Digital competencies in medical education in Switzerland: an overview of the current situation

Hautz, Stefanie C.; Hoffmann, Michèle J.; Exadaktylos, Aristomenis K.; Hautz, Wolf E.; Sauter, Thomas

doi:10.3205/zma001355

Cited by 7 publications

(7 citation statements)

References 10 publications

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“…The divergence between competencies taught in medical schools and those relevant to clinical practice has also been discussed in studies done in USA and Italy [ 7 , 34 ]. Areas where digital skills and expertise are needed but that are lacking among the teaching fraternity are also common in the USA and Switzerland [ 35 , 36 ]. Furthermore, the perception that healthcare lags behind other industries in the implementation of digital technologies has also been recognized by other studies [ 37 , 38 ].…”

Section: Discussionmentioning

confidence: 99%

“…Yet, while some medical schools in countries such as Germany and Switzerland have made training in telemedicine, digital medicine and data science mandatory for its students [ 22 , 36 ], these courses are largely taught as electives or only briefly within Singapore’s formal medical school curricula. Additionally, while a memorization-based and risk-averse curricula form a common challenge of most medical schools in developed economies [ 12 , 39 , 40 ], what forms a significant barrier to innovation and curricular implementation of digital topics in Singapore is its hectic clinical environment, which offers very limited time for its trainees to explore digital technologies and embark on innovation projects of interest.…”

Section: Discussionmentioning

confidence: 99%

“…Lastly, to address trainees’ concern about the lack of guidance from qualified seniors, strong mentorship from competent medical educators is necessary. Interdisciplinary collaboration and networking among educators could help address the need for combined expertise in digitalization, medical education and medical science [ 36 ]. This would help to ensure the inclusion of competence from the widest range of specializations [ 36 ].…”

Section: Recommendationsmentioning

confidence: 99%

“…Interdisciplinary collaboration and networking among educators could help address the need for combined expertise in digitalization, medical education and medical science [ 36 ]. This would help to ensure the inclusion of competence from the widest range of specializations [ 36 ]. For doctors with little or no experience with digital technologies, they could undergo training via Continual Medical Education (CME) programs and learn from those outside of the medical community.…”

Section: Recommendationsmentioning

confidence: 99%

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Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

et al. 2023

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This study aims to explore the perspectives of medical trainees on the impartation of digital competencies in Singapore’s medical school curricula. It also considers how the medical school experience can be strengthened in order to bridge potential gaps in the integration of these competencies in the local curricula. Findings were drawn from individual interviews with 44 junior doctors from Singapore’s public healthcare institutions including hospitals and national specialty centers. House officers and residents from different medical and surgical specialties were recruited using purposive sampling. Data was interpreted using qualitative thematic analysis. The doctors were in their first to tenth year of post-graduate training. Thirty of them graduated from the three local medical schools whereas 14 others were trained overseas. Overall, they felt insufficiently prepared to utilize digital technologies in view of their limited exposure to such technologies in medical school. Six key reasons were identified: lack of flexibility and dynamism within the curriculum, dated learning style, limited access to electronic health records, gradual uptake of digital technologies in the healthcare sector, lack of an ecosystem that promotes innovation, and lack of guidance from qualified and available mentors. Equipping medical students with skills relevant to the digital age would benefit from a concerted effort from multiple stakeholders: medical schools, medical educators and innovators, as well as the government. This study bears important implications for countries that seek to bridge the ‘transformation gap’ brought about by the digital age, which is defined as the sharp divergence between innovations that healthcare providers recognize as important but for which they feel insufficiently prepared.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

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Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

et al. 2023

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“…However, it is important to note that medical schools in many countries worldwide have already recognized the urgent need to implement eHealth in the curriculum. The rate of progress in the digitalization of health care has increased, especially since 2020, for instance, in Switzerland [ 56 ]. A next step for German medical schools would be to integrate digital competencies in the NKLM ( Nationaler Kompetenzbasierter Lernzielkatalog Medizin or National Competence-Based Learning Goal Catalog for Medicine) accordingly [ 22 , 57 ].…”

Section: Discussionmentioning

confidence: 99%

Piloting an Innovative Concept of e–Mental Health and mHealth Workshops With Medical Students Using a Participatory Co-design Approach and App Prototyping: Case Study

Dederichs¹,

Nitsch²,

Apolinário-Hagen³

2022

JMIR Med Educ

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Background Medical students show low levels of e–mental health literacy. Moreover, there is a high prevalence of common mental illnesses among medical students. Mobile health (mHealth) apps can be used to maintain and promote medical students’ well-being. To date, the potential of mHealth apps for promoting mental health among medical students is largely untapped because they seem to lack familiarity with mHealth. In addition, little is known about medical students’ preferences regarding mHealth apps for mental health promotion. There is a need for guidance on how to promote competence-based learning on mHealth apps in medical education. Objective The aim of this case study is to pilot an innovative concept for an educative workshop following a participatory co-design approach and to explore medical students’ preferences and ideas for mHealth apps through the design of a hypothetical prototype. Methods We conducted a face-to-face co-design workshop within an elective subject with 26 participants enrolled at a medical school in Germany on 5 consecutive days in early March 2020. The aim of the workshop was to apply the knowledge acquired from the lessons on e–mental health and mHealth app development. Activities during the workshop included group work, plenary discussions, storyboarding, developing personas (prototypical users), and designing prototypes of mHealth apps. The workshop was documented in written and digitalized form with the students’ permission. Results The participants’ feedback suggests that the co-design workshop was well-received. The medical students presented a variety of ideas for the design of mHealth apps. Among the common themes that all groups highlighted in their prototypes were personalization, data security, and the importance of scientific evaluation. Conclusions Overall, this case study indicates the feasibility and acceptance of a participatory design workshop for medical students. The students made suggestions for improvements at future workshops (eg, use of free prototype software, shift to e-learning, and more time for group work). Our results can be (and have already been) used as a starting point for future co-design workshops to promote competence-based collaborative learning on digital health topics in medical education.

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Views of assistant professors on digital transformation in otorhinolaryngology education

Hildenbrand,

Kuhn,

Everad

et al. 2024

HNO

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Zusammenfassung Hintergrund Die digitale Transformation in der curricularen Lehre des Medizinstudiums beinhaltet zum einen die zunehmende Nutzung digitaler Lehr‑/Lernformate und zum anderen die Vermittlung von digitalen ärztlichen Kompetenzen. Auch in der fachärztlichen Weiterbildung müssen im Zuge der Veränderungen Konzepte der Wissensvermittlung und Kompetenzprofile überdacht und vermittelt werden. Ziel der Arbeit Ziel der vorliegenden Studie war die Ermittlung des aktuellen Stands der digitalen Transformation in der HNO-Lehre in Aus- und Weiterbildung an universitären Hals‑, Nasen- und Ohrenkliniken. Material und Methoden Ein Fragebogen mit 9 Fragen zu Themen der digitalen Transformation wurde an die Lehrbeauftragten der 37 nationalen universitären Hals‑, Nasen- und Ohrenkliniken verschickt. Die Umfrage erfolgte online anonym über das Umfrageportal SurveyMonkey® (San Mateo, CA, USA). Ergebnisse An der Umfrage nahmen 86,5 % der angeschriebenen Lehrbeauftragten teil. Nur 25 % der HNO-Kliniken bieten eine Lehrveranstaltung zur Vermittlung digitaler Kompetenzen für Studierende an. Digitale Lehrmethoden kommen nur in der Hälfte der Kliniken zum Einsatz. Nur 56,25 % der Lehrbeauftragten erhalten bei der Umsetzung der digitalen Transformation Unterstützung. In 40,62 % der Kliniken wird die digitale Transformation in der Weiterbildung thematisiert, aber nur 28,12 % der teilnehmenden Kliniken wenden digitale Lehrmethoden in der fachärztlichen Weiterbildung an. Schlussfolgerung Insbesondere im Bereich der curricularen Lehre werden einige Aspekte der digitalen Transformation bereits umgesetzt, nicht zuletzt auch getrieben durch die COVID-19-Pandemie. Insgesamt zeigt sich allerdings noch ein deutlicher Nachholbedarf sowohl in der Ausbildung von Studierenden als insbesondere auch in der Ausbildung von Weiterbildungsassistenten der HNO-Heilkunde.

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Digital competencies in medical education in Switzerland: an overview of the current situation

Cited by 7 publications

References 10 publications

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study

Piloting an Innovative Concept of e–Mental Health and mHealth Workshops With Medical Students Using a Participatory Co-design Approach and App Prototyping: Case Study

Views of assistant professors on digital transformation in otorhinolaryngology education

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