Kröplin Juliane, Maier Leonie, Lenz Jan-Hendrik, Romeike Bernd
Department of Oral and Maxillofacial Surgery, University Medical Centre Rostock, Schillingallee 35, Rostock, 19057, Germany, 49 3814946649.
Department of the Dean of Studies in Medical Didactics, University Medical Centre Rostock, Rostock, Germany.
JMIR Form Res. 2025 May 12;9:e58940. doi: 10.2196/58940.
The rapid integration of digital technologies in health care has emphasized the need to ensure that medical students are well-equipped with the knowledge and competencies related to digital health.
This study aimed to evaluate the impact of the "Digital Health" curriculum at our university on the perceptions of medical students regarding the relevance of digital health topics for their future professions and their self-assessed competence in these areas.
The "Digital Health" curriculum was introduced at a German university for 2 consecutive semesters. The perceived relevance of topics for their future careers and their subjective competence were evaluated before and after the curriculum using a Likert scale. Furthermore, the practical gamification-based teaching part of the robotics teaching unit was evaluated. In total, 6 months after completing the last semester, a follow-up analysis was performed with questions on the significance of the completed curriculum for current and future professional challenges regarding digital health and suggestions for improvement for innovative teaching. The study was meticulously planned and supported by an approved ethics vote of the local ethics committee to ensure that all ethical guidelines were adhered to (A 2022-0137).
A total of 20 students participated, with 13 (65%) being women. In particular, data protection and information security were considered the most relevant topics both before and after the curriculum. Significant increases in perceived importance were observed for messenger apps (mean increase of 0.8 [SD 1.2]; P<.01). Regarding self-assessed competence, significant development was observed on almost all topics. The greatest development was observed in robotics (mean increase of 1.8 [SD 1.2]; P<.001), open educational resources (mean increase of 1.7 [SD 1.5]; P<.001), and simulation-training (mean increase of 1.6 [SD 1.3]; P<.001). The gamification-based, robot-related teaching was predominantly rated suitable and very enjoyable for the students.
The results highlight the potential to integrate more innovative teaching techniques, such as gamification, augmented reality, virtual reality, and simulation training, into a technologically advanced health care environment. Finally, the overarching importance of artificial intelligence and digital health applications signals the need to further integrate them, given their potential in remote and personalized medicine.
数字技术在医疗保健领域的迅速整合凸显了确保医学生具备与数字健康相关的知识和能力的必要性。
本研究旨在评估我校“数字健康”课程对医学生关于数字健康主题与他们未来职业的相关性以及他们在这些领域自我评估能力认知的影响。
德国一所大学连续两个学期开设了“数字健康”课程。在课程前后使用李克特量表评估主题对其未来职业的感知相关性及其主观能力。此外，还对机器人教学单元基于游戏化的实践教学部分进行了评估。在完成最后一个学期的6个月后，进行了一项后续分析，问题涉及已完成的课程对于当前和未来数字健康专业挑战的重要性以及对创新教学的改进建议。该研究经过精心规划，并得到了当地伦理委员会批准的伦理投票支持，以确保遵守所有伦理准则（A 2022 - 0137）。
共有20名学生参与，其中13名（65%）为女性。特别是，数据保护和信息安全在课程前后均被认为是最相关的主题。信使应用程序的感知重要性显著增加（平均增加0.8 [标准差1.2]；P <.01）。关于自我评估能力，几乎所有主题都有显著发展。在机器人技术（平均增加1.8 [标准差1.2]；P <.001）、开放教育资源（平均增加1.7 [标准差1.5]；P <.001）和模拟培训（平均增加1.6 [标准差1.3]；P <.001）方面观察到最大的发展。基于游戏化的、与机器人相关的教学被学生认为总体上合适且非常有趣。
结果凸显了在技术先进的医疗保健环境中整合更多创新教学技术（如游戏化、增强现实、虚拟现实和模拟培训）的潜力。最后，人工智能和数字健康应用的总体重要性表明，鉴于它们在远程和个性化医疗中的潜力，需要进一步将它们整合起来。
