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Zainal H, Xiao Hui X, Thumboo J, Kok Yong F. Organizational Leaders' Views on Digital Health Competencies in Medical Education: Qualitative Semistructured Interview Study. JMIR MEDICAL EDUCATION 2025; 11:e64768. [PMID: 40053774 DOI: 10.2196/64768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2024] [Revised: 12/29/2024] [Accepted: 01/20/2025] [Indexed: 03/09/2025]
Abstract
BACKGROUND Digital technologies (DTs) have profoundly impacted health care delivery globally and are increasingly used in clinical practice. Despite this, there is a scarcity of guidelines for implementing training in digital health competencies (DHC) in medical schools, especially for clinical practice. A lack of sustained integration of DHC risks creating knowledge gaps due to a limited understanding of how DT should be used in health care. Furthermore, few studies have explored reasons for this lag, both within and beyond the medical school curriculum. Current frameworks to address these barriers are often specific to individual countries or schools and focus primarily on curriculum design and delivery. A comprehensive framework is therefore required to ensure consistent implementation of DHC across various contexts and times. OBJECTIVE This study aims to use Singapore as a case study and examine the perspectives of doctors in organizational leadership positions to identify and analyze the barriers to DHC implementation in the undergraduate curriculum of Singapore's medical schools. It also seeks to apply the Normalization Process Theory (NPT) to address these barriers and bridge the gap between health care systems and digital health education (DHE) training. METHODS Individual semistructured interviews were conducted with doctors in executive and organizational leadership roles. Participants were recruited through purposive sampling, and the data were interpreted using qualitative thematic analysis. RESULTS A total of 33 doctors participated, 26 of whom are currently in organizational leadership roles and 7 of whom have previously held such positions. A total of 6 barriers were identified: bureaucratic inertia, lack of opportunities to pursue nontraditional career pathways, limited protective mechanisms for experiential learning and experimentation, lack of clear policy guidelines for clinical practice, insufficient integration between medical school education and clinical experience, and poor IT integration within the health care industry. CONCLUSIONS These barriers are also present in other high-income countries experiencing health care digitalization, highlighting the need for a theoretical framework that broadens the generalizability of existing recommendations. Applying the NPT underscores the importance of addressing these barriers to effectively integrate DHC into the curriculum. The active involvement of multiple stakeholders and the incorporation of continuous feedback mechanisms are essential. Our proposed framework provides concrete, evidence-based, and step-by-step recommendations for implementation practice, supporting the introduction of DHC in undergraduate medical education.
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Affiliation(s)
- Humairah Zainal
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Xin Xiao Hui
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Julian Thumboo
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fong Kok Yong
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
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Wetzlmair-Kephart LC, O’Malley A, O’Carroll V. Medical students' and educators' opinions of teleconsultation in practice and undergraduate education: A UK-based mixed-methods study. PLoS One 2025; 20:e0302088. [PMID: 40048463 PMCID: PMC11884699 DOI: 10.1371/journal.pone.0302088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Accepted: 01/08/2025] [Indexed: 03/09/2025] Open
Abstract
INTRODUCTION As information and communication technology continues to shape the healthcare landscape, future medical practitioners need to be equipped with skills and competencies that ensure safe, high-quality, and person-centred healthcare in a digitised healthcare system. This study investigated undergraduate medical students' and medical educators' opinions of teleconsultation practice in general and their opinions of teleconsultation education. METHODS This study used a cross-sectional, mixed-methods approach, utilising the additional coverage design to sequence and integrate qualitative and quantitative data. An online questionnaire was sent out to all medical schools in the UK, inviting undergraduate medical students and medical educators to participate. Questionnaire participants were given the opportunity to take part in a qualitative semi-structured interview. Descriptive and correlation analyses and a thematic analysis were conducted. RESULTS A total of 248 participants completed the questionnaire and 23 interviews were conducted. Saving time and the reduced risks of transmitting infectious diseases were identified as common advantages of using teleconsultation. However, concerns about confidentiality and accessibility to services were expressed by students and educators. Eight themes were identified from the thematic analysis. The themes relevant to teleconsultation practice were (1) The benefit of teleconsultations, (2) A second-best option, (3) Patient choice, (4) Teleconsultations differ from in-person interactions, and (5) Impact on the healthcare system. The themes relevant to teleconsultation education were (6) Considerations and reflections on required skills, (7) Learning and teaching content, and (8) The future of teleconsultation education. DISCUSSION The results of this study have implications for both medical practice and education. Patient confidentiality, safety, respecting patients' preferences, and accessibility are important considerations for implementing teleconsultations in practice. Education should focus on assessing the appropriateness of teleconsultations, offering accessible and equal care, and developing skills for effective communication and clinical reasoning. High-quality teleconsultation education can influence teleconsultation practice.
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Affiliation(s)
| | - Andrew O’Malley
- School of Medicine, University of St Andrews, St Andrews, Scotland (United Kingdom)
| | - Veronica O’Carroll
- School of Medicine, University of St Andrews, St Andrews, Scotland (United Kingdom)
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Kamath R, Banu M, Shet N, Jayapriya VR, Lakshmi Ramesh V, Jahangir S, Akthar N, Brand H, Prabhu V, Singh V, Kamath S. Awareness of and Challenges in Utilizing the Ayushman Bharat Digital Mission for Healthcare Delivery: Qualitative Insights from University Students in Coastal Karnataka in India. Healthcare (Basel) 2025; 13:382. [PMID: 39997257 PMCID: PMC11855927 DOI: 10.3390/healthcare13040382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2024] [Revised: 02/07/2025] [Accepted: 02/08/2025] [Indexed: 02/26/2025] Open
Abstract
Background: The Ayushman Bharat Digital Mission (ABDM) aims to enhance healthcare delivery in India through digital integration. The ABDM, an essential part of India's healthcare system, aspires to transform healthcare delivery through digitization, by emphasizing affordability, accessibility, and transparency. This qualitative study investigated the awareness, challenges, and perceptions of the ABDM among postgraduate students in coastal Karnataka, focusing on their experiences and interactions with digital health technologies. Methodology: A qualitative descriptive approach was employed, involving semi-structured interviews with 17 purposively selected participants from a health science university. The interviews were audio-recorded, transcribed, and analyzed using the NVivo 12 software for thematic analysis. Results: This study revealed that, while many students recognized the ABDM's goal of establishing comprehensive digital health infrastructure to seamlessly integrate healthcare services and information systems, detailed knowledge about its functionalities, implementation processes, and challenges was limited. Participants highlighted the need for improved digital literacy and support to maximize the effective use of the ABDM. Conclusions: The successful implementation of the ABDM depends on overcoming major challenges such as poor awareness and concerns about data security. Addressing these issues will require focused educational campaigns, increased accessibility, and joint efforts by the government, healthcare providers, and technological partners.
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Affiliation(s)
- Rajesh Kamath
- Department of Healthcare and Hospital Management, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal 576104, India; (R.K.); (M.B.); (V.R.J.)
- Department of International Health, Care and Public Health Research Institute—CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6211 LK Maastricht, The Netherlands; (H.B.); (S.K.)
| | - Muneera Banu
- Department of Healthcare and Hospital Management, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal 576104, India; (R.K.); (M.B.); (V.R.J.)
| | - Nagaraj Shet
- Department of Hospital Administration, Yenepoya Medical College Hospital, Yenepoya University, Mangaluru 575018, India
| | - Varshini R. Jayapriya
- Department of Healthcare and Hospital Management, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal 576104, India; (R.K.); (M.B.); (V.R.J.)
| | - Vani Lakshmi Ramesh
- Department of Health Technology and Informatics, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal 576104, India;
| | - Selim Jahangir
- Transdisciplinary Centre for Qualitative Methods & Department of Social and Health Innovation, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal 576104, India
| | - Nahima Akthar
- Directorate of Online Education, Manipal Academy of Higher Education, Manipal 576104, India; (N.A.); (V.S.)
| | - Helmut Brand
- Department of International Health, Care and Public Health Research Institute—CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6211 LK Maastricht, The Netherlands; (H.B.); (S.K.)
| | - Vidya Prabhu
- Department of Global Public Health Policy and Governance, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal 576104, India;
| | - Vishwajeet Singh
- Directorate of Online Education, Manipal Academy of Higher Education, Manipal 576104, India; (N.A.); (V.S.)
| | - Sagarika Kamath
- Department of International Health, Care and Public Health Research Institute—CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, 6211 LK Maastricht, The Netherlands; (H.B.); (S.K.)
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Izquierdo-Condoy JS, Paz C, Nati-Castillo HA, Gollini-Mihalopoulos R, Aveiro-Róbalo TR, Valeriano Paucar JR, Laura Mamami SE, Caicedo JF, Loaiza-Guevara V, Mejía DC, Salazar-Santoliva C, Villavicencio-Gomezjurado M, Hall C, Ortiz-Prado E. Impact of Mobile Phone Usage on Sleep Quality Among Medical Students Across Latin America: Multicenter Cross-Sectional Study. J Med Internet Res 2025; 27:e60630. [PMID: 39928921 PMCID: PMC11851046 DOI: 10.2196/60630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2024] [Revised: 12/13/2024] [Accepted: 12/14/2024] [Indexed: 02/12/2025] Open
Abstract
BACKGROUND The ubiquitous use of mobile phones among medical students has been linked to potential health consequences, including poor sleep quality. OBJECTIVE This study investigates the prevalence of mobile phone addiction and its association with sleep quality among medical students across 6 Latin American countries. METHODS A descriptive, cross-sectional, multicenter study was conducted between December 2023 and March 2024 using a self-administered online survey. The survey incorporated the Mobile Phone Addiction Scale and the Pittsburgh Sleep Quality Index to evaluate mobile phone addiction and sleep quality among 1677 medical students. A multiple regression model was applied to analyze the relationship between mobile phone addiction and poor sleep quality, adjusting for sex, age, and educational level to ensure robust results. RESULTS Mobile phone addiction was identified in 32.5% (545/1677) of participants, with significant differences across countries. The overall mean Pittsburgh Sleep Quality Index score was 7.26, indicating poor sleep quality. Multiple regression analysis revealed a strong association between mobile phone addiction and poor sleep, controlled for demographic variables (β=1.4, 95% CI 1.05-1.74). CONCLUSIONS This study underscores a significant prevalence of mobile phone addiction among medical students and its detrimental association with sleep quality in Latin America. The findings advocate for the need to address mobile phone usage to mitigate its negative implications on student health and academic performance. Strategies to enhance digital literacy and promote healthier usage habits could benefit medical education and student well-being.
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Affiliation(s)
| | - Clara Paz
- Grupo de Investigación Bienestar, Salud y Sociedad, Escuela de Psicología y Educación, Universidad de Las Américas, Quito, Ecuador
| | - H A Nati-Castillo
- Interinstitutional Internal Medicine Group (GIMI 1), Department of Internal Medicine, Universidad Libre, Cali, Colombia
| | | | | | | | | | - Juan Felipe Caicedo
- Facultad de Ciencias de la Salud, Universidad del Quindío, Armenia, Colombia
| | | | - Diana Camila Mejía
- Facultad de Ciencias de la Salud, Universidad del Quindío, Armenia, Colombia
| | | | | | - Cougar Hall
- Public Health Department, Bringham Young University, Provo, UT, United States
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Ong QC, Ang CS, Lai NM, Neves AL, Car J. Dearth of digital health education: the need for an accelerated medical curriculum reform in Malaysia. THE LANCET REGIONAL HEALTH. WESTERN PACIFIC 2025; 55:101476. [PMID: 39902151 PMCID: PMC11788722 DOI: 10.1016/j.lanwpc.2025.101476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/09/2024] [Revised: 01/06/2025] [Accepted: 01/10/2025] [Indexed: 02/05/2025]
Affiliation(s)
- Qi Chwen Ong
- School of Public Health, Imperial College London, London, United Kingdom
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Chin-Siang Ang
- World Health Organization Collaborating Centre for Digital Health and Health Education, Nanyang Technological University, Singapore
| | - Nai Ming Lai
- School of Medicine, Faculty of Health and Medical Sciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Ana Luísa Neves
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
- Global Digital Health Unit, School of Public Health, Imperial College London, London, United Kingdom
| | - Josip Car
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
- School of Life Course and Population Sciences, King’s College London, London, United Kingdom
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Pira GL, Ruini C, Vescovelli F, Baños R, Ventura S. Could Empathy Be Taught? The Role of Advanced Technologies to Foster Empathy in Medical Students and Healthcare Professionals: A Systematic Review. J Med Syst 2025; 49:6. [PMID: 39806022 PMCID: PMC11729101 DOI: 10.1007/s10916-025-02144-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2024] [Accepted: 01/07/2025] [Indexed: 01/16/2025]
Abstract
The physician-patient relationship relies mostly on doctors' empathetic abilities to understand and manage patients' emotions, enhancing patient satisfaction and treatment adherence. With the advent of digital technologies in education, innovative empathy training methods such as virtual reality, simulation training systems, mobile apps, and wearable devices, have emerged for teaching empathy. However, there is a gap in the literature regarding the efficacy of these technologies in teaching empathy, the most effective types, and the primary beneficiaries -students or advanced healthcare professionals-. This study aims to address this gap through a literature review following PRISMA guidelines. A comprehensive literature search was conducted in the PsychINFO, Scopus, PubMed, and Web of Science databases using specific keywords. Inclusion criteria for articles were established, and two researchers independently rated the selected articles, resolving any disagreements by consensus. Out of 1137 articles screened, a total of 14 articles were included in this review with a total of 1285 participants, who received empathic training integrated with the use of digital technologies. Only 9 articles defined the construct of empathy, focusing on cognitive, affective, clinical, or cultural aspects. Empathy was assessed with various methods and promoted through various digital technologies, including wearables (e.g. HMDs, SymPulse™ armband) and non-wearable devices (computer monitors, Mobile Apps, Kinect System). Participants were primarily medical students (68.1%), with few healthcare workers (31.9%) and nurses (2.9%). All digital technologies effectively promoted empathy among the target population except for 3 studies that involved advanced career healthcare workers. This review highlights the potential efficacy of digital technologies in fostering empathy among medical students, though not as effectively among advanced healthcare professionals. These insights have implications for designing targeted educational programs that address the distinct needs of healthcare professionals at varying career stages. Limitations and future research directions are also discussed.
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Affiliation(s)
- Giorgio Li Pira
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Chiara Ruini
- Department for Life Quality Studies, University of Bologna, Rimini, Italy.
| | | | - Rosa Baños
- Instituto Polibienestar, University of Valencia, Valencia, Spain
- CIBER of Physiopathology of Obesity and Nutrition (CIBEROBN), Madrid, Spain
| | - Sara Ventura
- Instituto Polibienestar, University of Valencia, Valencia, Spain
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Car J, Ong QC, Erlikh Fox T, Leightley D, Kemp SJ, Švab I, Tsoi KKF, Sam AH, Kent FM, Hertelendy AJ, Longhurst CA, Powell J, Hamdy H, Nguyen HVQ, Aoun Bahous S, Wang M, Baumgartner M, Mahendradhata Y, Popovic N, Khong AWH, Prober CG, Atun R, Bekele Zerihun A, Poncette AS, Molina AJR, Ferreira AVL, Fajkic A, Kaushal A, Farmer AJ, Lane AS, Kononowicz AA, Bhongir AV, Alayande BT, Bene BA, Dameff CJ, Hallensleben C, Back DA, Hawezy DJ, Tulantched DSM, Kldiashvili E, Achampong EK, Ramachandran G, Hauser G, Grove J, Cheung JPY, Imaralu JO, Sotunsa JO, Bulnes Vides JP, Lawrence KS, Agha-Mir-Salim L, Saba L, Zhang L, Elfiky MMA, Hesseling MW, Guppy MP, Phatak MS, Al Saadoon MAA, Lai NM, Chavannes NH, Kimberger O, Povoa P, Goh PS, Grainger R, Nannan Panday RS, Forsyth R, Vento S, Lee SY, Yadav SK, Syed-Abdul S, Appenzeller S, Denaxas S, Garba SE, Flügge T, Bokun T, Dissanayake VHW, Ho V, Obadiel YA. The Digital Health Competencies in Medical Education Framework: An International Consensus Statement Based on a Delphi Study. JAMA Netw Open 2025; 8:e2453131. [PMID: 39888625 DOI: 10.1001/jamanetworkopen.2024.53131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2025] Open
Abstract
Importance Rapid digitalization of health care and a dearth of digital health education for medical students and junior physicians worldwide means there is an imperative for more training in this dynamic and evolving field. Objective To develop an evidence-informed, consensus-guided, adaptable digital health competencies framework for the design and development of digital health curricula in medical institutions globally. Evidence Review A core group was assembled to oversee the development of the Digital Health Competencies in Medical Education (DECODE) framework. First, an initial list was created based on findings from a scoping review and expert consultations. A multidisciplinary and geographically diverse panel of 211 experts from 79 countries and territories was convened for a 2-round, modified Delphi survey conducted between December 2022 and July 2023, with an a priori consensus level of 70%. The framework structure, wordings, and learning outcomes with marginal percentage of agreement were discussed and determined in a consensus meeting organized on September 8, 2023, and subsequent postmeeting qualitative feedback. In total, 211 experts participated in round 1, 149 participated in round 2, 12 participated in the consensus meeting, and 58 participated in postmeeting feedback. Findings The DECODE framework uses 3 main terminologies: domain, competency, and learning outcome. Competencies were grouped into 4 domains: professionalism in digital health, patient and population digital health, health information systems, and health data science. Each competency is accompanied by a set of learning outcomes that are either mandatory or discretionary. The final framework comprises 4 domains, 19 competencies, and 33 mandatory and 145 discretionary learning outcomes, with descriptions for each domain and competency. Six highlighted areas of considerations for medical educators are the variations in nomenclature, the distinctiveness of digital health, the concept of digital health literacy, curriculum space and implementation, the inclusion of discretionary learning outcomes, and socioeconomic inequities in digital health education. Conclusions and Relevance This evidence-informed and consensus-guided framework will play an important role in enabling medical institutions to better prepare future physicians for the ongoing digital transformation in health care. Medical schools are encouraged to adopt and adapt this framework to align with their needs, resources, and circumstances.
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Affiliation(s)
- Josip Car
- School of Life Course and Population Sciences, King's College London, London, United Kingdom
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Qi Chwen Ong
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- School of Public Health, Imperial College London, London, United Kingdom
| | - Tatiana Erlikh Fox
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- Onze Lieve Vrouwen Gasthuis, Amsterdam, the Netherlands
| | - Daniel Leightley
- School of Life Course and Population Sciences, King's College London, London, United Kingdom
| | - Sandra J Kemp
- Graduate School of Medicine, University of Wollongong, Wollongong, New South Wales, Australia
| | - Igor Švab
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Kelvin K F Tsoi
- JC School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Amir H Sam
- Imperial College School of Medicine, Imperial College London, London, United Kingdom
| | - Fiona M Kent
- Education Portfolio, Faculty Medicine Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Attila J Hertelendy
- Department of Information Systems and Business Analytics, College of Business and The Herbert Wetheim College of Medicine, Florida International University, Miami
- Disaster Medicine Fellowship, Department of Emergency Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | | | - John Powell
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, United Kingdom
| | - Hossam Hamdy
- Gulf Medical University, Ajman, United Arab Emirates
| | - Huy V Q Nguyen
- Department of Obstetrics and Gynecology, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Sola Aoun Bahous
- Lebanese American University School of Medicine, Byblos, Lebanon
| | - Mai Wang
- National Institute of Health Data Science, Peking University, Beijing, China
| | - Martin Baumgartner
- Center for Medical Data Science, Institute of Artificial Intelligence, Medical University of Vienna, Vienna, Austria
| | - Yodi Mahendradhata
- Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Natasa Popovic
- Faculty of Medicine, University of Montenegro, Podgorica, Montenegro
| | - Andy W H Khong
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- School of Electrical and Electronic Engineering, Nanyang Technological University, Singapore, Singapore
| | - Charles G Prober
- Stanford Health Center for Education, Stanford University, Stanford, California
| | - Rifat Atun
- Department of Global Health and Population, Harvard TH Chan School of Public Health, Harvard University, Boston, Massachusetts
- Department of Global Health and Social Medicine, Harvard Medical School, Harvard University, Boston, Massachusetts
| | | | - Akira-Sebastian Poncette
- Institute of Medical Informatics, Charité-Universitätsmedizin Berlin, Berlin, Germany
- Department of Anesthesiology and Intensive Care Medicine, Charité-Universitätsmedizin Berlin, Berlin, Germany
| | - Al Joseph R Molina
- University of the Philippines, Manila-Philippine General Hospital, Manila, The Philippines
- Dr Jose Fabella Memorial Hospital, Manila, The Philippines
| | | | - Almir Fajkic
- Faculty of Medicine, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
| | - Amit Kaushal
- Department of Medicine and Department of Bioengineering, Stanford University, Stanford, California
| | - Andrew J Farmer
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, United Kingdom
| | - Andrew S Lane
- Sydney Medical School, The University of Sydney, Sydney, New South Wales, Australia
| | - Andrzej A Kononowicz
- Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Kraków, Poland
| | - Aparna V Bhongir
- All India Institute of Medical Sciences, Bibinagar, Telangana, India
| | - Barnabas T Alayande
- Center for Equity in Global Surgery, University of Global Health Equity, Kigali, Rwanda
| | - Benard Ayaka Bene
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | | | - Cynthia Hallensleben
- National eHealth Living Lab, Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, the Netherlands
| | - David A Back
- Center for Musculoskeletal Surgery, Charité-Universitätsmedizin Berlin, Berlin, Germany
| | - Dawan J Hawezy
- Faculty of General Medicine, Koya University, Kurdistan, Iraq
| | | | | | - Emmanuel K Achampong
- Department of Medical Education and IT, School of Medical Sciences, College of Health and Allied Sciences, University of Cape Coast, Cape Coast, Ghana
| | - Ganesh Ramachandran
- School of Medicine, Faculty of Health and Medical Sciences, Taylor's University, Subang Jaya, Malaysia
| | - Goran Hauser
- Faculty of Medicine, University of Rijeka, Clinical Hospital Centre Rijeka, Rijeka, Croatia
| | - Jakob Grove
- Department of Biomedicine, Aarhus University, Aarhus, Denmark
| | - Jason P Y Cheung
- Department of Orthopaedics and Traumatology, The University of Hong Kong, Hong Kong, SAR, China
| | - John O Imaralu
- Department of Obstetrics and Gynaecology, Babcock University, Ilisan-Remo, Nigeria
| | | | | | | | - Louis Agha-Mir-Salim
- Institute of Medical Informatics, Charité-Universitätsmedizin Berlin, Berlin, Germany
| | - Luca Saba
- Department of Radiology, University of Cagliari, Cagliari, Italy
| | - Luxia Zhang
- National Institute of Health Data Science, Peking University, Beijing, China
| | | | - Markus W Hesseling
- Department of Digital Health, Children's Health Ireland, Dublin, Ireland
| | - Michelle P Guppy
- School of Rural Medicine, University of New England, Armidale, New South Wales, Australia
| | - Mrunal S Phatak
- All India Institute of Medical Sciences, Nagpur, Maharashtra, India
| | - Muna A A Al Saadoon
- Department of Child Health, College of Medicine and Health Sciences, Sultan Qaboos University, Seeb, Oman
| | - Nai Ming Lai
- School of Medicine, Faculty of Health and Medical Sciences, Taylor's University, Subang Jaya, Malaysia
| | - Niels H Chavannes
- National eHealth Living Lab, Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, the Netherlands
| | - Oliver Kimberger
- Department of General Anesthesia and Intensive Care Medicine, Medical University of Vienna, Vienna, Austria
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Vienna, Austria
| | - Pedro Povoa
- Nova Medical School, Nova University of Lisbon, Lisbon, Portugal
| | - Poh-Sun Goh
- Department of Diagnostic Radiology, National University of Singapore, National University Hospital, Singapore, Singapore
| | | | | | - Rowena Forsyth
- Cyberpsychology Research Group, Biomedical Informatics and Digital Health Theme, School of Medical Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Sandro Vento
- Faculty of Medicine, University of Puthisastra, Phnom Penh, Cambodia
| | - Sang Yeoup Lee
- Department of Medical Education, Pusan National University School of Medicine, Yangsan, South Korea
- Family Medicine Clinic and Research Institute of Convergence of Biomedical Science and Technology, Pusan National University Yangsan Hospital, Yangsan, South Korea
| | | | - Shabbir Syed-Abdul
- Graduate Institute of Biomedical Informatics, Taipei Medical University, New Taipei City, Taiwan
- School of Gerontology and Long-Term Care, Taipei Medical University, New Taipei City, Taiwan
| | - Simone Appenzeller
- School of Medical Science, The State University of Campinas, Campinas, Brazil
| | - Spiros Denaxas
- Institute of Health Informatics, University College London, London, United Kingdom
| | - Stephen Ekundayo Garba
- Department of Surgery, Faculty of Clinical Science, College of Health Sciences, University of Abuja, Abuja, Nigeria
| | - Tabea Flügge
- Department of Oral and Maxillofacial Surgery, Charité-Universitätsmedizin Berlin, Berlin, Germany
| | | | - Vajira H W Dissanayake
- Department of Anatomy, Genetics and Biomedical Informatics, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | - Vincent Ho
- School of Medicine, Western Sydney University, Sydney, New South Wales, Australia
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Wang Y, Ren H, Xiao S, Meng T, Sun S, Yu S, Liu Q, Wang F. Factors Associated With Digital Capacity for Health Promotion Among Primary Care Workers: Cross-Sectional Survey Study. J Med Internet Res 2024; 26:e63054. [PMID: 39705686 PMCID: PMC11699497 DOI: 10.2196/63054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2024] [Revised: 10/10/2024] [Accepted: 11/07/2024] [Indexed: 12/22/2024] Open
Abstract
BACKGROUND Health education and promotion are recognized as effective strategies for fostering healthy ageing, reducing the disease burden, and addressing health inequalities, particularly when delivered through digital media. Primary care workers are often regarded as the key providers of these interventions. Despite the strong practical significance and substantial individual demand, the use of digital media for delivering health promotion practices was not widespread in China. One of the main challenges identified is the providers' inadequate capacities. However, little is known about the digital capacity for health promotion among primary care workers. OBJECTIVE This study aimed to investigate the levels of digital capacity for health promotion and its associated factors among community health workers. METHODS A total of 1346 community health workers were recruited from across 47 communities in Shanghai, China, through cluster-stratified random sampling. The digital capacity for health promotion was measured using the revised version of the Digital Capabilities Framework. Web-based questionnaires were distributed to collect data from March 20 to March 29, 2024. Data were analyzed using descriptive statistics, independent t tests, one-way ANOVA, and linear hierarchical regression using Stata MP (version 17.0; StataCorp). RESULTS We included 1199 participants. Among them, 47.5% (570/1199) had high digital media use for more than 19.6 hours per week, whereas 31.8% (381/1199) demonstrated high digital media trust. The average level of digital capacity for health promotion was 16.71 (SD 2.94) out of 25 points. Demographics, digital media usage-related characteristics, perceived usefulness and usability, attitudes, and behaviors were significant predictors of the capacities, explaining 44.4% of the total variance. Master's degree or above (β=.077; P=.013), perceived usability (β=.235; P<.001), attitudes toward digital media health promotion (β=.095; P=.002), and past digital media health promotion practices (β=.377; P<.001) had significantly positive associations with digital capacities for health promotion. However, senior (β=-.076; P=.008) or median (β=-.074; P=.01) titles had a significant negative association with capacity levels. CONCLUSIONS A digitally capable workforce is required for primary health care systems to take full advantage of digital media health promotion. Therefore, solutions are necessary to achieve enhanced capacities among health professionals, including public health policy making, community empowerment, and individual practices.
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Affiliation(s)
- Yining Wang
- School of Public Health, Fudan University, Shanghai, China
| | - Hui Ren
- Shanghai Pudong New Area Center for Disease Control and Prevention, Shanghai, China
| | - Shaotan Xiao
- Shanghai Pudong New Area Center for Disease Control and Prevention, Shanghai, China
| | - Tian Meng
- School of Accounting, Shanghai University of International Business and Economics, Shanghai, China
| | - Shuyue Sun
- School of Public Health, Fudan University, Shanghai, China
| | - Siyu Yu
- Shanghai Pudong New Area Center for Disease Control and Prevention, Shanghai, China
| | - Qing Liu
- Shanghai Pudong New Area Center for Disease Control and Prevention, Shanghai, China
| | - Fan Wang
- Fudan Development Institute, Fudan University, Shanghai, China
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9
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Izquierdo-Condoy JS, Arias-Intriago M, Nati-Castillo HA, Gollini-Mihalopoulos R, Cardozo-Espínola CD, Loaiza-Guevara V, Dalel-Gómez W, Villamil J, Suárez-Sangucho IA, Morales-Lapo E, Tello-De-la-Torre A, Hall C, Ortiz-Prado E. Exploring smartphone use and its applicability in academic training of medical students in Latin America: a multicenter cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:1401. [PMID: 39616324 PMCID: PMC11607876 DOI: 10.1186/s12909-024-06334-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2024] [Accepted: 11/11/2024] [Indexed: 12/06/2024]
Abstract
BACKGROUND Mobile phones are essential tools worldwide, including for the academic training of medical students. However, their role in Latin America (LATAM) remains underexplored. This study aimed to evaluate cell phone use and its applicability in the academic training of medical students in LATAM. METHODS A cross-sectional online survey was conducted among undergraduate medical students from seven Latin American countries between December 2023 and February 2024. The study assessed academic smartphone use across five types of applications: medical apps, knowledge updating apps, academic podcast apps, video streaming apps, and social media apps. RESULTS A total of 1,590 medical students participated, with 63.6% being women, 21.2% third-year students, and 55.0% from private universities. Nearly all participants (98.4%) owned a mobile phone, and 88.2% used them for academic purposes. The most common academic use was for viewing academic content videos (82.9%). A significant association was found between academic cell phone use and progression through medical studies, with fifth-year students being the most likely to use their phones for academic purposes (OR = 4.517, 95% CI = 1.843-11.075). Students in the clinical stage of education were also more likely to rely on smart phones for academic purposes (OR = 2.090, 95% CI = 1.500-2.911). Conversely, public university students were less likely to use their phones for academic purposes compared to private university students (OR = 0.714, 95% CI = 0.522-0.977). Additionally, students who perceived that their academic preparation would be more difficult without a cell phone were more likely to use it for academic purposes (OR = 2.157, 95% CI = 1.463-3.181). CONCLUSIONS These results suggest the importance of incorporating smartphones into the educational frameworks of medical schools and universities in Latin America, with a particular emphasis on academic video content applications, which already capture the attention and preference of medical students.
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Affiliation(s)
| | | | - H A Nati-Castillo
- Interinstitutional Internal Medicine Group 1 (GIMI 1), Department of Internal Medicine, Universidad Libre, Cali, Colombia
| | | | - C D Cardozo-Espínola
- Postgrado de Medicina Interna, Universidad Católica Nuestra Señora de la Asunción, Asunción, Paraguay
| | | | - Widad Dalel-Gómez
- Facultad de Medicina, Fundación Universitaria Autónoma de las Américas, Pereira, Colombia
| | - Juan Villamil
- Facultad de Medicina, Fundación Universitaria Autónoma de las Américas, Pereira, Colombia
| | | | | | | | - Cougar Hall
- Public Health Department, Brigham Young University, Utah, USA
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10
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Saigí-Rubió F, Romeu T, Hernández Encuentra E, Guitert M, Andrés E, Reixach E. Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study. JMIR MEDICAL EDUCATION 2024; 10:e53462. [PMID: 39418092 PMCID: PMC11528169 DOI: 10.2196/53462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Revised: 02/12/2024] [Accepted: 06/17/2024] [Indexed: 10/19/2024]
Abstract
BACKGROUND Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. OBJECTIVE This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. METHODS We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. RESULTS The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. CONCLUSIONS Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.
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Affiliation(s)
| | - Teresa Romeu
- Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Barcelona, Spain
| | | | - Montse Guitert
- Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Barcelona, Spain
| | - Erik Andrés
- Fundació TIC Salut i Social, Generalitat de Catalunya, Barcelona, Spain
| | - Elisenda Reixach
- Fundació TIC Salut i Social, Generalitat de Catalunya, Barcelona, Spain
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11
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Kinny F, Ali Sherazi B, Dabidian A, Laeer S, Obarcanin E. Development of a Theoretical Continuous Glucose Monitoring Module for Pharmacy Students: Preparing Pharmacists for the Future. PHARMACY 2024; 12:154. [PMID: 39452810 PMCID: PMC11511089 DOI: 10.3390/pharmacy12050154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2024] [Revised: 10/01/2024] [Accepted: 10/04/2024] [Indexed: 10/26/2024] Open
Abstract
To enhance the digital competencies of pharmacy students, the Institute of Clinical Pharmacy and Pharmacotherapy at Heinrich-Heine University Duesseldorf developed and evaluated a theoretical module on digital health and data analysis. This innovative module integrated a continuous glucose-monitoring (CGM) wearable device into teaching, providing students with in-depth practical experience and a 2.5 h seminar on digital health and CGM systems. Students' knowledge of CGM and self-assessment of their CGM competencies were assessed in a pre-post manner. Additionally, students' satisfaction with the module and their perceptions of the future integration of digital health training and the role of wearables in pharmacy practice were also assessed after the module. A total of 39 final-year pharmacy students completed the module conducted in June 2024 as part of the clinical pharmacy seminar. In total, 32 students completed the pre- and post-knowledge tests and self-assessment questionnaires. Both the knowledge and the students' self-assessment of CGM-related skills after the module increased significantly (p < 0.05). Students expanded their knowledge regarding digital health solutions, in particular the CGM systems, and increased their self-reported competence in CGM-related skills. With this module, an important foundation was laid, as this is the first theoretical module including the essentials of CGM digital health tools for pharmacy students in Germany.
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Affiliation(s)
- Florian Kinny
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich-Heine University Duesseldorf, Universitaetsstr. 1, 40225 Duesseldorf, Germany
| | - Bushra Ali Sherazi
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich-Heine University Duesseldorf, Universitaetsstr. 1, 40225 Duesseldorf, Germany
- Institute of Pharmacy, Faculty of Pharmaceutical and Allied Health Sciences, Lahore College for Women University, Lahore 54000, Pakistan
| | - Armin Dabidian
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich-Heine University Duesseldorf, Universitaetsstr. 1, 40225 Duesseldorf, Germany
| | - Stephanie Laeer
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich-Heine University Duesseldorf, Universitaetsstr. 1, 40225 Duesseldorf, Germany
| | - Emina Obarcanin
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich-Heine University Duesseldorf, Universitaetsstr. 1, 40225 Duesseldorf, Germany
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, 11 Mandalay Road, Singapore 308232, Singapore
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12
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Mielitz A, Kulau U, Bublitz L, Bittner A, Friederichs H, Albrecht UV. Teaching Digital Medicine to Undergraduate Medical Students With an Interprofessional and Interdisciplinary Approach: Development and Usability Study. JMIR MEDICAL EDUCATION 2024; 10:e56787. [PMID: 39189929 PMCID: PMC11474112 DOI: 10.2196/56787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 05/28/2024] [Accepted: 08/14/2024] [Indexed: 08/28/2024]
Abstract
BACKGROUND An integration of digital medicine into medical education can help future physicians shape the digital transformation of medicine. OBJECTIVE We aim to describe and evaluate a newly developed course for teaching digital medicine (the Bielefeld model) for the first time. METHODS The course was held with undergraduate medical students at Medical School Ostwestfalen-Lippe at Bielefeld University, Germany, in 2023 and evaluated via pretest-posttest surveys. The subjective and objective achievement of superordinate learning objectives and the objective achievement of subordinate learning objectives of the course, course design, and course importance were evaluated using 5-point Likert scales (1=strongly disagree; 5=strongly agree); reasons for absences were assessed using a multiple-choice format, and comments were collected. The superordinate objectives comprised (1) the understanding of factors driving the implementation of digital medical products and processes, (2) the application of this knowledge to a project, and (3) the empowerment to design such solutions in the future. The subordinate objectives comprised competencies related to the first superordinate objective. RESULTS In total, 10 undergraduate medical students (male: n=4, 40%; female: n=6, 60%; mean age 21.7, SD 2.1 years) evaluated the course. The superordinate objectives were achieved well to very well-the medians for the objective achievement were 4 (IQR 4-5), 4 (IQR 3-5), and 4 (IQR 4-4) scale units for the first, second, and third objectives, respectively, and the medians for the subjective achievement of the first, second, and third objectives were 4 (IQR 3-4), 4.5 (IQR 3-5), and 4 (IQR 3-5) scale units, respectively. Participants mastered the subordinate objectives, on average, better after the course than before (presurvey median 2.5, IQR 2-3 scale units; postsurvey median 4, IQR 3-4 scale units). The course concept was rated as highly suitable for achieving the superordinate objectives (median 5, IQR 4-5 scale units for the first, second, and third objectives). On average, the students strongly liked the course (median 5, IQR 4-5 scale units) and gained a benefit from it (median 4.5, IQR 4-5 scale units). All students fully agreed that the teaching staff was a strength of the course. The category positive feedback on the course or positive personal experience with the course received the most comments. CONCLUSIONS The course framework shows promise in attaining learning objectives within the realm of digital medicine, notwithstanding the constraint of limited interpretability arising from a small sample size and further limitations. The course concept aligns with insights derived from teaching and learning research and the domain of digital medicine, albeit with identifiable areas for enhancement. A literature review indicates a dearth of publications pertaining to analogous courses in Germany. Future investigations should entail a more exhaustive evaluation of the course. In summary, this course constitutes a valuable contribution to incorporating digital medicine into medical education.
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Affiliation(s)
- Annabelle Mielitz
- Department of Digital Medicine, Medical School OWL, Bielfeld University, Bielefeld, Germany
| | - Ulf Kulau
- Department of Smart Sensors, Hamburg Technical University, Hamburg, Germany
| | - Lucas Bublitz
- Department of Smart Sensors, Hamburg Technical University, Hamburg, Germany
| | - Anja Bittner
- Dean's Office for Academic Affairs, Medical School OWL, Bielfeld University, Bielefeld, Germany
| | - Hendrik Friederichs
- Department for Medical Education, Medical School OWL, Bielfeld University, Bielefeld, Germany
| | - Urs-Vito Albrecht
- Department of Digital Medicine, Medical School OWL, Bielfeld University, Bielefeld, Germany
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13
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Sahan F, Guthardt L, Panitz K, Siegel-Kianer A, Eichhof I, Schmitt BD, Apolinario-Hagen J. Enhancing Digital Health Awareness and mHealth Competencies in Medical Education: Proof-of-Concept Study and Summative Process Evaluation of a Quality Improvement Project. JMIR MEDICAL EDUCATION 2024; 10:e59454. [PMID: 39303285 PMCID: PMC11452754 DOI: 10.2196/59454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2024] [Revised: 07/09/2024] [Accepted: 07/11/2024] [Indexed: 09/22/2024]
Abstract
BACKGROUND Currently, there is a need to optimize knowledge on digital transformation in mental health care, including digital therapeutics (eg, prescription apps), in medical education. However, in Germany, digital health has not yet been systematically integrated into medical curricula and is taught in a relatively small number of electives. Challenges for lecturers include the dynamic field as well as lacking guidance on how to efficiently apply innovative teaching formats for these new digital competencies. Quality improvement projects provide options to pilot-test novel educational offerings, as little is known about the acceptability of participatory approaches in conventional medical education. OBJECTIVE This quality improvement project addressed the gap in medical school electives on digital health literacy by introducing and evaluating an elective scoping study on the systematic development of different health app concepts designed by students to cultivate essential skills for future health care professionals (ie, mobile health [mHealth] competencies). METHODS This proof-of-concept study describes the development, optimization, implementation, and evaluation of a web-based elective on digital (mental) health competencies in medical education. Implemented as part of a quality improvement project, the elective aimed to guide medical students in developing app concepts applying a design thinking approach at a German medical school from January 2021 to January 2024. Topics included defining digital (mental) health, quality criteria for health apps, user perspective, persuasive design, and critical reflection on digitization in medical practice. The elective was offered 6 times within 36 months, with continuous evaluation and iterative optimization using both process and outcome measures, such as web-based questionnaires. We present examples of app concepts designed by students and summarize the quantitative and qualitative evaluation results. RESULTS In total, 60 students completed the elective and developed 25 health app concepts, most commonly targeting stress management and depression. In addition, disease management and prevention apps were designed for various somatic conditions such as diabetes and chronic pain. The results indicated high overall satisfaction across the 6 courses according to the evaluation questionnaire, with lower scores indicating higher satisfaction on a scale ranging from 1 to 6 (mean 1.70, SD 0.68). Students particularly valued the content, flexibility, support, and structure. While improvements in group work, submissions, and information transfer were suggested, the results underscore the usefulness of the web-based elective. CONCLUSIONS This quality improvement project provides insights into relevant features for the successful user-centered and creative integration of mHealth competencies into medical education. Key factors for the satisfaction of students involved the participatory mindset, focus on competencies, discussions with app providers, and flexibility. Future efforts should define important learning objectives for digital health literacy and provide recommendations for integration rather than debating the need for digital health integration.
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Affiliation(s)
- Fatma Sahan
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Lisa Guthardt
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Karin Panitz
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Anna Siegel-Kianer
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Isabel Eichhof
- Startup4MED, Dean's Office of the Medical Faculty, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Björn D Schmitt
- Startup4MED, Dean's Office of the Medical Faculty, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Jennifer Apolinario-Hagen
- Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Medical Faculty and University Hospital Düsseldorf, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
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14
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Boillat T, Otaki F, Baghestani A, Zarnegar L, Kellett C. A landscape analysis of digital health technology in medical schools: preparing students for the future of health care. BMC MEDICAL EDUCATION 2024; 24:1011. [PMID: 39285389 PMCID: PMC11403769 DOI: 10.1186/s12909-024-06006-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/15/2024] [Accepted: 09/09/2024] [Indexed: 09/22/2024]
Abstract
Although Digital Health Technology is increasingly implemented in hospitals and clinics, physicians are not sufficiently equipped with the competencies needed to optimize technology utilization. Medical schools seem to be the most appropriate channel to better prepare future physicians for this development. The purpose of this research study is to investigate the extent to which top-ranked medical schools equip future physicians with the competencies necessary for them to leverage Digital Health Technology in the provision of care. This research work relied on a descriptive landscape analysis, and was composed of two phases: Phase I aimed at investigating the articulation of the direction of the selected universities and medical schools to identify any expressed inclination towards teaching innovation or Digital Health Technology. In phase II, medical schools' websites were analyzed to discover how innovation and Digital Health Technology are integrated in their curricula. Among the 60 medical schools that were analyzed, none mentioned any type of Digital Health Technology in their mission statements (that of the universities, in general, and medical schools, specifically). When investigating the medical schools' curricula to determine how universities nurture their learners in relation to Digital Health Technology, four universities covering different Digital Health Technology areas were identified. The results of the current study shed light on the untapped potential of working towards better equipping medical students with competencies that will enable them to leverage Digital Health Technology in their future practice and in turn enhance the quality of care.
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Affiliation(s)
- Thomas Boillat
- College of Medicine (CoM), Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai Health, Dubai, United Arab Emirates
| | - Farah Otaki
- Strategy and Institutional Excellence (SIE), Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai Health, Dubai, United Arab Emirates
- Department of Health Services Research, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine, and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
| | - Ameneh Baghestani
- College of Medicine (CoM), Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai Health, Dubai, United Arab Emirates
| | - Laila Zarnegar
- College of Medicine (CoM), Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai Health, Dubai, United Arab Emirates
| | - Catherine Kellett
- College of Medicine (CoM), Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai Health, Dubai, United Arab Emirates.
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15
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Zhao BY, Chen MR, Lin R, Yan YJ, Li H. Influence of information anxiety on core competency of registered nurses: mediating effect of digital health literacy. BMC Nurs 2024; 23:626. [PMID: 39243073 PMCID: PMC11380196 DOI: 10.1186/s12912-024-02275-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2024] [Accepted: 08/20/2024] [Indexed: 09/09/2024] Open
Abstract
BACKGROUND In the information age of health care, nurses often face information overload, leading to negative emotions, e.g., anxiety that may impede the adoption of evidence-based practice and clinical decision-making process. Nurses with higher digital health literacy can effectively process and manage information. Despite this, no research has explored the relationship between information anxiety, digital health literacy, and core competency among nurses. Therefore, this study aims to investigate the mediating effects of digital health literacy on information anxiety and core competency among nurses. METHODS From July to October 2023, the data for this cross-sectional study were collected. The study surveyed a total of 608 nurses from three tertiary hospitals in Fujian Province, and the survey instruments included a sociodemographic information questionnaire, Chinese revision version of the Digital Health Literacy Instrument (CR-DHLI), Information Anxiety Scale (IAS), and Competency Inventory for Registered Nurses (CIRN). Descriptive statistics and Pearson correlation analysis were conducted using SPSS 29.0, and the mediating effect of digital health literacy was examined using Mplus. RESULTS The mean score of nurses' information anxiety, digital health literacy, and core competency was 3.03 ± 0.91, 2.46 ± 0.56, 2.72 ± 0.88, respectively. And the mediation model of information anxiety on core competency for nurses showed a good model fit index (χ²/df = 2.207, CFI = 0.985, TLI = 0.982, RMSEA = 0.045, SRMR = 0.035). Digital health literacy was positively correlated with nurses' core competency but negatively correlated with information anxiety. The results of path analysis revealed that information anxiety had negative and significant direct effects on NCC (β = -0.119, P = 0.004) and DHL (β = -0.297, P < 0.001). DHL had a positive effect on NCC (β = 0.306, P < 0.001). Digital health literacy played a partial mediating role, accounting for 43.54% of the relationship between information anxiety and nurses' core competency. CONCLUSIONS Information anxiety among nurses was at relatively high levels, which had a negative impact on the core competency of nurses. This issue requires attention from nursing managers. The mediating role of digital health literacy in the relationship between information anxiety and core competency among nurses has been established. Nursing managers should strengthen the evaluation of nurses' DHL and devise effective support strategies to enhance DHL, thus improving the core competence of nurses in information age.
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Affiliation(s)
- Bing-Yue Zhao
- School of Nursing, Fujian Medical University, No.1 Xuefu North Road, University Town, Minhou County, Fuzhou, 350122, China
| | - Mei-Rong Chen
- School of Nursing, Fujian Medical University, No.1 Xuefu North Road, University Town, Minhou County, Fuzhou, 350122, China
| | - Rong Lin
- School of Nursing, Fujian Medical University, No.1 Xuefu North Road, University Town, Minhou County, Fuzhou, 350122, China
| | - Yuan-Jiao Yan
- School of Nursing, Fujian Medical University, No.1 Xuefu North Road, University Town, Minhou County, Fuzhou, 350122, China
- Department of Nursing, Fujian Provincial Hospital & Shengli Clinical Medical College, No. 134 Dongjie Street, Gulou District, Fuzhou City, Fujian Province, 350001, China
| | - Hong Li
- School of Nursing, Fujian Medical University, No.1 Xuefu North Road, University Town, Minhou County, Fuzhou, 350122, China.
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Altintas L, Sahiner M. Transforming medical education: the impact of innovations in technology and medical devices. Expert Rev Med Devices 2024; 21:797-809. [PMID: 39235206 DOI: 10.1080/17434440.2024.2400153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2024] [Accepted: 08/30/2024] [Indexed: 09/06/2024]
Abstract
INTRODUCTION The rapid advancement of technology and the integration of innovative medical devices are significantly transforming medical education. This review examines the impact of these changes and the importance of adapting educational strategies to leverage these advancements. AREAS COVERED This narrative review employs a qualitative approach. From an initial pool of 294 articles, researchers conducted independent screenings and identified 134 studies relevant to innovations in technology and their impact on medical education. Following a comprehensive review and consensus, studies deemed to be of low relevance were excluded, resulting in a final selection of 74 articles. An expert panel discussion was held, and the study concludes with a final section that presents the findings and offers brief, clear recommendations. EXPERT OPINION This study indicates that the utilization of Innovative medical technologies has the potential to enhance learning outcomes. The use of simulations allows students to engage in hands-on practice without risking patient harm. Mobile devices afford students uninterrupted access to educational resources, thereby enabling efficient learning. Artificial intelligence (AI) has the potential to personalize education, enhance diagnostic skills, and foster critical thinking. Further research in this field has the potential to yield significant insights.
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Affiliation(s)
- Levent Altintas
- Department of Medical Education, Faculty of Medicine, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
| | - Melike Sahiner
- Department of Medical Education, Faculty of Medicine, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
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Xiong J, Fu X, Yang Y, Yu X. Embracing the Future of Health Care: Investigating Medical Students' Willingness to Become Online Doctors. Telemed J E Health 2024; 30:2502-2512. [PMID: 38938217 DOI: 10.1089/tmj.2023.0579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/29/2024] Open
Abstract
Purpose: With the rapid advancement of technology, online health care services are becoming increasingly prominent. This study aims to investigate medical students' perceptions, attitudes, and readiness to adopt online health care services. Methods: Based on a literature review, this study constructed a conceptual model describing the relationships among medical students' perception, personality traits, and usage intention, grounded in the Technology Acceptance Model and Technology Readiness Index (TRI). The data for this study were collected from January to February 2023 through a questionnaire survey at Wenzhou Medical University, China. The proposed hypotheses were tested using structural equation modeling through AMOS software. Results: Out of the 340 respondents, 281 (82.6%) validly responded. Among these, 58.4% of medical students agreed and strongly agreed with the intention to become an online doctor. Within the TRI's motivational factors, optimism positively and significantly affected perceived usefulness (PU) and perceived ease of use (PEOU). Innovativeness also significantly enhanced PEOU. Among the inhibitory factors, insecurity was found to have a negative and statistically significant influence on PU. The rest of the dimensions did not have a significant effect on either PU or PEOU. Importantly, both PU and PEOU demonstrated a direct and substantial effect on usage intention. Conclusions: This study emphasizes the significance of comprehending medical students' readiness to adopt the role of online doctors in shaping the future of health care. By equipping medical students with the necessary skills and competencies, health care institutions can effectively leverage the full potential of online health care services while ensuring the provision of high-quality, accessible, and patient-centered care in the digital era.
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Affiliation(s)
- Jingjing Xiong
- School of Medical Humanities & Management, Wenzhou Medical University, Wenzhou, China
| | - Xinyi Fu
- School of Medical Humanities & Management, Wenzhou Medical University, Wenzhou, China
| | - Yongmei Yang
- School of Medical Humanities & Management, Wenzhou Medical University, Wenzhou, China
| | - Xingyue Yu
- The 2nd School of Medicine, Wenzhou Medical University, Wenzhou, China
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Onoue T, Asada Y, Imafuku R, Kou S, Takami H, Takahashi Y, Nomura O, Saiki T. Developing competencies relating to information science and technology in Japanese undergraduate medical education. MEDICAL TEACHER 2024; 46:S31-S37. [PMID: 39545502 DOI: 10.1080/0142159x.2024.2385199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 07/23/2024] [Indexed: 11/17/2024]
Abstract
In response to the growing expectation and recognized potential for integrating information and communication technology (ICT) into medicine, the Model Core Curriculum for Medical Education in Japan incorporated 'the ability to use information science and technology' as a new competency in its 2022 revision. This study aimed to identify specific learning objectives that medical students should achieve to acquire this competency. The research team developed an initial list of 107 learning objectives through a literature survey. Subsequently, two rounds of expert panel surveys were conducted to refine these objectives. Seventy-four medical education stakeholders participated in the expert panel, including medical and non-medical faculty, medical students, graduate students, and university staff. Through the expert panel surveys, 13 learning objectives were finally established from the initial list, consisting of three categories: 'Ethics and rules for dealing with information science and technology,' 'Principles of information science and technology necessary for medical care and surrounding society,' and 'Application of information science and technology in clinical practice.' Our investigation effectively identified essential components of competencies for integrating ICT into medical education. The identified learning objectives would provide valuable insights for designing curricula for undergraduates in the new era of information and artificial intelligence.
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Affiliation(s)
- Takeshi Onoue
- Center for Medical Education, Nagoya University Graduate School of Medicine, Nagoya, Japan
- Department of Endocrinology and Diabetes, Nagoya University Graduate School of Medicine, Nagoya, Japan
| | - Yoshikazu Asada
- Medical Education Center, Jichi Medical University, Tochigi, Japan
| | - Rintaro Imafuku
- Research Field of Health Professions Education, Graduate School of Medicine, Gifu University, Gifu, Japan
| | - Seisyou Kou
- Research Institute for Medical Education, St. Marianna University School of Medicine, Kawasaki, Japan
| | - Hideki Takami
- Center for Medical Education, Nagoya University Graduate School of Medicine, Nagoya, Japan
- Department of Gastroenterological Surgery, Nagoya University Graduate School of Medicine, Nagoya, Japan
| | - Yuzo Takahashi
- Medical Education Center, Hyogo College of Medicine, Hyogo, Japan
| | - Osamu Nomura
- Research Field of Health Professions Education, Graduate School of Medicine, Gifu University, Gifu, Japan
- Department of Health Sciences Education, Hirosaki University, Graduate School of Medicine, Hirosaki, Japan
| | - Takuya Saiki
- Research Field of Health Professions Education, Graduate School of Medicine, Gifu University, Gifu, Japan
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Lawrence K, Levine DL. The Digital Determinants of Health: A Guide for Competency Development in Digital Care Delivery for Health Professions Trainees. JMIR MEDICAL EDUCATION 2024; 10:e54173. [PMID: 39207389 PMCID: PMC11376139 DOI: 10.2196/54173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 04/01/2024] [Accepted: 06/27/2024] [Indexed: 09/04/2024]
Abstract
Unlabelled Health care delivery is undergoing an accelerated period of digital transformation, spurred in part by the COVID-19 pandemic and the use of "virtual-first" care delivery models such as telemedicine. Medical education has responded to this shift with calls for improved digital health training, but there is as yet no universal understanding of the needed competencies, domains, and best practices for teaching these skills. In this paper, we argue that a "digital determinants of health" (DDoH) framework for understanding the intersections of health outcomes, technology, and training is critical to the development of comprehensive digital health competencies in medical education. Much like current social determinants of health models, the DDoH framework can be integrated into undergraduate, graduate, and professional education to guide training interventions as well as competency development and evaluation. We provide possible approaches to integrating this framework into training programs and explore priorities for future research in digitally-competent medical education.
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Affiliation(s)
- Katharine Lawrence
- Department of Population Health, New York University Grossman School of Medicine, 227 East 30th Street 6th Floor, New York, NY, 10016, United States, 1 6465012684
| | - Defne L Levine
- Department of Population Health, New York University Grossman School of Medicine, 227 East 30th Street 6th Floor, New York, NY, 10016, United States, 1 6465012684
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Ota Y, Asada Y, Mieno M, Matsuyama Y. Competencies required to make use of Information Science and Technology among Japanese medical students: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:840. [PMID: 39107733 PMCID: PMC11302297 DOI: 10.1186/s12909-024-05786-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2024] [Accepted: 07/16/2024] [Indexed: 08/10/2024]
Abstract
BACKGROUND Competency in the use of information science and technology (IST) is essential for medical students. This study identified learning objectives and competencies that correspond with low self-assessment related to use of IST and factors that improve such self-assessment among medical students. METHODS A questionnaire was administered to sixth-year medical students across 82 medical schools in Japan between November 2022 and February 2023. RESULTS Three learning objectives were identified as difficult for the students to achieve: (1) provide an overview of the regulations, laws, and guidelines related to IST in medicine; (2) discuss ethical issues, such as social disparities caused by the digital divide that may arise in the use of IST in medicine; and (3) understand IST related to medical care. Further, problem-based learning, engaging with IST beyond class, and learning approach impacted the students' acquisition of competencies related to IST. Furthermore, it was recognized that the competencies required by medical students may change over the course of an updated medical school curriculum. CONCLUSIONS It is important for medical students to recognize the significance of learning, establishing active learning methods, and gaining experience in practically applying these competencies.
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Affiliation(s)
- Yuma Ota
- Medical Education Center, Jichi Medical University Graduate School of Medicine, Tochigi, Japan
| | - Yoshikazu Asada
- Medical Education Center, Jichi Medical University, Tochigi, Japan
| | - Makiko Mieno
- Center for Information, Jichi Medical University, Tochigi, Japan
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21
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Marsilio M, Calcaterra V, Infante G, Pisarra M, Zuccotti G. The digital readiness of future physicians: nurturing the post-pandemic medical education. BMC Health Serv Res 2024; 24:885. [PMID: 39095757 PMCID: PMC11297791 DOI: 10.1186/s12913-024-11365-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 07/25/2024] [Indexed: 08/04/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic has accelerated the integration of digital technologies in the healthcare sector. Telemedicine has notably emerged as a significant tool, offering a range of benefits. However, various barriers, such as healthcare professionals' insufficient technological skills and competencies, can hinder its effective implementation. Scholars have examined the readiness of future physicians, with some studies exploring their readiness before or during the COVID-19 crisis. There is, however, a noteable gap in the literature concerning the post-pandemic period. This study aims to identify gaps in current medical education programs by examining two primary aspects: (1) technical readiness (encompassing general and health-related digital competencies) and (2) behavioural readiness, which includes prior experiences and future intentions related to telemedicine education and implementation among medical students and residents. METHODS A cross-sectional study was conducted using a web-based questionnaire administered to medical students and residents at a major Northern Italian university. The survey responses were analyzed to ascertain whether their distributions varied across demographic variables such as gender and level of education. RESULTS The most commonly owned technologies were laptops and smartphones, with smartphones perceived as the easiest to use, while desktop computers presented more challenges. Approximately 38% of respondents expressed apprehension about applying digital health information in decision-making processes. There was a significant lack of both personal and academic experience, with only 16% of students and residents having used telemedicine in a university setting. Despite this, 83% of participants expressed a desire for training in telemedicine, and 81% were open to experimenting with it during their academic journey. Moreover, 76% of respondents expressed interest in incorporating telemedicine into their future clinical practice. CONCLUSIONS This study highlights the need for medical students and residents to receive specific education in digital health and telemedicine. Introducing curricula and courses in this domain is critical to addressing the challenges of digital healthcare.
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Affiliation(s)
- Marta Marsilio
- Department of Economics, Management and Quantitative Methods (DEMM), University of Milan, Milan, 20122, Italy
| | - Valeria Calcaterra
- Pediatric and Adolescent Unit, Department of Internal Medicine, University of Pavia, Pavia, 27100, Italy
- Pediatric Department, Buzzi Children's Hospital, Milan, 20154, Italy
| | - Gabriele Infante
- Department of Economics, Management and Quantitative Methods (DEMM), University of Milan, Milan, 20122, Italy
| | - Martina Pisarra
- Department of Economics, Management and Quantitative Methods (DEMM), University of Milan, Milan, 20122, Italy
| | - Gianvincenzo Zuccotti
- Pediatric Department, Buzzi Children's Hospital, Milan, 20154, Italy.
- Department of Biomedical and Clinical Sciences, University of Milan, Via GB Battista n. 74, Milano, 20157, Italy.
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Lawson McLean A, Lawson McLean AC. Integrating Shared Decision-Making into Undergraduate Oncology Education: A Pedagogical Framework. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2024; 39:374-382. [PMID: 38448671 PMCID: PMC11219368 DOI: 10.1007/s13187-024-02419-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/29/2024] [Indexed: 03/08/2024]
Abstract
The integration of shared decision-making (SDM) into undergraduate oncology education represents a critical evolution in medical pedagogy, reflecting the growing complexity and patient-centric focus of contemporary healthcare. This paper introduces a comprehensive pedagogical framework designed to embed SDM within the undergraduate medical curriculum, particularly in oncology, where the multiplicity of treatment options and their profound impact on patient life underscore the necessity of this approach. Grounded in a systematic literature review and aligned with established educational theories, this framework proposes twelve strategic approaches to cultivate future physicians proficient in both clinical acumen and patient-collaborative decision-making. The framework emphasizes real-world clinical experience, role-playing, case studies, and decision aids to deepen students' understanding of SDM. It advocates for the development of communication skills, ethical deliberation, and cultural competence, recognizing the multifaceted nature of patient care. The inclusion of patient narratives and evidence-based decision-making further enriches the curriculum, offering a holistic view of patient care. Additionally, the integration of digital tools within the SDM process acknowledges the evolving technological landscape in healthcare. The paper also addresses challenges in implementing this framework, such as curricular constraints and the need for educator training. It underscores the importance of continual evaluation and adaptation of these strategies to the dynamic field of medical education and practice. Overall, this comprehensive approach aims not only to enhance the quality of oncological care but also to prepare medical students for the complexities of modern medicine, where patient involvement in decision-making is both a necessity and an expectation.
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Affiliation(s)
- Aaron Lawson McLean
- Department of Neurosurgery, Jena University Hospital - Friedrich Schiller University Jena, Am Klinikum 1, 07747, Jena, Germany.
| | - Anna C Lawson McLean
- Department of Neurosurgery, Jena University Hospital - Friedrich Schiller University Jena, Am Klinikum 1, 07747, Jena, Germany
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Vandenberk B, Ferrick N, Wan EY, Narayan SM, Ferrick AM, Raj SR. Concerns on digital health from a cardiac implantable electrical device remote monitoring clinic perspective: results from an international survey. Heart Rhythm O2 2024; 5:479-482. [PMID: 39119019 PMCID: PMC11305880 DOI: 10.1016/j.hroo.2024.06.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/10/2024] Open
Affiliation(s)
- Bert Vandenberk
- Department of Cardiology, University Hospitals Leuven, Leuven, Belgium
- Department of Cardiovascular Sciences, KU Leuven, Leuven, Belgium
| | - Neal Ferrick
- Department of Cardiology, Montefiore Medical Center, Bronx, New York
| | - Elaine Y. Wan
- Division of Cardiology, Department of Medicine, College of Physicians and Surgeons, Columbia University, New York, New York
| | - Sanjiv M. Narayan
- Cardiology Division, Cardiovascular Institute, Stanford University, Stanford, California
| | - Aileen M. Ferrick
- Cardiac Electrophysiology, White Plains Hospital, White Plains, New York
| | - Satish R. Raj
- Department of Cardiac Sciences, Libin Cardiovascular Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Autonomic Dysfunction Center, Division of Clinical Pharmacology, Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee
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Movahed M, Bilderback S. Evaluating the readiness of healthcare administration students to utilize AI for sustainable leadership: a survey study. J Health Organ Manag 2024; ahead-of-print. [PMID: 38858220 DOI: 10.1108/jhom-12-2023-0385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2024]
Abstract
PURPOSE This paper explores how healthcare administration students perceive the integration of Artificial Intelligence (AI) in healthcare leadership, mainly focusing on the sustainability aspects involved. It aims to identify gaps in current educational curricula and suggests enhancements to better prepare future healthcare professionals for the evolving demands of AI-driven healthcare environments. DESIGN/METHODOLOGY/APPROACH This study utilized a cross-sectional survey design to understand healthcare administration students' perceptions regarding integrating AI in healthcare leadership. An online questionnaire, developed from an extensive literature review covering fundamental AI knowledge and its role in sustainable leadership, was distributed to students majoring and minoring in healthcare administration. This methodological approach garnered participation from 62 students, providing insights and perspectives crucial for the study's objectives. FINDINGS The research revealed that while a significant majority of healthcare administration students (70%) recognize the potential of AI in fostering sustainable leadership in healthcare, only 30% feel adequately prepared to work in AI-integrated environments. Additionally, students were interested in learning more about AI applications in healthcare and the role of AI in sustainable leadership, underscoring the need for comprehensive AI-focused education in their curriculum. RESEARCH LIMITATIONS/IMPLICATIONS The research is limited by its focus on a single academic institution, which may not fully represent the diversity of perspectives in healthcare administration. PRACTICAL IMPLICATIONS This study highlights the need for healthcare administration curricula to incorporate AI education, aligning theoretical knowledge with practical applications, to effectively prepare future professionals for the evolving demands of AI-integrated healthcare environments. ORIGINALITY/VALUE This research paper presents insights into healthcare administration students' readiness and perspectives toward AI integration in healthcare leadership, filling a critical gap in understanding the educational needs in the evolving landscape of AI-driven healthcare.
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Affiliation(s)
- Mohammad Movahed
- Department of Economics, Finance, and Healthcare Administration, Valdosta State University, Valdosta, Georgia, USA
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Al-Shakarchi N, Upadhyay J, Beckley I, Gishen F, Iorio AD, Stephens R, Clegg S, Lampe FC, Banerjee A. Design, implementation and evaluation of a spiral module combining data science, digital health and evidence-based medicine in the undergraduate medical curriculum: A mixed methods study. Clin Med (Lond) 2024; 24:100207. [PMID: 38643829 PMCID: PMC11091512 DOI: 10.1016/j.clinme.2024.100207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Accepted: 04/07/2024] [Indexed: 04/23/2024]
Abstract
BACKGROUND Digital health, data science and health informatics are increasingly important in health and healthcare, but largely ignored in undergraduate medical training. METHODS In a large UK medical school, with staff and students, we co-designed a new, 'spiral' module (with iterative revisiting of content), covering data science, digital health and evidence-based medicine, implementing in September 2019 in all year groups with continuous evaluation and improvement until 2022. RESULTS In 2018/19, a new module, 'Doctor as Data Scientist', was co-designed by academic staff (n = 14), students (n = 23), and doctors (n = 7). The module involves 22 staff, 120 h (43 sessions: 22 lectures, 15 group and six other) over a 5-year curriculum. Since September 2019, 5,200 students have been taught with good attendance. Module student satisfaction ratings were 92%, 84%, 84% and 81% in 2019, 2020, 2021 and 2022 respectively, compared to the overall course (81%). CONCLUSIONS We designed, implemented and evaluated a new undergraduate medical curriculum that combined data science and digital health with high student satisfaction ratings.
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Affiliation(s)
| | - Jaya Upadhyay
- University College London Medical School, London, United Kingdom
| | - Ivan Beckley
- University College London Medical School, London, United Kingdom
| | - Faye Gishen
- University College London Medical School, London, United Kingdom
| | - Anna Di Iorio
- University College London Medical School, London, United Kingdom
| | - Robert Stephens
- University College London Medical School, London, United Kingdom
| | - Sarah Clegg
- Institute of Health Informatics, University College London, London, United Kingdom
| | - Fiona C Lampe
- University College London Medical School, London, United Kingdom
| | - Amitava Banerjee
- Institute of Health Informatics, University College London, London, United Kingdom.
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Kröplin J, Maier L, Lenz JH, Romeike B. Knowledge Transfer and Networking Upon Implementation of a Transdisciplinary Digital Health Curriculum in a Unique Digital Health Training Culture: Prospective Analysis. JMIR MEDICAL EDUCATION 2024; 10:e51389. [PMID: 38632710 PMCID: PMC11034421 DOI: 10.2196/51389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2023] [Revised: 02/08/2024] [Accepted: 02/13/2024] [Indexed: 04/19/2024]
Abstract
Background Digital health has been taught at medical faculties for a few years. However, in general, the teaching of digital competencies in medical education and training is still underrepresented. Objective This study aims to analyze the objective acquisition of digital competencies through the implementation of a transdisciplinary digital health curriculum as a compulsory elective subject at a German university. The main subject areas of digital leadership and management, digital learning and didactics, digital communication, robotics, and generative artificial intelligence were developed and taught in a transdisciplinary manner over a period of 1 semester. Methods The participants evaluated the relevant content of the curriculum regarding the competencies already taught in advance during the study, using a Likert scale. The participants' increase in digital competencies were examined with a pre-post test consisting of 12 questions. Statistical analysis was performed using an unpaired 2-tailed Student t test. A P value of <.05 was considered statistically significant. Furthermore, an analysis of the acceptance of the transdisciplinary approach as well as the application of an alternative examination method (term paper instead of a test with closed and open questions) was carried out. Results In the first year after the introduction of the compulsory elective subject, students of human medicine (n=15), dentistry (n=3), and medical biotechnology (n=2) participated in the curriculum. In total, 13 participants were women (7 men), and 61.1% (n=11) of the participants in human medicine and dentistry were in the preclinical study stage (clinical: n=7, 38.9%). All the aforementioned learning objectives were largely absent in all study sections (preclinical: mean 4.2; clinical: mean 4.4; P=.02). The pre-post test comparison revealed a significant increase of 106% in knowledge (P<.001) among the participants. Conclusions The transdisciplinary teaching of a digital health curriculum, including digital teaching methods, considers perspectives and skills from different disciplines. Our new curriculum facilitates an objective increase in knowledge regarding the complex challenges of the digital transformation of our health care system. Of the 16 student term papers arising from the course, robotics and artificial intelligence attracted the most interest, accounting for 9 of the submissions.
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Affiliation(s)
- Juliane Kröplin
- Department of Oral and Maxillofacial Surgery, University Medical Centre Rostock, Rostock, Germany
| | - Leonie Maier
- Department of Oral and Maxillofacial Surgery, University Medical Centre Rostock, Rostock, Germany
| | - Jan-Hendrik Lenz
- Department of Oral and Maxillofacial Surgery, University Medical Centre Rostock, Rostock, Germany
- Department of the Dean of Studies in Medical Didactics, University of Rostock, Rostock, Germany
| | - Bernd Romeike
- Department of the Dean of Studies in Medical Didactics, University of Rostock, Rostock, Germany
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Grosjean J, Benis A, Dufour JC, Lejeune É, Disson F, Dahamna B, Cieslik H, Léguillon R, Faure M, Dufour F, Staccini P, Darmoni SJ. Sharing Digital Health Educational Resources in a One-Stop Shop Portal: Tutorial on the Catalog and Index of Digital Health Teaching Resources (CIDHR) Semantic Search Engine. JMIR MEDICAL EDUCATION 2024; 10:e48393. [PMID: 38437007 PMCID: PMC10949124 DOI: 10.2196/48393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 10/13/2023] [Accepted: 12/18/2023] [Indexed: 03/05/2024]
Abstract
BACKGROUND Access to reliable and accurate digital health web-based resources is crucial. However, the lack of dedicated search engines for non-English languages, such as French, is a significant obstacle in this field. Thus, we developed and implemented a multilingual, multiterminology semantic search engine called Catalog and Index of Digital Health Teaching Resources (CIDHR). CIDHR is freely accessible to everyone, with a focus on French-speaking resources. CIDHR has been initiated to provide validated, high-quality content tailored to the specific needs of each user profile, be it students or professionals. OBJECTIVE This study's primary aim in developing and implementing the CIDHR is to improve knowledge sharing and spreading in digital health and health informatics and expand the health-related educational community, primarily French speaking but also in other languages. We intend to support the continuous development of initial (ie, bachelor level), advanced (ie, master and doctoral levels), and continuing training (ie, professionals and postgraduate levels) in digital health for health and social work fields. The main objective is to describe the development and implementation of CIDHR. The hypothesis guiding this research is that controlled vocabularies dedicated to medical informatics and digital health, such as the Medical Informatics Multilingual Ontology (MIMO) and the concepts structuring the French National Referential on Digital Health (FNRDH), to index digital health teaching and learning resources, are effectively increasing the availability and accessibility of these resources to medical students and other health care professionals. METHODS First, resource identification is processed by medical librarians from websites and scientific sources preselected and validated by domain experts and surveyed every week. Then, based on MIMO and FNRDH, the educational resources are indexed for each related knowledge domain. The same resources are also tagged with relevant academic and professional experience levels. Afterward, the indexed resources are shared with the digital health teaching and learning community. The last step consists of assessing CIDHR by obtaining informal feedback from users. RESULTS Resource identification and evaluation processes were executed by a dedicated team of medical librarians, aiming to collect and curate an extensive collection of digital health teaching and learning resources. The resources that successfully passed the evaluation process were promptly included in CIDHR. These resources were diligently indexed (with MIMO and FNRDH) and tagged for the study field and degree level. By October 2023, a total of 371 indexed resources were available on a dedicated portal. CONCLUSIONS CIDHR is a multilingual digital health education semantic search engine and platform that aims to increase the accessibility of educational resources to the broader health care-related community. It focuses on making resources "findable," "accessible," "interoperable," and "reusable" by using a one-stop shop portal approach. CIDHR has and will have an essential role in increasing digital health literacy.
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Affiliation(s)
- Julien Grosjean
- Department of Digital Health, Rouen University Hospital, Rouen, France
- LIMICS, INSERM U1142, Sorbonne Université, Paris, France
| | - Arriel Benis
- Department of Digital Medical Technologies, Holon Institute of Technology, Holon, Israel
- European Federation for Medical Informatics, Le Mont-sur-Lausanne, Switzerland
| | - Jean-Charles Dufour
- SESSTIM, Aix Marseille Univ, APHM, INSERM, IRD, Hop Timone, BioSTIC, Marseille, France
| | - Émeline Lejeune
- Department of Digital Health, Rouen University Hospital, Rouen, France
| | - Flavien Disson
- Department of Digital Health, Rouen University Hospital, Rouen, France
| | - Badisse Dahamna
- Department of Digital Health, Rouen University Hospital, Rouen, France
- LIMICS, INSERM U1142, Sorbonne Université, Paris, France
| | - Hélène Cieslik
- Department of Digital Health, Rouen University Hospital, Rouen, France
| | - Romain Léguillon
- Department of Digital Health, Rouen University Hospital, Rouen, France
- LIMICS, INSERM U1142, Sorbonne Université, Paris, France
- Department of Pharmacy, Rouen University Hospital, Rouen, France
| | | | - Frank Dufour
- RETINES, Université de Nice Côté d'Azur, Nice, France
| | | | - Stéfan Jacques Darmoni
- Department of Digital Health, Rouen University Hospital, Rouen, France
- LIMICS, INSERM U1142, Sorbonne Université, Paris, France
- European Federation for Medical Informatics, Le Mont-sur-Lausanne, Switzerland
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Figari Jordan R, Sandrone S, Southerland AM. Opportunities and Challenges for Incorporating Artificial Intelligence and Natural Language Processing in Neurology Education. NEUROLOGY. EDUCATION 2024; 3:e200116. [PMID: 39360153 PMCID: PMC11441748 DOI: 10.1212/ne9.0000000000200116] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Accepted: 01/25/2024] [Indexed: 10/04/2024]
Affiliation(s)
- Renzo Figari Jordan
- From the Department of Neurology (R.F.J., A.M.S.), University of Virginia, Charlottesville; and Division of Neuroscience (S.S.), Imperial College London, United Kingdom
| | - Stefano Sandrone
- From the Department of Neurology (R.F.J., A.M.S.), University of Virginia, Charlottesville; and Division of Neuroscience (S.S.), Imperial College London, United Kingdom
| | - Andrew M Southerland
- From the Department of Neurology (R.F.J., A.M.S.), University of Virginia, Charlottesville; and Division of Neuroscience (S.S.), Imperial College London, United Kingdom
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Curioso WH, Coronel-Chucos LG, Oscuvilca-Tapia E. Empowering the digital health workforce in Latin America in the context of the COVID-19 pandemic: the Peruvian case. Inform Health Soc Care 2024; 49:73-82. [PMID: 38349775 DOI: 10.1080/17538157.2024.2315266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/15/2024]
Abstract
The COVID-19 pandemic has exposed significant gaps in healthcare access, quality, and the urgent need for enhancing the capacity of digital health human resources, particularly in Latin America. During the pandemic, online courses and telehealth initiatives supported by governmental agencies, the Pan American Health Organization, and other public and private resources, have played a crucial role in meeting training demands. This article discusses the role of capacity building programs in digital health within the context of Latin America, with a specific focus on the Peruvian case. We highlight the development of digital health competencies and related policies, while also describing selected experiences related to capacity building in this field. Additionally, we discuss the pivotal role of collaborative partnerships among institutions and countries, emphasizing the importance of culturally relevant training programs in digital health. These initiatives have the potential to accelerate training and research opportunities in Latin America, drawing on the involvement of government agencies, non-governmental organizations, industry, universities, professional societies, and communities.
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Affiliation(s)
- Walter H Curioso
- Vicerrectorado de Investigación, Universidad Continental, Lima, Peru
| | | | - Elsa Oscuvilca-Tapia
- Facultad de Medicina Humana, Universidad Nacional José Faustino Sánchez Carrión, Huacho, Peru
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Pantaleao AN, Mennitti AL, Brunheroto FB, Stavis V, Ricoboni LT, de Castro VAF, Ferreira OF, Lage EM, Carvalho DR, Fernandes AMDR, de Souza Gaspar J. Fostering Digital Health in Universities: An Experience of the First Junior Scientific Committee of the Brazilian Congress of Health Informatics. Healthc Inform Res 2024; 30:83-89. [PMID: 38359852 PMCID: PMC10879825 DOI: 10.4258/hir.2024.30.1.83] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Revised: 01/19/2024] [Accepted: 01/24/2024] [Indexed: 02/17/2024] Open
Abstract
OBJECTIVES Digital health (DH) is a revolution driven by digital technologies to improve health. Despite the importance of DH, curricular updates in healthcare university programs are scarce, and DH remains undervalued. Therefore, this report describes the first Junior Scientific Committee (JSC) focusing on DH at a nationwide congress, with the aim of affirming its importance for promoting DH in universities. METHODS The scientific committee of the Brazilian Congress of Health Informatics (CBIS) extended invitations to students engaged in health-related fields, who were tasked with organizing a warm-up event and a 4-hour session at CBIS. Additionally, they were encouraged to take an active role in a workshop alongside distinguished experts to map out the current state of DH in Brazil. RESULTS The warm-up event focused on the topic "Artificial intelligence in healthcare: is a new concept of health about to arise?" and featured remote discussions by three professionals from diverse disciplines. At CBIS, the JSC's inaugural presentation concentrated on delineating the present state of DH education in Brazil, while the second presentation offered strategies to advance DH, incorporating viewpoints from within and beyond the academic sphere. During the workshop, participants deliberated on the most crucial competencies for future professionals in the DH domain. CONCLUSIONS Forming a JSC proved to be a valuable tool to foster DH, particularly due to the valuable interactions it facilitated between esteemed professionals and students. It also supports the cultivation of leadership skills in DH, a field that has not yet received the recognition it deserves.
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Affiliation(s)
| | | | | | - Vitória Stavis
- Department of Informatics, Federal University of Paraná, Paraná, PR,
Brazil
| | | | | | | | - Eura Martins Lage
- School of Medicine, Federal University of Minas Gerais, Belo Horizonte, MG,
Brazil
| | - Deborah Ribeiro Carvalho
- Graduate Program on Health Technology (PPGTS), Pontifical Catholic University of Paraná, PR,
Brazil
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Särchen F, Springborn S, Mortsiefer A, Ehlers J. Digital learning about patients: An online survey of German medical students investigating learning strategies for family medical video consultations. Digit Health 2024; 10:20552076241230070. [PMID: 38323240 PMCID: PMC10846016 DOI: 10.1177/20552076241230070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Accepted: 01/16/2024] [Indexed: 02/08/2024] Open
Abstract
Objective Training in video consultations is seldom included in the curriculum for future physicians. Exploration of preferred teaching methods and learning objectives in this context among medical students remains limited. This study addresses this research gap by conducting a survey among medical students in Germany to assess their educational requirements concerning video consultations and patient-centred distance learning. Methods This quantitative study employed an online questionnaire designed for German medical students, following the guidelines of the International Association for Health Professions Education. The study primarily focused on discerning the didactic preferences related to patient-centred digital teaching regarding family medical video consultations. We provided a detailed explanation of a concrete learning concept, a family medical synchronous distance learning seminar. Subsequently, we surveyed students to gauge their needs, expectations, and evaluations of this concept. The collected data were subjected to descriptive analysis. Results The analysis revealed that students aspire to offer video consulting services to their patients in the future (sample size (n) = 369, median (med) = 68 of 101 Likert scale points, interquartile range (IQR) = 53.75), despite having limited knowledge in this area (n = 353, med = 21, IQR = 33.25). To acquire expertise in telehealth, students favor blended learning models (n = 331, med = 76, IQR = 50). They also recognize the benefits of distance learning, particularly for students with family responsibilities or those who must travel long distances to their learning institutions,. The presented distance seminar concept resonated with them (n = 278, med = 72.5, IQR = 50.5), surpassing five other digital learning models in preference. Furthermore, they expressed a desire for its continued implementation beyond the Coronavirus SARS-CoV-2 pandemic (n = 188, med = 77.5, IQR = 44.75). Conclusions The deficiency in medical school education regarding video consultations requires attention. This issue could be resolved by integrating one of the five distance learning concepts outlined in this article.
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Affiliation(s)
- Franziska Särchen
- Didactics and Education Research in the Health Sector, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | | | - Achim Mortsiefer
- General Practice II and Patient-Centeredness in Primary Care, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Jan Ehlers
- Didactics and Education Research in the Health Sector, Faculty of Health, Witten/Herdecke University, Witten, Germany
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Yuan J, Mi L, Wang S, Cheng Y, Hou X. Comparing the influence of big data resources on medical knowledge recall for staff with and without medical collaboration platform. BMC MEDICAL EDUCATION 2023; 23:956. [PMID: 38093304 PMCID: PMC10720120 DOI: 10.1186/s12909-023-04926-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 12/01/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND This study aims to examine how big data resources affect the recall of prior medical knowledge by healthcare professionals, and how this differs in environments with and without remote consultation platforms. METHOD This study investigated two distinct categories of medical institutions, namely 132 medical institutions with platforms, and 176 medical institutions without the platforms. Big data resources are categorized into two levels-medical institutional level and public level-and three types, namely data, technology, and services. The data are analyzed using SmartPLS2. RESULTS (1) In both scenarios, shared big data resources at the public level have a significant direct impact on the recall of prior medical knowledge. However, there is a significant difference in the direct impact of big data resources at the institutional level in both scenarios. (2) In institutions with platforms, for the three big data resources (the medical big data assets and big data deployment technical capacity at the medical institutional level, and policies of medical big data at the public level) without direct impacts, there exist three indirect pathways. (3) In institutions without platforms, for the two big data resources (the service capability and big data technical capacity at the medical institutional level) without direct impacts, there exist three indirect pathways. CONCLUSIONS The different interactions between big data, technology, and services, as well as between different levels of big data resources, affect the way clinical doctors recall relevant medical knowledge. These interaction patterns vary between institutions with and without platforms. This study provides a reference for governments and institutions to design big data environments for improving clinical capabilities.
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Affiliation(s)
- JunYi Yuan
- Shanghai Chest Hospital, Shanghai Jiao Tong University School of Medicine, 241 West Huaihai Road, Shanghai, China
| | - Linhui Mi
- Shanghai Chest Hospital, Shanghai Jiao Tong University School of Medicine, 241 West Huaihai Road, Shanghai, China
| | - SuFen Wang
- Glorious Sun School of Business and Management, Donghua University, 1882 West Yanan Road, Shanghai, China
| | - Yuejia Cheng
- Shanghai Chest Hospital, Shanghai Jiao Tong University School of Medicine, 241 West Huaihai Road, Shanghai, China
| | - Xumin Hou
- Shanghai Chest Hospital, Shanghai Jiao Tong University School of Medicine, 241 West Huaihai Road, Shanghai, China.
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Zainal H, Xiaohui X, Thumboo J, Kok Yong F. Digital competencies for Singapore's national medical school curriculum: a qualitative study. MEDICAL EDUCATION ONLINE 2023; 28:2211820. [PMID: 37186901 PMCID: PMC10187105 DOI: 10.1080/10872981.2023.2211820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 05/04/2023] [Indexed: 05/17/2023]
Abstract
Studies have shown that national-level initiatives to equip medical students with relevant digital competencies carry many benefits. Yet, few countries have outlined such competencies for clinical practice in the core medical school curriculum. This paper identifies current training gaps at the national level in digital competencies needed by students in the formal curricula of all three medical schools in Singapore from the perspectives of clinical educators and institutional leaders. It bears implications for countries that intend to implement standardized learning objectives for training in these digital competencies. Findings were drawn from in-depth interviews with 19 clinical educators and leaders of local medical schools. Participants were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. Thirteen of the participants were clinical educators while 6 were deans or vice deans of education from one of the three medical schools in Singapore. While the schools have introduced some relevant courses, they are not standardized nationally. Moreover, the school's niche areas have not been leveraged upon for training in digital competencies. Participants across all schools acknowledged that more formal training is needed in digital health, data management, and applying the principles of digital technologies. Participants also noted that the healthcare needs of the population, patient safety, and safe procedures in the utilisation of digital healthcare technologies should be prioritized when determining the competencies needed by students. Additionally, participants highlighted the need for stronger collaboration among medical schools, and for a stronger link between current curriculum and clinical practice. The findings highlighted the need for better collaboration among medical schools in the sharing of educational resources and expertise. Furthermore, stronger collaborations with professional bodies and the healthcare system should be established to ensure that the goals and outcomes of medical education and the healthcare system are aligned.
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Affiliation(s)
- Humairah Zainal
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Xin Xiaohui
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Julian Thumboo
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fong Kok Yong
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
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Cresswell K, Rigby M, Magrabi F, Scott P, Brender J, Craven CK, Wong ZSY, Kukhareva P, Ammenwerth E, Georgiou A, Medlock S, De Keizer NF, Nykänen P, Prgomet M, Williams R. The need to strengthen the evaluation of the impact of Artificial Intelligence-based decision support systems on healthcare provision. Health Policy 2023; 136:104889. [PMID: 37579545 DOI: 10.1016/j.healthpol.2023.104889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 08/04/2023] [Indexed: 08/16/2023]
Abstract
Despite the renewed interest in Artificial Intelligence-based clinical decision support systems (AI-CDS), there is still a lack of empirical evidence supporting their effectiveness. This underscores the need for rigorous and continuous evaluation and monitoring of processes and outcomes associated with the introduction of health information technology. We illustrate how the emergence of AI-CDS has helped to bring to the fore the critical importance of evaluation principles and action regarding all health information technology applications, as these hitherto have received limited attention. Key aspects include assessment of design, implementation and adoption contexts; ensuring systems support and optimise human performance (which in turn requires understanding clinical and system logics); and ensuring that design of systems prioritises ethics, equity, effectiveness, and outcomes. Going forward, information technology strategy, implementation and assessment need to actively incorporate these dimensions. International policy makers, regulators and strategic decision makers in implementing organisations therefore need to be cognisant of these aspects and incorporate them in decision-making and in prioritising investment. In particular, the emphasis needs to be on stronger and more evidence-based evaluation surrounding system limitations and risks as well as optimisation of outcomes, whilst ensuring learning and contextual review. Otherwise, there is a risk that applications will be sub-optimally embodied in health systems with unintended consequences and without yielding intended benefits.
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Affiliation(s)
- Kathrin Cresswell
- The University of Edinburgh, Usher Institute, Edinburgh, United Kingdom.
| | - Michael Rigby
- Keele University, School of Social, Political and Global Studies and School of Primary, Community and Social Care, Keele, United Kingdom
| | - Farah Magrabi
- Macquarie University, Australian Institute of Health Innovation, Sydney, Australia
| | - Philip Scott
- University of Wales Trinity Saint David, Swansea, United Kingdom
| | - Jytte Brender
- Department of Health Science and Technology, Aalborg University, Aalborg, Denmark
| | - Catherine K Craven
- University of Texas Health Science Center at San Antonio, San Antonio, TX, United States
| | - Zoie Shui-Yee Wong
- St. Luke's International University, Graduate School of Public Health, Tokyo, Japan
| | - Polina Kukhareva
- Department of Biomedical Informatics, University of Utah, United States of America
| | - Elske Ammenwerth
- UMIT TIROL, Private University for Health Sciences and Health Informatics, Institute of Medical Informatics, Hall in Tirol, Austria
| | - Andrew Georgiou
- Macquarie University, Australian Institute of Health Innovation, Sydney, Australia
| | - Stephanie Medlock
- Amsterdam UMC location University of Amsterdam, Department of Medical Informatics, Meibergdreef 9, Amsterdam, the Netherlands; Amsterdam Public Health research institute, Digital Health and Quality of Care Amsterdam, the Netherlands
| | - Nicolette F De Keizer
- Amsterdam UMC location University of Amsterdam, Department of Medical Informatics, Meibergdreef 9, Amsterdam, the Netherlands; Amsterdam Public Health research institute, Digital Health and Quality of Care Amsterdam, the Netherlands
| | - Pirkko Nykänen
- Tampere University, Faculty for Information Technology and Communication Sciences, Finland
| | - Mirela Prgomet
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia
| | - Robin Williams
- The University of Edinburgh, Institute for the Study of Science, Technology and Innovation, Edinburgh, United Kingdom
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Ma M, Li Y, Gao L, Xie Y, Zhang Y, Wang Y, Zhao L, Liu X, Jiang D, Fan C, Wang Y, Demuyakor I, Jiao M, Li Y. The need for digital health education among next-generation health workers in China: a cross-sectional survey on digital health education. BMC MEDICAL EDUCATION 2023; 23:541. [PMID: 37525126 PMCID: PMC10388510 DOI: 10.1186/s12909-023-04407-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Accepted: 05/26/2023] [Indexed: 08/02/2023]
Abstract
BACKGROUND Digital health is important for sustainable health systems and universal health coverage. Since the outbreak of COVID-19, many countries, including China, have promoted the introduction of digital health in their medical services. Developing the next generation of physicians with digital health knowledge and skills is a prerequisite for maximizing the potential of digital health. OBJECTIVE We aimed to understand the perception of digital health among Chinese medical students, the current implementation of digital health education in China, and the urgent need of medical students. METHODS Our cross-sectional survey was conducted online and anonymously among current medical students in China. We used descriptive statistical analysis to examine participant demographic characteristics and the demand for digital health education. Additional analysis was conducted by grouping responses by current participation in a digital health course. RESULTS A total of 2122 valid responses were received from 467 medical schools. Most medical students had positive expectations that digital health will change the future of medicine. Compared with wearable devices (85.53%), telemedicine (84.16%), and medical big data (86.38%), fewer respondents believed in the benefits of clinical decision support systems (CDSS) (63.81%). Most respondents said they urgently needed digital health knowledge and skills, and the teaching method of practical training and internship (78.02%) was more popular than the traditional lecture (10.54%). However, only 41.45% wanted to learn about the ethical and legal issues surrounding digital health. CONCLUSIONS Our study shows that the current needs of Chinese medical students for digital health education remain unmet. A national initiative on digital health education, is necessary and attention should be paid to digital health equity and education globally, focusing on CDSS and artificial intelligence. Ethics knowledge must also be included in medical curriculum. Students as Partners (SAP) is a promising approach for designing digital health courses.
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Affiliation(s)
- Mingxue Ma
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yuanheng Li
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Lei Gao
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yuzhuo Xie
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yuwei Zhang
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yazhou Wang
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Lu Zhao
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Xinyan Liu
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Deyou Jiang
- Heilongjiang University of Traditional Chinese Medicine, 24 Heping Road, Xiangfang District, Harbin, 150006, Heilongjiang, China
| | - Chao Fan
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Yushu Wang
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Isaac Demuyakor
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China
| | - Mingli Jiao
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China.
| | - Ye Li
- Harbin Medical University, 157 Baojian Road, Nangang District, Harbin, 150086, Heilongjiang, China.
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Darnell JC, Lou M, Goldstone LW. Evaluating Change in Student Pharmacists' Familiarity, Attitudes, Comfort, and Knowledge as a Result of Integrating Digital Health Topics Into a Case Conference Series: Cohort Study. JMIR MEDICAL EDUCATION 2023; 9:e43313. [PMID: 37428523 PMCID: PMC10366968 DOI: 10.2196/43313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 04/10/2023] [Accepted: 05/08/2023] [Indexed: 07/11/2023]
Abstract
BACKGROUND The use of technology in health care, often referred to as digital health, has expanded rapidly because of the need to provide remote care during the COVID-19 pandemic. In light of this rapid boom, it is clear that health care professionals need to be trained in these technologies in order to provide high-level care. Despite the growing number of technologies used across health care, digital health is not a commonly taught topic in health care curricula. Several pharmacy organizations have called attention to the need to teach digital health to student pharmacists; however, there is currently no consensus on best methods to do so. OBJECTIVE The objective of this study was to determine if there was a significant change in student pharmacist scores on the Digital Health Familiarity, Attitudes, Comfort, and Knowledge Scale (DH-FACKS) after exposure to digital health topics in a yearlong discussion-based case conference series. METHODS Student pharmacists' initial comfort, attitudes, and knowledge were gathered by a baseline DH-FACKS score at the beginning of the fall semester. Digital health concepts were integrated into a number of cases in the case conference course series throughout the academic year. The DH-FACKS was administered again to students after completion of the spring semester. Results were matched, scored, and analyzed to assess any difference in DH-FACKS scores. RESULTS A total of 91 of 373 students completed both the pre- and postsurvey (response rate of 24%). Using a scale from 1 to 10, the mean student-reported knowledge of digital health increased from 4.5 (SD 2.5) before intervention to 6.6 (SD 1.6) after intervention (P<.001) and the mean self-reported comfort increased from 4.7 (SD 2.5) before intervention to 6.7 (SD 1.8) after intervention (P<.001). There was a significant increase in scores for all 4 elements of the DH-FACKS. The mean familiarity scores increased from 11.6 (SD 3.7) to 15.8 (SD 2.2), out of a maximum of 20 (P<.001). The mean attitudes scores increased from 15.6 (SD 2.1) to 16.5 (SD 1.9), out of a maximum of 20 (P=.001). The mean comfort scores increased from 10.1 (SD 3.9) to 14.8 (SD 3.1), out of a maximum of 20 (P<.001). The mean knowledge scores increased from 9.9 (SD 3.4) to 12.8 (SD 3.9), out of a maximum of 20 (P<.001). CONCLUSIONS Including digital health topics in a case conference series is an effective and approachable way of providing education on important digital health concepts to students. Students experienced an increase in familiarity, attitudes, comfort, and knowledge after the yearlong intervention. As case-based discussions are an important component of most pharmacy and other medical curricula, this method can be easily applied by other programs that wish to give their students practice applying their knowledge of digital health to complex case-based scenarios.
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Affiliation(s)
- Julia C Darnell
- College of Pharmacy, Western University of Health Sciences, Pomona, CA, United States
| | - Mimi Lou
- Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, University of Southern California, Los Angeles, CA, United States
| | - Lisa W Goldstone
- Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, University of Southern California, Los Angeles, CA, United States
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Malvehy J, Dreno B, Barba E, Dirshka T, Fumero E, Greis C, Gupta G, Lacarrubba F, Micali G, Moreno D, Pellacani G, Sampietro-Colom L, Stratigos A, Puig S. Smart e-Skin Cancer Care in Europe During and after the Covid-19 Pandemic: a Multidisciplinary Expert Consensus. Dermatol Pract Concept 2023; 13:e2023181. [PMID: 37557116 PMCID: PMC10412091 DOI: 10.5826/dpc.1303a181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/27/2023] [Indexed: 08/11/2023] Open
Abstract
INTRODUCTION Melanoma is the deadliest of all the skin cancers and its incidence is increasing every year in Europe. Patients with melanoma often present late to the specialist and treatment is delayed for many reasons (delay in patient consultation, misdiagnosis by general practitioners, and/or limited access to dermatologists). Beyond this, there are significant inequalities in skin cancer between population groups within the same country and between countries across Europe. The emergence of the COVID-19 pandemic only aggravated these health deficiencies. OBJECTIVES The aim was to create an expert opinion about the challenges in skin cancer management in Europe during the post COVID-19 acute pandemic and to identify and discuss the implementation of new technologies (including e-health and artificial intelligence defined as "Smart Skin Cancer Care") to overcome them. METHODS For this purpose, an ad-hoc questionnaire with items addressing topics of skin cancer care was developed, answered independently and discussed by a multidisciplinary European panel of experts comprising dermatologists, dermato-oncologists, patient advocacy representatives, digital health technology experts, and health technology assessment experts. RESULTS After all panel of experts discussions, a multidisciplinary expert opinion was created. CONCLUSIONS As a conclusion, the access to dermatologists is difficult and will be aggravated in the near future. This fact, together with important differences in Skin Cancer Care in Europe, suggest the need of a new approach to skin health, prevention and disease management paradigm (focused on integration of new technologies) to minimize the impact of skin cancer and to ensure optimal quality and equity.
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Affiliation(s)
- Josep Malvehy
- Dermatology Department. Hospital Clinic of Barcelona, Spain
- University of Barcelona, Barcelona, Spain. Institut d’Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS), Barcelona, Spain. Biomedical Research Networking Centre on Rare Diseases (CIBERER), ISCIII, Barcelona, Spain
| | - Brigitte Dreno
- Department of Dermatolo-Cancerology, CHU Nantes, CIC 1413, CRCINA, University Nantes, Nantes, France
| | - Enric Barba
- Spanish Melanoma Association, Barcelona, Spain
| | - Thomas Dirshka
- Centroderm Clinic, Wuppertal, and Faculty of Health, University Witten-Herdecke, Witten, Germany
| | | | - Christian Greis
- Department Dermatology, University Hospital of Zurich, Zurich, Switzerland
| | - Girish Gupta
- University Department of Dermatology, Edinburgh Royal Infirmary, Lauriston Building, Edinburgh, UK
| | | | | | - David Moreno
- Dermatology Department, University Hospital Virgen Macarena, Seville, Spain
| | - Giovanni Pellacani
- Dermatology Department. Università degli Studi di Roma La Sapienza. Roma, Italy
| | - Laura Sampietro-Colom
- Assessment of Innovations and New Technologies Unit, Hospital Clínic of Barcelona, University of Barcelona, Barcelona, Spain
| | - Alexander Stratigos
- Department of Dermatology-Venereology, Andreas Sygros Hospital, National and Kapodestrian University of Athens, Athens, Greece
| | - Susanna Puig
- Dermatology Department. Hospital Clinic of Barcelona, Spain
- University of Barcelona, Barcelona, Spain. Institut d’Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS), Barcelona, Spain. Biomedical Research Networking Centre on Rare Diseases (CIBERER), ISCIII, Barcelona, Spain
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Kleib M, Arnaert A, Nagle LM, Ali S, Idrees S, Kennedy M, da Costa D. Digital health education and training for undergraduate and graduate nursing students: a scoping review protocol. JBI Evid Synth 2023; 21:1469-1476. [PMID: 36728743 DOI: 10.11124/jbies-22-00266] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
OBJECTIVE The objective of this review is to collate and analyze literature reporting on digital health education and training courses, or other pedagogical interventions, for nursing students at the undergraduate and graduate level to identify gaps and inform the development of future educational interventions. INTRODUCTION In this era of technology-driven health care, upskilling and/or reskilling the nursing workforce is urgently needed for nurses to lead the digital health future and improve patient care. While informatics competency frameworks serve to inform nursing education and practice, they do not address the entire digital health spectrum. INCLUSION CRITERIA This review will include research studies, theoretical/discussion papers, and reports, as well as gray literature from relevant sources published in the last 10 years. Opinion pieces, editorials, conference proceedings, and papers published in languages other than English will be excluded. METHODS The JBI methodology for scoping reviews will be followed. Searches will be conducted in Embase, CINAHL, ERIC, MEDLINE, Scopus, and Education Research Complete to retrieve potentially relevant studies. Hand searches of reference lists of included studies will be conducted. Two reviewers will independently screen records against predefined eligibility criteria and consult a third reviewer if conflicts arise. Decisions will be documented using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Quantitative data will be analyzed using descriptive statistics. Content analysis will be applied to qualitative data to identify categories and themes. Findings will be synthesized and reported in tables and narrative format. REVIEW REGISTRATION NUMBER Open Science Framework osf.io/42eug.
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Affiliation(s)
- Manal Kleib
- Faculty of Nursing, College of Health Sciences, University of Alberta, Edmonton, AB, Canada
| | - Antonia Arnaert
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
| | - Lynn M Nagle
- University of New Brunswick, Fredericton, NB, Canada
| | - Shamsa Ali
- Faculty of Nursing, College of Health Sciences, University of Alberta, Edmonton, AB, Canada
| | - Sobia Idrees
- Faculty of Nursing, College of Health Sciences, University of Alberta, Edmonton, AB, Canada
| | - Megan Kennedy
- John W. Scott Health Sciences Library, University of Alberta Library, Walter C. Mackenzie Health Sciences Centre, Edmonton, AB, Canada
| | - Daniel da Costa
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
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Lotrean LM, Sabo SA. Digital Health Training, Attitudes and Intentions to Use It among Romanian Medical Students: A Study Performed during COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1731. [PMID: 37372849 DOI: 10.3390/healthcare11121731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 06/02/2023] [Accepted: 06/09/2023] [Indexed: 06/29/2023] Open
Abstract
INTRODUCTION This study focuses on medical students from the University of Medicine and Pharmacy in Cluj-Napoca, Romania, and has three objectives. First, it evaluates the opinions of medical students regarding their previous training as well as their needs for future training in the field of digital health. Second, it assesses their attitudes regarding digital health and their intention to use digital tools as physicians. Lastly, the interrelationship between these issues as well as the socio-demographic factors which influence them are investigated. MATERIALS AND METHODS A cross-sectional survey was performed during June-August 2021 among fifth and sixth year students of the Faculty of Medicine from the Iuliu Hațieganu University of Medicine and Pharmacy in Cluj-Napoca, Romania. Anonymous online questionnaires were used which were filled in by 306 students. RESULTS Less than half of the participating students declared that they benefited from training or different practical examples during medical education regarding the use of digital tools in different medical areas, while the majority said that they would like to receive more training in the field of digital health. A total of 58.2% said that they totally agree with the introduction of a formal training in the medical curricula regarding digital health. Many students declared positive attitudes toward the use of digital tools in different domains within the medical field and intention to use digital tools as physicians; several differences were noted, including gender, year of study, type of domain, and previous training with regard to the use of digital tools in those domains. Moreover, the need for future training and the desire for the introduction of a formal training program into the medical curricula with regard to this field were stronger among those with more positive attitudes and higher intentions to use digital tools in their medical activity. CONCLUSIONS To the best of our knowledge, this is the first study from Romania which investigated the training, attitudes, and intentions regarding the use of digital health among Romanian medical students, and offers valuable information to guide the education of medical students.
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Affiliation(s)
- Lucia Maria Lotrean
- Department of Community Medicine, Iuliu Hatieganu University of Medicine and Pharmacy, 400347 Cluj-Napoca, Romania
| | - Simina Antonia Sabo
- Department of Community Medicine, Iuliu Hatieganu University of Medicine and Pharmacy, 400347 Cluj-Napoca, Romania
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Blease C, Kharko A, Bernstein M, Bradley C, Houston M, Walsh I, D Mandl K. Computerization of the Work of General Practitioners: Mixed Methods Survey of Final-Year Medical Students in Ireland. JMIR MEDICAL EDUCATION 2023; 9:e42639. [PMID: 36939809 PMCID: PMC10131917 DOI: 10.2196/42639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 12/14/2022] [Accepted: 01/15/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The potential for digital health technologies, including machine learning (ML)-enabled tools, to disrupt the medical profession is the subject of ongoing debate within biomedical informatics. OBJECTIVE We aimed to describe the opinions of final-year medical students in Ireland regarding the potential of future technology to replace or work alongside general practitioners (GPs) in performing key tasks. METHODS Between March 2019 and April 2020, using a convenience sample, we conducted a mixed methods paper-based survey of final-year medical students. The survey was administered at 4 out of 7 medical schools in Ireland across each of the 4 provinces in the country. Quantitative data were analyzed using descriptive statistics and nonparametric tests. We used thematic content analysis to investigate free-text responses. RESULTS In total, 43.1% (252/585) of the final-year students at 3 medical schools responded, and data collection at 1 medical school was terminated due to disruptions associated with the COVID-19 pandemic. With regard to forecasting the potential impact of artificial intelligence (AI)/ML on primary care 25 years from now, around half (127/246, 51.6%) of all surveyed students believed the work of GPs will change minimally or not at all. Notably, students who did not intend to enter primary care predicted that AI/ML will have a great impact on the work of GPs. CONCLUSIONS We caution that without a firm curricular foundation on advances in AI/ML, students may rely on extreme perspectives involving self-preserving optimism biases that demote the impact of advances in technology on primary care on the one hand and technohype on the other. Ultimately, these biases may lead to negative consequences in health care. Improvements in medical education could help prepare tomorrow's doctors to optimize and lead the ethical and evidence-based implementation of AI/ML-enabled tools in medicine for enhancing the care of tomorrow's patients.
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Affiliation(s)
- Charlotte Blease
- General Medicine and Primary Care, Beth Israel Deaconess Medical Center, Boston, MA, United States
| | - Anna Kharko
- Healthcare Sciences and e-Health, Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden
- School of Psychology, University of Plymouth, Plymouth, United Kingdom
| | - Michael Bernstein
- Department of Behavioral and Social Sciences, School of Public Health, Brown University, Providence, RI, United States
- Department of Diagnostic Imaging, Warren Alpert Medical School, Brown University, Providence, RI, United States
| | - Colin Bradley
- School of Medicine, University College Cork, Cork, Ireland
| | - Muiris Houston
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Ian Walsh
- Dentistry and Biomedical Sciences, School of Medicine, Queen's University, Belfast, Ireland
| | - Kenneth D Mandl
- Computational Health Informatics Program, Boston Children's Hospital, Boston, MA, United States
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Zainal H, Xiaohui X, Thumboo J, Yong FK. Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study. PLoS One 2023; 18:e0281108. [PMID: 36862708 PMCID: PMC9980755 DOI: 10.1371/journal.pone.0281108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Accepted: 01/16/2023] [Indexed: 03/03/2023] Open
Abstract
This study aims to explore the perspectives of medical trainees on the impartation of digital competencies in Singapore's medical school curricula. It also considers how the medical school experience can be strengthened in order to bridge potential gaps in the integration of these competencies in the local curricula. Findings were drawn from individual interviews with 44 junior doctors from Singapore's public healthcare institutions including hospitals and national specialty centers. House officers and residents from different medical and surgical specialties were recruited using purposive sampling. Data was interpreted using qualitative thematic analysis. The doctors were in their first to tenth year of post-graduate training. Thirty of them graduated from the three local medical schools whereas 14 others were trained overseas. Overall, they felt insufficiently prepared to utilize digital technologies in view of their limited exposure to such technologies in medical school. Six key reasons were identified: lack of flexibility and dynamism within the curriculum, dated learning style, limited access to electronic health records, gradual uptake of digital technologies in the healthcare sector, lack of an ecosystem that promotes innovation, and lack of guidance from qualified and available mentors. Equipping medical students with skills relevant to the digital age would benefit from a concerted effort from multiple stakeholders: medical schools, medical educators and innovators, as well as the government. This study bears important implications for countries that seek to bridge the 'transformation gap' brought about by the digital age, which is defined as the sharp divergence between innovations that healthcare providers recognize as important but for which they feel insufficiently prepared.
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Affiliation(s)
- Humairah Zainal
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Xin Xiaohui
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Julian Thumboo
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fong Kok Yong
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
- * E-mail:
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Ghaddaripouri K, Mousavi Baigi SF, Abbaszadeh A, Mazaheri Habibi MR. Attitude, awareness, and knowledge of telemedicine among medical students: A systematic review of cross-sectional studies. Health Sci Rep 2023; 6:e1156. [PMID: 36992712 PMCID: PMC10042283 DOI: 10.1002/hsr2.1156] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Revised: 02/06/2023] [Accepted: 03/06/2023] [Indexed: 03/29/2023] Open
Abstract
Background and Aims The success of every new technology depends on numerous factors, including specialists' knowledge and perceptions of the concept, acquired attitude skills, and work environments. This systematic review aimed to examine medical students' knowledge, attitudes, and perceptions of telemedicine. Methods Studies were obtained from the PubMed, Embase, Scopus, and Web of Science databases on June 9, 2022. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Cross-sectional studies that examined medical students' knowledge, attitude, and perceptions of telemedicine approaches were considered inclusion criteria. Titles and abstracts were independently screened based on eligibility criteria. Articles that did not meet the inclusion criteria were excluded from this review. After that, the complete texts were retrieved and screened by two separate researchers based on the eligibility criteria. Disputes were resolved by discussion. The same checklist was used for data extraction. To assess the quality of the studies entering this study, the Joanna Briggs Institute Critical Appraisal Checklist for analytical cross-sectional studies was used. Results In total, 10 eligible articles were found through this review. The sample size of the studies ranged from 60 to 3312 participants, or 6172 participants on the whole. The medical students' attitudes toward telemedicine were evaluated in eight included studies. Many of these studies (seven cases) reported positive and promising perspectives on telemedicine. However, in one study, participants revealed moderate attitudes toward online health information and online health experience sharing (p < 0.05). Students' knowledge of the telemedicine approach was evaluated in eight included studies. Many of these studies (five cases) reported that students possessed an extensively poor knowledge of telemedicine's uses. In three other studies, two reported moderate and one disclosed desirable levels of students' knowledge. All the included studies attributed medical students' poor knowledge to the lack of, and thus failure of, educational courses in this field. Conclusion The evidence obtained from this review reveals that medical students possess positive and promising attitudes toward telemedicine technology for education, treatment, and care. However, their knowledge levels were extremely insufficient, and many had not passed any educational courses in this respect. Such results can foreground the health and education policymakers' obligations for planning, training, and empowering digital health and telemedicine literacy among medical students as the primary players in social health.
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Affiliation(s)
- Kosar Ghaddaripouri
- Department of Health Information TechnologyVarastegan Institute for Medical SciencesMashhadIran
| | - Seyyedeh Fatemeh Mousavi Baigi
- Department of Health Information TechnologySchool of Paramedical and Rehabilitation SciencesMashhad University of Medical SciencesMashhadIran
- Student Research CommitteeMashhad University of Medical SciencesMashhadIran
| | - Ali Abbaszadeh
- Department of Health Information TechnologyAJA University of Medical ScienceTehranIran
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Tsopra R, Peiffer-Smadja N, Charlier C, Campeotto F, Lemogne C, Ruszniewski P, Vivien B, Burgun A. Putting undergraduate medical students in AI-CDSS designers' shoes: An innovative teaching method to develop digital health critical thinking. Int J Med Inform 2023; 171:104980. [PMID: 36681042 DOI: 10.1016/j.ijmedinf.2022.104980] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 12/26/2022] [Accepted: 12/27/2022] [Indexed: 12/31/2022]
Abstract
INTRODUCTION Digital health programs are urgently needed to accelerate the adoption of Artificial Intelligence and Clinical Decision Support Systems (AI-CDSS) in clinical settings. However, such programs are still lacking for undergraduate medical students, and new approaches are required to prepare them for the arrival of new and unknown technologies. At University Paris Cité medical school, we designed an innovative program to develop the digital health critical thinking of undergraduate medical students that consisted of putting medical students in AI-CDSS designers' shoes. METHODS We followed the six steps of Kern's approach for curriculum development: identification of needs, definition of objectives, design of an educational strategy, implementation, development of an assessment and design of program evaluation. RESULTS A stand-alone and elective AI-CDSS program was implemented for fourth-year medical students. Each session was designed from an AI-CDSS designer viewpoint, with theoretical and practical teaching and brainstorming time on a project that consisted of designing an AI-CDSS in small groups. From 2021 to 2022, 15 students were enrolled: they rated the program 4.4/5, and 80% recommended it. Seventy-four percent considered that they had acquired new skills useful for clinical practice, and 66% felt more confident with technologies. The AI-CDSS program aroused great enthusiasm and strong engagement of students: 8 designed an AI-CDSS and wrote two scientific 5-page articles presented at the Medical Informatics Europe conference; 4 students were involved in a CDSS research project; 2 students asked for a hospital internship in digital health; and 1 decided to pursue PhD training. DISCUSSION Putting students in AI-CDSS designers' shoes seemed to be a fruitful and innovative strategy to develop digital health skills and critical thinking toward AI technologies. We expect that such programs could help future doctors work in rapidly evolving digitalized environments and position themselves as key leaders in digital health.
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Affiliation(s)
- Rosy Tsopra
- Université Paris Cité, UFR de Médecine, Digital Health Program, Paris, France; Université Paris Cité, Sorbonne Université, Inserm, Centre de Recherche des Cordeliers, F-75006 Paris, France; Inria, HeKA, PariSanté Campus Paris, France; Department of Medical Informatics, AP-HP, Hôpital Européen Georges-Pompidou, F-75015 Paris, France
| | - Nathan Peiffer-Smadja
- Université Paris Cité, UFR de Médecine, Paris, France; Université Paris Cité, INSERM, IAME, F-75018 Paris, France; Infectious Diseases Department, Bichat-Claude Bernard Hospital, AP-HP, F-75018 Paris, France
| | - Caroline Charlier
- Université Paris Cité, UFR de Médecine, Paris, France; Cochin University Hospital, Division of Infectious Diseases and Tropical Medicine, AP-HP, Paris, France; Institut Pasteur, National Reference Center and WHO Collaborating Center Listeria, Paris, France; Institut Pasteur, Inserm U1117, Biology of Infection Unit, Paris, France
| | - Florence Campeotto
- Université Paris Cité, UFR de Médecine, Paris, France; Régulation Régionale Pédiatrique, SAMU de Paris, AP-HP, Hôpital Necker - Enfants Malades, Paris, France; Gastro-entérologie pédiatrique, AP-HP, Hôpital Necker - Enfants Malades, Paris, France; Faculté de Pharmacie, Université Paris Cité, Inserm UMR S1139, Paris, France
| | - Cédric Lemogne
- Université Paris Cité, UFR de Médecine, Paris, France; Université Paris Cité, INSERM U1266, Institut de Psychiatrie et Neurosciences de Paris, F-75014 Paris, France; Service de Psychiatrie de l'adulte, AP-HP, Hôpital Hôtel-Dieu, F-75004 Paris, France
| | - Philippe Ruszniewski
- Université Paris Cité, UFR de Médecine, Paris, France; Université de Paris, Centre of Research on Inflammation, INSERM U1149, Paris, France; Service de gastro-entérologie et pancréatologie, Hôpital Beaujon AP-HP, Paris, France
| | - Benoît Vivien
- Université Paris Cité, UFR de Médecine, Paris, France; Régulation Régionale Pédiatrique, SAMU de Paris, AP-HP, Hôpital Necker - Enfants Malades, Paris, France
| | - Anita Burgun
- Université Paris Cité, UFR de Médecine, Digital Health Program, Paris, France; Université Paris Cité, Sorbonne Université, Inserm, Centre de Recherche des Cordeliers, F-75006 Paris, France; Inria, HeKA, PariSanté Campus Paris, France; Department of Medical Informatics, AP-HP, Hôpital Européen Georges-Pompidou, F-75015 Paris, France
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Zainal H, Tan JK, Xiaohui X, Thumboo J, Yong FK. Clinical informatics training in medical school education curricula: a scoping review. J Am Med Inform Assoc 2023; 30:604-616. [PMID: 36545751 PMCID: PMC9933074 DOI: 10.1093/jamia/ocac245] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 11/22/2022] [Accepted: 12/05/2022] [Indexed: 12/24/2022] Open
Abstract
OBJECTIVES This scoping review evaluates the existing literature on clinical informatics (CI) training in medical schools. It aims to determine the essential components of a CI curriculum in medical schools, identify methods to evaluate the effectiveness of a CI-focused education, and understand its delivery modes. MATERIALS AND METHODS This review was informed by the methodological guidance of the Joanna Briggs Institute. Three electronic databases including PubMed, Scopus, and Web of Science were searched for articles discussing CI between January 2010 and December 2021. RESULTS Fifty-nine out of 3055 articles were included in our final analysis. Components of CI education include its utilization in clinical practice, ethical implications, key CI-related concepts, and digital health. Evaluation of educational effectiveness entails external evaluation by organizations external to the teaching institute, and internal evaluation from within the teaching institute. Finally, modes of delivery include various pedagogical strategies and teaching CI using a multidisciplinary approach. DISCUSSION Given the broad discussion on the required competencies, we propose 4 recommendations in CI delivery. These include situating CI curriculum within specific contexts, developing evidence-based guidelines for a robust CI education, developing validated assessment techniques to evaluate curriculum effectiveness, and equipping educators with relevant CI training. CONCLUSION The literature reveals that CI training in the core curricula will complement if not enhance clinical skills, reiterating the need to equip students with relevant CI competencies. Furthermore, future research needs to comprehensively address current gaps in CI training in different contexts, evaluation methodologies, and delivery modes to facilitate structured training.
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Affiliation(s)
- Humairah Zainal
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Joshua Kuan Tan
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Xin Xiaohui
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
| | - Julian Thumboo
- Health Services Research Unit, Singapore General Hospital, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fong Kok Yong
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
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Kedar S, Khazanchi D. Neurology education in the era of artificial intelligence. Curr Opin Neurol 2023; 36:51-58. [PMID: 36367213 DOI: 10.1097/wco.0000000000001130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
PURPOSE OF REVIEW The practice of neurology is undergoing a paradigm shift because of advances in the field of data science, artificial intelligence, and machine learning. To ensure a smooth transition, physicians must have the knowledge and competence to apply these technologies in clinical practice. In this review, we describe physician perception and preparedness, as well as current state for clinical applications of artificial intelligence and machine learning in neurology. RECENT FINDINGS Digital health including artificial intelligence-based/machine learning-based technology has made significant inroads into various aspects of healthcare including neurological care. Surveys of physicians and healthcare stakeholders suggests an overall positive perception about the benefits of artificial intelligence/machine learning in clinical practice. This positive perception is tempered by concerns for lack of knowledge and limited opportunities to build competence in artificial intelligence/machine learning technology. Literature about neurologist's perception and preparedness towards artificial intelligence/machine learning-based technology is scant. There are very few opportunities for physicians particularly neurologists to learn about artificial intelligence/machine learning-based technology. SUMMARY Neurologists have not been surveyed about their perception and preparedness to adopt artificial intelligence/machine learning-based technology in clinical practice. We propose development of a practical artificial intelligence/machine learning curriculum to enhance neurologists' competence in these newer technologies.
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Affiliation(s)
- Sachin Kedar
- Department of Ophthalmology
- Department of Neurology, Emory University School of Medicine, Atlanta, Georgia
| | - Deepak Khazanchi
- Department of Information Systems & Quantitative Analysis, College of Information Science and Technology, University of Nebraska at Omaha, Omaha, Nebraska, USA
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Eysenbach G, Lv Y, Chen L, Zhang X, Hu Y. The Current Knowledge, Attitudes, and Practices of the Neglected Methodology of Web-Based Questionnaires Among Chinese Health Workers: Web-Based Questionnaire Study. J Med Internet Res 2023; 25:e41591. [PMID: 36533302 PMCID: PMC9919466 DOI: 10.2196/41591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 11/23/2022] [Accepted: 12/19/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND Web-based questionnaire (WBQ) surveys are popular, but the quality of reporting WBQ survey research is uneven and unsatisfactory worldwide. Education and training on WBQ methodology may be necessary. However, the current knowledge, attitudes, and practices (KAP) of its methodology remain unknown. OBJECTIVE We investigated the KAP of WBQ methodology among Chinese health workers for the first time to clarify the possible reasons for the unsatisfactory reporting quality of WBQ survey research from China's experience, aiming to provide a basis for improvement. METHODS We developed a structured WBQ based on the current recommendations and knowledge and investigated 458 health workers from June 7 to July 6, 2022. A total of 381 valid questionnaires were analyzed after data processing. We defined 50% and 75% as "qualified" and "satisfactory" in knowledge and practice topics to describe the results and analyzed the basic characteristics of the participants who had difficulties in conducting WBQ survey research. RESULTS A total of 215 (56.4%) participants had used WBQs for investigation, mostly more than 2 times (88.3%), but only 95 (44.2%) of them had ever received methodological training. A total of 134 (62.3%) users believed that WBQs were practical, but 126 (58.6%) had doubts about the reliability of the results. Most of the knowledge and practice topics did not reach a satisfactory level, and some even did not reach a qualified level. A total of 95 (44.2%)-136 (63.3%) of the users had reported difficulties in conducting WBQ survey research, and different participants could have different difficulties according to their characteristics. In addition, 191 (88.8%) users believed training was necessary. CONCLUSIONS We found that Chinese health workers seriously underestimated and neglected the importance of the WBQ methodology, which may be an important reason for the reduced reporting quality of WBQ survey research. Medical educators need to strengthen methodological training on WBQs, which may help to improve the quality of WBQ survey research.
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Affiliation(s)
| | - Yuxin Lv
- Department of Child Health Care, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Pediatrics, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, Chongqing, China
| | - Lin Chen
- Department of Child Health Care, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Pediatrics, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, Chongqing, China
| | - Xuan Zhang
- Department of Child Health Care, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Pediatrics, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, Chongqing, China
| | - Yan Hu
- Department of Child Health Care, Children's Hospital of Chongqing Medical University, Chongqing Key Laboratory of Pediatrics, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, Chongqing, China
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Seemann R, Mielke A, Glauert D, Gehlen T, Poncette A, Mosch L, Back D. Implementation of a digital health module for undergraduate medical students: A comparative study on knowledge and attitudes. Technol Health Care 2023; 31:157-164. [PMID: 35754241 PMCID: PMC9912741 DOI: 10.3233/thc-220138] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
BACKGROUND Digital competencies are more and more required in everyday work, and training future healthcare professionals in digital health is highly important. OBJECTIVE Aim of this study was to assess medical students' gain of knowledge by participation in a teaching module "Digital Health", and to evaluate their attitudes towards digital health and its role in medical education. METHODS Students of the module were asked to complete a questionnaire and a multiple-choice-test before and after completing the classes. Students of the same educational level in different modules served as reference group. RESULTS 34 students took part (n= 17 "Digital Health group"; n= 17 "reference group"). There was no significant difference in pre-existing knowledge between the groups. After having completed the module, participants reached significantly higher scores, compared to their preexisting knowledge (p< 0.05) and the reference group (p< 0.05). Most students found that digital medicine is not sufficiently represented in undergraduate medical education, but will influence everyday work of physicians in the next five years. CONCLUSIONS Students showed a high awareness for the impact of digital health on physicians' work. The results suggest that the format can sufficiently transfer knowledge about digital health. Teaching of digital knowledge and competencies should be firmly implemented into medical education to form digitally competent future doctors.
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Affiliation(s)
- R.J. Seemann
- Center for Musculoskeletal Surgery, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
| | - A.M. Mielke
- Center for Musculoskeletal Surgery, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
| | - D.L. Glauert
- Department of Anesthesiology and Intensive Care Medicine, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin Institute of Health, Berlin, Germany,Institute of Medical Informatics, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin Institute of Health, Berlin, Germany
| | - T. Gehlen
- Center for Musculoskeletal Surgery, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
| | - A.S. Poncette
- Department of Anesthesiology and Intensive Care Medicine, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin Institute of Health, Berlin, Germany,Institute of Medical Informatics, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin Institute of Health, Berlin, Germany
| | - L.K. Mosch
- Department of Anesthesiology and Intensive Care Medicine, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin Institute of Health, Berlin, Germany,Institute of Medical Informatics, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin Institute of Health, Berlin, Germany
| | - D.A. Back
- Center for Musculoskeletal Surgery, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany,Clinic for Traumatology and Orthopedics, Military Academic Hospital Berlin, Berlin, Germany,Dieter Scheffner Center for Medical Education and Educational Research, Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany,Corresponding author: David Alexander Back, Clinic for Traumatology and Orthopedics, Military Academic Hospital Berlin Scharnhorststrasse 13, 10115 Berlin, Germany. E-mail:
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eHealth competence building for future doctors and nurses - Attitudes and capabilities. Int J Med Inform 2023; 169:104912. [PMID: 36356432 DOI: 10.1016/j.ijmedinf.2022.104912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 10/28/2022] [Accepted: 10/28/2022] [Indexed: 11/06/2022]
Abstract
BACKGROUND Digitalisation is rapidly changing health care processes and the health care sector, thus increasing the need to improve the digital competence of future health care professionals. PURPOSE The aim of this study was to describe the attitudes of medical and nursing students towards digital health based on self-evaluation as well as to compare the differences in perceptions between the two student groups. METHODS A cross-sectional study was conducted as an online survey using the Webropol in April 2021 at the University of Oulu and Oulu University of Applied Sciences in Finland. The survey questionnaire consisted of seven background questions and 16 statements on a five-point Likert scale (fully disagree to fully agree) to survey student attitudes towards eHealth, and their digital capabilities. RESULTS A total of 250 medical and nursing students were invited to participate in the study and 170 of them took the survey (response rate 68 %). Of those answered, 38 % (n = 64) were nursing and 32 % (n = 106) medical students. Students generally had a positive attitude towards eHealth and health care digitalisation. The differences in perceptions and preparedness between medical and nursing students were surprisingly small in the two student groups. There was a statistically significant difference between the two groups in three out of 16 statements: these were related to changes in the roles of health care professionals and patients as well as the students' knowledge of information contained in the national patient portal. CONCLUSIONS The results of this study provide a good starting point for further harmonisation of the curriculum for both health professional groups regarding the teaching of eHealth and telemedicine.
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Baumgartner M, Sauer C, Blagec K, Dorffner G. Digital health understanding and preparedness of medical students: a cross-sectional study. MEDICAL EDUCATION ONLINE 2022; 27:2114851. [PMID: 36036219 PMCID: PMC9423824 DOI: 10.1080/10872981.2022.2114851] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 07/31/2022] [Accepted: 08/16/2022] [Indexed: 06/15/2023]
Abstract
Digitalisation is changing all areas of our daily life. This changing environment requires new competences from physicians in all specialities. This study systematically surveyed the knowledge, attitude, and interests of medical students. These results will help further develop the medical curriculum, as well as increase our understanding of future physicians by other healthcare market players. A web-based survey consisting of four sections was developed: Section one queried demographic data, section two assessed the current digital health knowledge of medical students, section three queried their attitudes about the future impact of digital health in medicine and section four assessed the recommendations medical students have for the medical curriculum in terms of digital health. This survey was distributed to all (11,978) student at all public Austrian medical schools. A total of 8.4% of the medical student population started the survey. At the knowledge self-assessment section, the medical students reached mean of 11.74 points (SD 4.42) out of a possible maximum of 32 (female mean 10.66/ SD 3.87, male mean 13.34/SD 4.50). The attitude section showed that students see digitalisation as a threat, especially with respect to the patient-physician relationship. The curriculum recommendation section showed a high interest for topics related to AI, a per study year increasing interest in impact of digital health in communication, as well as a decreasing interest in robotic related topics. The attitude towards digital health can be described as sceptical. To ensure that future physicians keep pace with this development and fulfil their responsibility towards the society, medical schools need to be more proactive to foster the understanding of medical students that digital health will persistently alter the medical practice.
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Affiliation(s)
- Martin Baumgartner
- Center for Medical Statistics, Informatics and Intelligent Systems, Medical University of Vienna, Vienna, Austria
| | - Christoph Sauer
- Center for Medical Statistics, Informatics and Intelligent Systems, Medical University of Vienna, Vienna, Austria
| | - Kathrin Blagec
- Center for Medical Statistics, Informatics and Intelligent Systems, Medical University of Vienna, Vienna, Austria
| | - Georg Dorffner
- Center for Medical Statistics, Informatics and Intelligent Systems, Medical University of Vienna, Vienna, Austria
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Davies A, Hassey A, Williams J, Moulton G. Creation of a core competency framework for clinical informatics: From genesis to maintaining relevance. Int J Med Inform 2022; 168:104905. [DOI: 10.1016/j.ijmedinf.2022.104905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 10/04/2022] [Accepted: 10/23/2022] [Indexed: 11/07/2022]
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