Department of Population Health, New York University Grossman School of Medicine, 227 East 30th Street 6th Floor, New York, NY, 10016, United States, 1 6465012684.
JMIR Med Educ. 2024 Aug 29;10:e54173. doi: 10.2196/54173.
Health care delivery is undergoing an accelerated period of digital transformation, spurred in part by the COVID-19 pandemic and the use of "virtual-first" care delivery models such as telemedicine. Medical education has responded to this shift with calls for improved digital health training, but there is as yet no universal understanding of the needed competencies, domains, and best practices for teaching these skills. In this paper, we argue that a "digital determinants of health" (DDoH) framework for understanding the intersections of health outcomes, technology, and training is critical to the development of comprehensive digital health competencies in medical education. Much like current social determinants of health models, the DDoH framework can be integrated into undergraduate, graduate, and professional education to guide training interventions as well as competency development and evaluation. We provide possible approaches to integrating this framework into training programs and explore priorities for future research in digitally-competent medical education.
医疗保健服务正在经历数字化转型的加速阶段，部分原因是 COVID-19 大流行以及远程医疗等“虚拟优先”医疗服务模式的应用。医疗教育也针对这一转变呼吁加强数字健康培训，但对于教授这些技能所需的能力、领域和最佳实践，尚未达成普遍共识。在本文中，我们认为，理解健康结果、技术和培训之间相互关系的“健康的数字决定因素”（DDoH）框架对于医学教育中全面发展数字健康能力至关重要。就像当前的社会决定健康因素模型一样，DDoH 框架可以整合到本科、研究生和专业教育中，以指导培训干预措施以及能力发展和评估。我们提供了将该框架整合到培训计划中的可能方法，并探讨了数字能力医学教育未来研究的优先事项。
