Are Medical Schools Keeping Pace with Digital Health?
Digital health technologies (DHT) are rapidly transforming healthcare, but are medical schools adequately preparing future physicians for this change? A recent study published in BMC Medical Education investigates how top-ranked medical schools integrate DHT into their curricula. The research highlights an apparent disconnect and raises questions about the readiness of medical education to meet the demands of a technology-driven future.
The Rise of Digital Health
Over the last decade, awareness of DHT has exploded, fueled by advances in wearable tech and the acceleration of telehealth during the COVID-19 pandemic. The World Health Organization (WHO) defines DHT as “the use of information and communications technology in support of health and health-related fields.” This encompasses a wide range of tools, from activity trackers that monitor vital signs to artificial intelligence (AI) that can assist in medical diagnoses.
Examples of DHT include:
- Wearable devices, like smartwatches, that can detect atrial fibrillation, a major risk factor for stroke.
- Virtual Reality (VR) used to train surgeons or manage chronic pain.
- AI algorithms that assist radiologists in detecting anomalies in X-ray images.
- Smartphone apps for managing conditions like diabetes during pregnancy.
Despite the clear benefits and the growing implementation of DHT in clinical settings, the study’s authors note that physicians may not possess the skills to fully utilize this technology. They cite that only a small percentage of physicians-in-training are familiar with AI.
Research Methodology
The study employed a “descriptive landscape analysis” to assess the integration of DHT in medical schools. The researchers examined the websites of 60 top-ranked medical schools across the globe, selected based on the Times Higher Education (THE) World University Rankings 2021. They analyzed these sites to determine if the schools mentioned DHT or innovation in either their university or medical school mission statements and their curricula. The study also investigated specific course offerings and how universities nurture DHT-related competencies.
Key Findings
The study’s findings paint a picture where, despite the growing importance of technology in health care, DHT and innovation are not commonly highlighted:
- Mission Statements: None of the 57 universities analyzed mentioned DHT in their mission statements. However, a small portion referred to innovation.
- Curriculum Integration: Only four universities demonstrated a curriculum with different DHT areas.
- The study found that the majority of DHT teaching occurs through project work rather than dedicated courses.
Figure 1: An outline of a suggested evolution of medical schools in relation to teaching DHT. Most medical schools (no.=37) appeared to have no obvious inclination to teach DHT, nine medical schools appeared to have the inclination to teach DHT as indicated in their university’s mission, nine medical schools appeared to have the inclination to teach DHT as indicated in their medical school’s mission, and four medical schools have at least one obvious DHT offering
Implications and Recommendations
The researchers suggest that medical schools are missing an opportunity to better prepare future physicians for the evolving healthcare landscape. They recommend that medical schools do more to integrate DHT into their curricula, perhaps including courses directly about:
- Mobile Health
- Wearables
- Artificial Intelligence
- Augmented Reality and VR
- 3D Printing
The researchers propose that these types of courses, along with experiential learning, are critical to equipping medical students with the tech-savvy skills required in today’s world. They acknowledge that barriers to this integration include a lack of multidisciplinary collaboration involving both medical and engineering faculties.
Conclusion
As DHT continues to transform the healthcare sector, it is increasingly important that medical institutions prepare their students. This study serves as a call to action, urging medical schools to prioritize technology training in their curricula. The goal is to arm future physicians with the knowledge and skills that are required to leverage DHT, and ultimately improve patient outcomes. By bridging the current gap between the technology’s potential and the practical training received by medical students, institutions can ensure the next generation is prepared for the changing face of modern medicine.
