dc.contributor.author
Poncette, Akira-Sebastian
dc.contributor.author
Glauert, Daniel Leon
dc.contributor.author
Mosch, Lina
dc.contributor.author
Braune, Katarina
dc.contributor.author
Balzer, Felix
dc.contributor.author
Back, David
dc.date.accessioned
2020-11-09T09:30:03Z
dc.date.available
2020-11-09T09:30:03Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/28790
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-28539
dc.description.abstract
Background: Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula.
Objective: This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods.
Methods: We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire.
Results: The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum.
Conclusions: An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.
en
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
digital health
en
dc.subject
digital health education
en
dc.subject
elective module
en
dc.subject
eHealth education
en
dc.subject
medical school
en
dc.subject
digital health mindset
en
dc.subject
qualitative research
en
dc.subject.ddc
600 Technik, Medizin, angewandte Wissenschaften::610 Medizin und Gesundheit::610 Medizin und Gesundheit
dc.title
Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.articlenumber
e22161
dcterms.bibliographicCitation.doi
10.2196/22161
dcterms.bibliographicCitation.journaltitle
Journal of Medical Internet Research
dcterms.bibliographicCitation.number
10
dcterms.bibliographicCitation.originalpublishername
JMIR Publications
dcterms.bibliographicCitation.volume
22
refubium.affiliation
Charité - Universitätsmedizin Berlin
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.bibliographicCitation.pmid
33118935
dcterms.isPartOf.eissn
1438-8871