Centre for Digital Transformation of Health, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, 700 Swanston Street, Parkville, Melbourne, 3010, Australia, 61 9035 5553.
Melbourne Dental School, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia.
JMIR Med Educ. 2024 Oct 31;10:e54112. doi: 10.2196/54112.
Digital transformation has disrupted many industries but is yet to revolutionize health care. Educational programs must be aligned with the reality that goes beyond developing individuals in their own professions, professionals wishing to make an impact in digital health will need a multidisciplinary understanding of how business models, organizational processes, stakeholder relationships, and workforce dynamics across the health care ecosystem may be disrupted by digital health technology. This paper describes the redesign of an existing postgraduate program, ensuring that core digital health content is relevant, pedagogically sound, and evidence-based, and that the program provides learning and practical application of concepts of the digital transformation of health. Existing subjects were mapped to the American Medical Informatics Association Clinical Informatics Core Competencies, followed by consultation with leadership to further identify gaps or opportunities to revise the course structure. New additions of core and elective subjects were proposed to align with the competencies. Suitable electives were chosen based on stakeholder feedback and a review of subjects in fields relevant to digital transformation of health. The program was revised with a new title, course overview, course intended learning outcomes, reorganizing of core subjects, and approval of new electives, adding to a suite of professional development offerings and forming a structured pathway to further qualification. Programs in digital health must move beyond purely informatics-based competencies toward enabling transformational change. Postgraduate program development in this field is possible within a short time frame with the use of established competency frameworks and expert and student consultation.
数字转型颠覆了许多行业，但在医疗保健领域仍有待实现变革。教育项目必须符合现实，不仅仅是培养个人在自己专业领域的能力，希望在数字医疗领域产生影响的专业人员还需要多学科理解，了解商业模式、组织流程、利益相关者关系以及医疗保健生态系统中的劳动力动态如何被数字医疗技术所颠覆。本文描述了对现有研究生课程的重新设计，确保核心数字医疗内容具有相关性、教育性和循证性，并且该课程提供了对健康数字化转型概念的学习和实际应用。现有的课程被映射到美国医学信息学协会临床信息学核心能力，然后与领导层协商，进一步确定课程结构的差距或修订机会。根据能力提出了核心和选修课程的新增内容。根据利益相关者的反馈和对与健康数字化转型相关领域的课程的审查，选择了合适的选修课程。该课程进行了修订，包括新的标题、课程概述、预期学习成果、核心课程的重新组织以及新选修课程的批准，增加了一系列专业发展课程，并形成了进一步获得资格的结构化途径。数字医疗领域的课程必须超越基于信息学的单纯能力，实现变革性的改变。在使用既定的能力框架和专家及学生咨询的情况下，在短时间内可以实现该领域的研究生课程发展。
