Akira-Sebastian Poncette|Daniel Leon Glauert|Lina Mosch|Katarina Braune|Felix Balzer|David Alexander Back
Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study
Humboldt-Universität zu Berlin|Charité - Universitätsmedizin Berlin|Freie Universität Berlin|Einstein Center Digital Future|Humboldt-Universität zu Berlin|Charité - Universitätsmedizin Berlin|Freie Universität Berlin|Humboldt-Universität zu Berlin|Charité - Universitätsmedizin Berlin|Freie Universität Berlin|Humboldt-Universität zu Berlin|Charité - Universitätsmedizin Berlin|Freie Universität Berlin|Humboldt-Universität zu Berlin|Charité - Universitätsmedizin Berlin|Freie Universität Berlin|Einstein Center Digital Future|Humboldt-Universität zu Berlin|Charité - Universitätsmedizin Berlin|Freie Universität Berlin|Bundeswehrkrankenhaus
background owing increase digital technologies health care recently leveraged covid19 pandemic physicians required use technologies appropriately familiar implications patient care health system society therefore medical students confronted digital health medical education however corresponding teaching formats concepts still largely lacking medical curricula objective study aims introduce digital health curricular module german medical school identify undergraduate medical competencies digital health suitable teaching methods methods developed 3week curricular module digital health thirdyear medical students large german medical school taking place first time january 2020 semistructured interviews 5 digital health experts recorded transcribed analyzed using abductive approach obtained feedback participating students lecturers module 17item survey questionnaire results module received overall positive feedback students lecturers expressed need digital health education stated field important clinical care underrepresented current medical curriculum extracted detailed overview digital health competencies skills knowledge teach students expert interviews also contained suggestions teaching methods statements supporting urgency implementation digital health education mandatory curriculum conclusions elective class seems suitable format timely introduction digital health education however longitudinal implementation mandatory curriculum goal beyond training future physicians digital skills teaching digital healths ethical legal social implications experiencebased development critical digital health mindset openness innovation ability assess everchanging health technologies broad transdisciplinary approach translate research clinical routine seem important therefore teaching digital health practicebased possible involve educational cooperation different institutions academic disciplines