Introduction
Digital Health Technology (DHT) is rapidly transforming healthcare, yet a new study reveals that medical schools are struggling to keep pace. The research, published in BMC Medical Education, highlights a concerning disconnect between the growing implementation of DHT in clinical settings and the preparedness of medical students to leverage these technologies.
The Rise of Digital Health
Over the past decade, DHT has garnered increasing interest from various sectors, including scientists, practitioners, and the public. This surge has been fueled by the proliferation of wearable devices and the accelerating impact of the COVID-19 pandemic, which pushed healthcare providers to adopt alternative methods of patient care, such as telehealth. The World Health Organization (WHO) defines DHT as the “use of information and communications technology in support of health and health-related fields.” It encompasses a wide array of emerging technologies.
For example, DHT includes wearable devices that can detect serious health conditions. Smartwatches can identify atrial fibrillation, a cardiac arrhythmia that increases stroke risk. Similarly, virtual reality (VR) is used to train surgeons, improving patient safety. Artificial Intelligence (AI) aids radiology by detecting abnormalities in X-ray images. Furthermore, smartphone applications enable pregnant women to self-monitor blood glucose levels. These advancements highlight the potential of DHT to improve patient outcomes and enhance the quality of care.
The Competency Gap
Despite the widespread implementation of DHT, including electronic health records, there is a recognized gap in physician competency. Studies show physicians and medical students lack sufficient familiarity with AI. Clinicians often express concerns about the accuracy of data collected from wearables. This lack of knowledge and confidence represents a missed opportunity for improving care delivery.
Medical schools are the ideal place to equip future physicians with the necessary skills. However, a recent study found that more than half of medical students perceive their DHT competencies as poor or very poor. Existing research points out that medical school offerings are limited, with few studies focusing on specific areas like telehealth and mobile health.
Research Methodology
This study employed a descriptive landscape analysis to evaluate the integration of DHT and innovation into the curricula of top-ranked medical schools worldwide. Researchers analyzed the websites of 60 medical schools. Phase I examined their mission statements for any mention of teaching innovation or DHT. Phase II analyzed how innovation and DHT were integrated into the curriculum. The study adhered to the Checklist for Assessment and Reporting of Document Analysis (CARDA) to ensure the rigor of the document review.
Key Findings
- Mission Statement Analysis: The study found that few universities and medical schools mentioned DHT or innovation. Only a small percentage of universities mentioned ‘innovation’ in their mission statements (15.8%) and a similar percentage did so in their medical school mission statements (15.8%).
- Curriculum Integration: The study identified only four universities that cover diverse DHT areas within their curricula.
Analysis and Discussion
The study’s findings underscore a critical need for medical schools to better integrate DHT into their curricula. The authors found a disconnect between what medical schools claim they are preparing students for and what is actually offered. Those few universities offering DHT often integrate it into innovation projects rather than through comprehensive lecture-based courses.
The authors suggest that the lack of integration of DHT in medical schools’ curricula represents a missed opportunity to improve the quality of care. They emphasize the importance of a multidisciplinary approach, involving collaborations between medical schools and engineering or business schools.
Conclusion
As DHT continues to reshape healthcare, equipping future physicians with the necessary competencies is paramount. This study serves as a call to action, urging medical schools to prioritize the integration of DHT into their curricula to ensure physicians are well-prepared for the future of medicine.
