were achieved. The participants were able to acquire theoretical knowledge and deepen it through practical exercises. CONCLUSION The interdisciplinary design of the course promotes exchange between students and teachers and creates synergies. The modular format of the course also allows for current topics, such as generative AI, to be addressed. In order to promote digital competencies among all students of human medicine, it is necessary to integrate the topics into the mandatory curriculum.
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Affiliation(s)
- Anna-Maria Waibel
- Studiendekanat, Medizinische Fakultät, Albert-Ludwigs-Universität Freiburg, Breisacher Str. 153, 79110, Freiburg im Breisgau, Deutschland.
| | - Martina Bischoff
- Institut für Allgemeinmedizin, Universitätsklinikum Freiburg, Freiburg im Breisgau, Deutschland
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Malerbi FK, Nakayama LF, Gayle Dychiao R, Zago Ribeiro L, Villanueva C, Celi LA, Regatieri CV. Digital Education for the Deployment of Artificial Intelligence in Health Care. J Med Internet Res 2023; 25:e43333. [PMID: 37347537 PMCID: PMC10337407 DOI: 10.2196/43333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Revised: 01/19/2023] [Accepted: 04/05/2023] [Indexed: 06/23/2023] Open
Abstract
Artificial Intelligence (AI) represents a significant milestone in health care's digital transformation. However, traditional health care education and training often lack digital competencies. To promote safe and effective AI implementation, health care professionals must acquire basic knowledge of machine learning and neural networks, critical evaluation of data sets, integration within clinical workflows, bias control, and human-machine interaction in clinical settings. Additionally, they should understand the legal and ethical aspects of digital health care and the impact of AI adoption. Misconceptions and fears about AI systems could jeopardize its real-life implementation. However, there are multiple barriers to promoting electronic health literacy, including time constraints, overburdened curricula, and the shortage of capacitated professionals. To overcome these challenges, partnerships among developers, professional societies, and academia are essential. Integrating specialists from different backgrounds, including data specialists, lawyers, and social scientists, can significantly contribute to combating digital illiteracy and promoting safe AI implementation in health care.
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Affiliation(s)
| | - Luis Filipe Nakayama
- Ophthalmology Department, Sao Paulo Federal University, Sao Paulo, Brazil
- Laboratory for Computational Physiology, Massachusetts Institute of Technology, Cambridge, MA, United States
| | | | - Lucas Zago Ribeiro
- Ophthalmology Department, Sao Paulo Federal University, Sao Paulo, Brazil
| | - Cleva Villanueva
- Escuela Superior de Medicina, Instituto Politecnico Nacional, Mexico City, Mexico
| | - Leo Anthony Celi
- Laboratory for Computational Physiology, Massachusetts Institute of Technology, Cambridge, MA, United States
- Department of Biostatistics, Harvard TH Chan School of Public Health, Boston, MA, United States
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Stoumpos AI, Kitsios F, Talias MA. Digital Transformation in Healthcare: Technology Acceptance and Its Applications. Int J Environ Res Public Health 2023; 20:3407. [PMID: 36834105 PMCID: PMC9963556 DOI: 10.3390/ijerph20043407] [Citation(s) in RCA: 26] [Impact Index Per Article: 26.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 02/08/2023] [Accepted: 02/10/2023] [Indexed: 05/27/2023]
Abstract
Technological innovation has become an integral aspect of our daily life, such as wearable and information technology, virtual reality and the Internet of Things which have contributed to transforming healthcare business and operations. Patients will now have a broader range and more mindful healthcare choices and experience a new era of healthcare with a patient-centric culture. Digital transformation determines personal and institutional health care. This paper aims to analyse the changes taking place in the field of healthcare due to digital transformation. For this purpose, a systematic bibliographic review is performed, utilising Scopus, Science Direct and PubMed databases from 2008 to 2021. Our methodology is based on the approach by Wester and Watson, which classify the related articles based on a concept-centric method and an ad hoc classification system which identify the categories used to describe areas of literature. The search was made during August 2022 and identified 5847 papers, of which 321 fulfilled the inclusion criteria for further process. Finally, by removing and adding additional studies, we ended with 287 articles grouped into five themes: information technology in health, the educational impact of e-health, the acceptance of e-health, telemedicine and security issues.
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Affiliation(s)
- Angelos I. Stoumpos
- Healthcare Management Postgraduate Program, Open University Cyprus, P.O. Box 12794, Nicosia 2252, Cyprus
| | - Fotis Kitsios
- Department of Applied Informatics, University of Macedonia, 156 Egnatia Street, GR54636 Thessaloniki, Greece
| | - Michael A. Talias
- Healthcare Management Postgraduate Program, Open University Cyprus, P.O. Box 12794, Nicosia 2252, Cyprus
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Nitsche J, Busse TS, Ehlers JP. Teaching Digital Medicine in a Virtual Classroom: Impacts on Student Mindset and Competencies. Int J Environ Res Public Health 2023; 20:2029. [PMID: 36767393 PMCID: PMC9915008 DOI: 10.3390/ijerph20032029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 01/18/2023] [Accepted: 01/19/2023] [Indexed: 06/18/2023]
Abstract
Digital competencies, as well as knowledge about digital medicine, are becoming increasingly relevant but are rarely reflected in teaching concepts at universities. One reason for this is probably the fact that they are not yet part of the curricula in many areas or countries (such as medicine in Germany). Therefore, courses that address digital competencies and intend to impart knowledge about digital medicine are not subject to any curricular specifications and have a correspondingly broad range of possible designs. This article reports findings from an investigation on an interdisciplinary and cross-faculty course on digital medicine. An online questionnaire was used to assess student attitudes toward digital medicine topics and conduct self-assessments of their digital competencies before and after the course. The aim of this study was to test whether such a course could influence students' attitudes and competencies. Group comparisons revealed statistically significant changes. They proved that the described course and its content regarding digital transformation in healthcare and digital medicine had an impact on digital competencies and participant opinions on digital topics. In order to teach students important competencies for the 21st century, universities should offer more courses that address digital transformation and support students in improving their competencies.
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Affiliation(s)
- Julia Nitsche
- Department of Didactics and Educational Research in Health Science, Faculty of Health, Witten/Herdecke University, 58448 Witten, Germany
| | - Theresa S. Busse
- Institute of General Practice and Family Medicine (AM RUB), Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
| | - Jan P. Ehlers
- Department of Didactics and Educational Research in Health Science, Faculty of Health, Witten/Herdecke University, 58448 Witten, Germany
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Laupichler MC, Hadizadeh DR, Wintergerst MWM, von der Emde L, Paech D, Dick EA, Raupach T. Effect of a flipped classroom course to foster medical students' AI literacy with a focus on medical imaging: a single group pre-and post-test study. BMC Med Educ 2022; 22:803. [PMID: 36397110 PMCID: PMC9672614 DOI: 10.1186/s12909-022-03866-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The use of artificial intelligence applications in medicine is becoming increasingly common. At the same time, however, there are few initiatives to teach this important and timely topic to medical students. One reason for this is the predetermined medical curriculum, which leaves very little room for new topics that were not included before. We present a flipped classroom course designed to give undergraduate medical students an elaborated first impression of AI and to increase their "AI readiness". METHODS The course was tested and evaluated at Bonn Medical School in Germany with medical students in semester three or higher and consisted of a mixture of online self-study units and online classroom lessons. While the online content provided the theoretical underpinnings and demonstrated different perspectives on AI in medical imaging, the classroom sessions offered deeper insight into how "human" diagnostic decision-making differs from AI diagnoses. This was achieved through interactive exercises in which students first diagnosed medical image data themselves and then compared their results with the AI diagnoses. We adapted the "Medical Artificial Intelligence Scale for Medical Students" to evaluate differences in "AI readiness" before and after taking part in the course. These differences were measured by calculating the so called "comparative self-assessment gain" (CSA gain) which enables a valid and reliable representation of changes in behaviour, attitudes, or knowledge. RESULTS We found a statistically significant increase in perceived AI readiness. While values of CSA gain were different across items and factors, the overall CSA gain regarding AI readiness was satisfactory. CONCLUSION Attending a course developed to increase knowledge about AI in medical imaging can increase self-perceived AI readiness in medical students.
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Affiliation(s)
- Matthias C Laupichler
- Institute of Medical Education, University Hospital Bonn, Venusberg-Campus 1, 53127, Bonn, Germany.
| | - Dariusch R Hadizadeh
- Clinic for Diagnostic and Interventional Radiology, University Hospital Bonn, Bonn, Germany
| | | | - Leon von der Emde
- Department of Ophthalmology, University Hospital Bonn, Bonn, Germany
| | - Daniel Paech
- Clinic for Neuroradiology, University Hospital Bonn, Bonn, Germany
| | - Elizabeth A Dick
- Imperial College NHS Trust and Imperial College London, St. Marys Hospital London, London, UK
| | - Tobias Raupach
- Institute of Medical Education, University Hospital Bonn, Venusberg-Campus 1, 53127, Bonn, Germany
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Zainal H, Xin X, Thumboo J, Fong KY. Medical school curriculum in the digital age: perspectives of clinical educators and teachers. BMC Med Educ 2022; 22:428. [PMID: 35659212 PMCID: PMC9164471 DOI: 10.1186/s12909-022-03454-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Accepted: 05/03/2022] [Indexed: 05/28/2023]
Abstract
BACKGROUND There is a need to reexamine Singapore's medical school curricula in light of the increasing digitalization of healthcare. Notwithstanding Singapore's digital competitiveness, there is a perceived gap in preparing its medical students for the digital age. Furthermore, limited research has evaluated the extent to which skills in using digital technologies should be taught to medical students in Asian medical schools to prepare them for future clinical practice- a gap that is filled by this study. Using Singapore as a case study, it explores the views of some local clinical educators and teachers towards the need to impart skills in digital technologies to medical students. It also offers recommendations on ways to balance the clinicians' concerns about these technologies with the digital competencies needed for clinical practice. METHODS Findings were drawn from individual interviews with 33 clinical educators and teachers from Singapore's public and private healthcare sectors. They were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. RESULTS Participants included vice deans of education from all three local medical schools and senior consultants from a wide variety of disciplines. Overall, they acknowledged two benefits of equipping students with skills in digital technologies including promoting the culture of innovation and improving work efficiency. However, they also highlighted four main concerns of imparting these skills: (i) erosion of basic clinical skills, (ii) neglect of a generalist approach to healthcare characterized by holistic management of patients, inter-professional collaboration, and commitment to breadth of practice within each specialty, (iii) rapid pace of technological advances, and (iv) de-personalisation by technology. CONCLUSIONS The findings show that medical students in Singapore would benefit from a curriculum that teaches them to use digital technologies alongside core clinical skills.
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Affiliation(s)
- Humairah Zainal
- Health Services Research Unit, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
| | - Xiaohui Xin
- Health Services Research Unit, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
| | - Julian Thumboo
- Health Services Research Unit, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Kok Yong Fong
- Department of Rheumatology and Immunology, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
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Dederichs M, Nitsch FJ, Apolinário-Hagen J. Piloting an Innovative Concept of e-Mental Health and mHealth Workshops With Medical Students Using a Participatory Co-design Approach and App Prototyping: Case Study. JMIR Med Educ 2022; 8:e32017. [PMID: 35006085 PMCID: PMC8787659 DOI: 10.2196/32017] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 10/22/2021] [Accepted: 11/06/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND Medical students show low levels of e-mental health literacy. Moreover, there is a high prevalence of common mental illnesses among medical students. Mobile health (mHealth) apps can be used to maintain and promote medical students' well-being. To date, the potential of mHealth apps for promoting mental health among medical students is largely untapped because they seem to lack familiarity with mHealth. In addition, little is known about medical students' preferences regarding mHealth apps for mental health promotion. There is a need for guidance on how to promote competence-based learning on mHealth apps in medical education. OBJECTIVE The aim of this case study is to pilot an innovative concept for an educative workshop following a participatory co-design approach and to explore medical students' preferences and ideas for mHealth apps through the design of a hypothetical prototype. METHODS We conducted a face-to-face co-design workshop within an elective subject with 26 participants enrolled at a medical school in Germany on 5 consecutive days in early March 2020. The aim of the workshop was to apply the knowledge acquired from the lessons on e-mental health and mHealth app development. Activities during the workshop included group work, plenary discussions, storyboarding, developing personas (prototypical users), and designing prototypes of mHealth apps. The workshop was documented in written and digitalized form with the students' permission. RESULTS The participants' feedback suggests that the co-design workshop was well-received. The medical students presented a variety of ideas for the design of mHealth apps. Among the common themes that all groups highlighted in their prototypes were personalization, data security, and the importance of scientific evaluation. CONCLUSIONS Overall, this case study indicates the feasibility and acceptance of a participatory design workshop for medical students. The students made suggestions for improvements at future workshops (eg, use of free prototype software, shift to e-learning, and more time for group work). Our results can be (and have already been) used as a starting point for future co-design workshops to promote competence-based collaborative learning on digital health topics in medical education.
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Affiliation(s)
- Melina Dederichs
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Faculty of Medicine, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Felix Jan Nitsch
- Comparative Psychology, Institute for Experimental Psychology, Heinrich-Heine-University Düsseldorf, Düsseldorf, Germany
| | - Jennifer Apolinário-Hagen
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Faculty of Medicine, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
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Affiliation(s)
- Nilufar Foadi
- Department of Anesthesiology and Intensive Care Medicine, Hannover Medical School, Hannover, Germany
| | - Julian Varghese
- Institute of Medical Informatics, University of Münster, Münster, Germany
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Lin Y, Lemos M, Neuschaefer-Rube C. Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study. JMIR Med Educ 2021; 7:e30873. [PMID: 34738911 PMCID: PMC8663699 DOI: 10.2196/30873] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 09/10/2021] [Accepted: 09/13/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized. OBJECTIVE This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population. METHODS An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed. RESULTS A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non-eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space-flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space-dependent learning (49/170, 28.8%). CONCLUSIONS This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice.
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Affiliation(s)
- Yuchen Lin
- Clinic of Phoniatrics, Pedaudiology & Communication Disorders, Medical Faculty, University Hospital Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| | - Martin Lemos
- Audiovisual Media Center, Medical Faculty, University Hospital Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| | - Christiane Neuschaefer-Rube
- Clinic of Phoniatrics, Pedaudiology & Communication Disorders, Medical Faculty, University Hospital Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
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Huwendiek S. Interesting read. GMS J Med Educ 2021; 38:Doc85. [PMID: 34056074 PMCID: PMC8136341 DOI: 10.3205/zma001481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 03/11/2021] [Accepted: 03/11/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Sören Huwendiek
- University of Bern, Medical Faculty, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
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Foadi N, Koop C, Mikuteit M, Paulmann V, Steffens S, Behrends M. Defining Learning Outcomes as a Prerequisite of Implementing a Longitudinal and Transdisciplinary Curriculum with Regard to Digital Competencies at Hannover Medical School. J Med Educ Curric Dev 2021; 8:23821205211028347. [PMID: 34368455 PMCID: PMC8299879 DOI: 10.1177/23821205211028347] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Accepted: 06/09/2021] [Indexed: 05/28/2023]
Abstract
BACKGROUND Worldwide educational programs face the challenge how to define and integrate digital competencies in medical education. This article describes the implementation of learning outcomes with respect to digital competencies in the compulsory curriculum at Hannover Medical School (MHH). METHODS An interdisciplinary MHH project group was constituted consisting of physicians and experts in medical informatics and in curriculum development. Over the course of 7 work sessions the group compared different international and national frameworks dealing with digital competencies for physicians. By a consensus driven approach the working group drew up a collection of learning outcomes which were regarded relevant to be incorporated in the curriculum at MHH. RESULTS The analysis of different frameworks indicated that data literacy is a central domain within all viewed preexisting catalogs. During the course of the project group analysis, 57 learning outcomes with respect to digital competencies were identified as necessary to be integrated in the compulsory curriculum. They were divided in 5 main categories: "handling of medical data," "the digital infrastructure of the health system," "scope of application: usage in patient care and in the field of preventive medicine," "medico-legal and ethical basics," and "transformation processes in medicine due to digitalization." CONCLUSIONS The MHH project group concluded that medical students should be taught digital competencies that enable an understanding of underlying functional principles of digital systems rather than their correct utilization. The presented project indicates that a close interdisciplinary collaboration of physicians and medical informaticians can be a promising approach to incorporate digital competencies in the undergraduate medical curriculum.
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Affiliation(s)
- Nilufar Foadi
- Dean’s Office, Hannover Medical School, Hannover, Germany
| | - Christian Koop
- Dean’s Office, Hannover Medical School, Hannover, Germany
| | - Marie Mikuteit
- Dean’s Office, Hannover Medical School, Hannover, Germany
| | | | | | - Marianne Behrends
- Peter L. Reichertz Institute for Medical Informatics of TU Braunschweig and Hannover Medical School, Hannover, Germany
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