โก Quick Summary
The recent study developed the Digital Health Competencies in Medical Education (DECODE) framework, aiming to enhance digital health education for medical students and junior physicians globally. This framework, based on a consensus from 211 experts across 79 countries, outlines 19 competencies and 33 mandatory learning outcomes to better prepare future physicians for the digital transformation in healthcare.
๐ Key Details
- ๐ Participants: 211 experts from 79 countries
- ๐ Methodology: 2-round modified Delphi survey
- ๐ Timeline: December 2022 – July 2023
- ๐ Framework Components: 4 domains, 19 competencies, 33 mandatory and 145 discretionary learning outcomes
๐ Key Takeaways
- ๐ DECODE framework aims to standardize digital health education in medical curricula.
- ๐ก Four main domains include professionalism in digital health, patient and population digital health, health information systems, and health data science.
- ๐ Consensus achieved with a minimum agreement of 70% among experts.
- ๐ Emphasis on digital health literacy and addressing socioeconomic inequities in education.
- ๐ ๏ธ Framework adaptable to the needs and resources of individual medical institutions.
- ๐ 33 mandatory and 145 discretionary learning outcomes provide a comprehensive educational guide.
- ๐ค Collaboration among a diverse group of experts enhances the framework’s relevance.
- ๐๏ธ Final consensus meeting held on September 8, 2023.
๐ Background
The rapid digitalization of healthcare has created a pressing need for enhanced digital health education for medical students and junior physicians. Despite the growing importance of digital health, many medical institutions lack structured curricula to equip future healthcare professionals with the necessary skills. The DECODE framework aims to fill this gap by providing a comprehensive, evidence-informed guide for medical educators worldwide.
๐๏ธ Study
The study involved a rigorous two-round modified Delphi survey, where a core group of experts developed an initial list of competencies based on a scoping review and expert consultations. The diverse panel of 211 experts participated in discussions to refine the framework, ultimately leading to a consensus on the key competencies and learning outcomes essential for digital health education.
๐ Results
The DECODE framework comprises four domains and 19 competencies, with a total of 33 mandatory and 145 discretionary learning outcomes. Each competency is designed to ensure that medical students acquire the necessary skills and knowledge to navigate the complexities of digital health. The framework also highlights critical areas for consideration, such as variations in nomenclature and the importance of digital health literacy.
๐ Impact and Implications
The DECODE framework is poised to significantly impact medical education by providing a structured approach to digital health training. By adopting this framework, medical institutions can better prepare future physicians for the ongoing digital transformation in healthcare. This initiative not only enhances the quality of education but also addresses the pressing need for healthcare professionals to be proficient in digital health technologies.
๐ฎ Conclusion
The development of the DECODE framework represents a significant step forward in medical education, emphasizing the importance of digital health competencies. As healthcare continues to evolve, it is crucial for medical schools to adopt and adapt this framework to meet their specific needs. By doing so, they can ensure that future physicians are well-equipped to thrive in a digitally-driven healthcare landscape.
๐ฌ Your comments
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The Digital Health Competencies in Medical Education Framework: An International Consensus Statement Based on a Delphi Study.
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.
Author: [‘Car J’, ‘Ong QC’, ‘Erlikh Fox T’, ‘Leightley D’, ‘Kemp SJ’, ‘ล vab 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’, ‘Digital Health Systems Collaborative’, ‘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’, ‘Flรผgge T’, ‘Bokun T’, ‘Dissanayake VHW’, ‘Ho V’, ‘Obadiel YA’]
Journal: JAMA Netw Open
Citation: Car J, et al. The Digital Health Competencies in Medical Education Framework: An International Consensus Statement Based on a Delphi Study. The Digital Health Competencies in Medical Education Framework: An International Consensus Statement Based on a Delphi Study. 2025; 8:e2453131. doi: 10.1001/jamanetworkopen.2024.53131