Understanding the gap: a balanced multi-perspective approach to defining essential digital health competencies for medical graduates
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| Publicat a: | BMC Medical Education vol. 25 (2025), p. 1 |
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| Autor principal: | |
| Altres autors: | , , , |
| Publicat: |
Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3216559388 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07194-8 |2 doi | |
| 035 | |a 3216559388 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Sumner, Brett | |
| 245 | 1 | |a Understanding the gap: a balanced multi-perspective approach to defining essential digital health competencies for medical graduates | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundRapid technological advancements have left medical graduates potentially underprepared for the digital healthcare environment. Despite the importance of digital health education, consensus on essential primary medical degree content is lacking. Focusing on core competence domains can address critical skills while minimising additions to an already demanding curriculum. This study identifies the minimum essential digital health competency domains from the perspectives of learners, teachers, and content experts aiming to provide a framework for integrating digital health education into medical curricula.MethodsWe conducted focus groups with students (n = 17), and semi-structured interviews with medical educators (n = 12) and digital sector experts (n = 11) using video conferencing. Participants were recruited using purposive sampling. The data were analysed using framework analysis and inductive thematic analysis to identify common themes.ResultsFour core themes and eleven sub-themes were identified and aggregated into four essential competency domains: “Understand the Local Digital Health Ecosystem and Landscape”, “Safe, Secure and Ethical Information Literacy and Management”, “Proficiency in Digital Health Tools and Associated Technologies” and “Scholarly Research and Evidence-based Practice”. Medical educator and digital sector expert participants provided the greatest source of data for curriculum content consideration. Students demonstrated varying levels of aptitude, confidence, and interest in technology.ConclusionOur balanced engagement with learners, educators, and digital health experts enabled the identification of a context-relevant framework for the minimum essential digital health competence domains for graduating medical students. The identification of focused, clinically relevant core competencies makes them amenable to integration into an existing curriculum tailored to local contexts. This approach addresses limitations of restricted curricular space and accommodates varying student interests, confidence and aptitude in technology. The delivery approach should consider a student-centred adaptive modality that takes advantage of advances in artificial intelligence (AI) as an effective pedagogical tool. | |
| 651 | 4 | |a New Zealand | |
| 653 | |a Medical education | ||
| 653 | |a Information literacy | ||
| 653 | |a Curricula | ||
| 653 | |a Data analysis | ||
| 653 | |a Medical students | ||
| 653 | |a Professional ethics | ||
| 653 | |a Interviews | ||
| 653 | |a Teachers | ||
| 653 | |a Medical diagnosis | ||
| 653 | |a Reflexivity | ||
| 653 | |a Focus groups | ||
| 653 | |a Data collection | ||
| 653 | |a Professionals | ||
| 653 | |a Qualitative research | ||
| 653 | |a Learning | ||
| 653 | |a Digital literacy | ||
| 653 | |a Minimum Competency Testing | ||
| 653 | |a Teacher Competency Testing | ||
| 653 | |a Physicians | ||
| 653 | |a Competence | ||
| 653 | |a Curriculum Development | ||
| 653 | |a Stakeholders | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Educational Technology | ||
| 653 | |a Research Design | ||
| 653 | |a Ethics | ||
| 653 | |a Professionalism | ||
| 653 | |a Student Records | ||
| 653 | |a Expectation | ||
| 653 | |a Student Participation | ||
| 653 | |a Evidence Based Practice | ||
| 700 | 1 | |a Martin, Rachelle | |
| 700 | 1 | |a Gladman, Tehmina | |
| 700 | 1 | |a Wilkinson, Tim J | |
| 700 | 1 | |a Grainger, Rebecca | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3216559388/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3216559388/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3216559388/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |