Potentials and barriers of digital patient education in rheumatic disease management: an exploratory qualitative interview study.

Patient education (PE) is essential, however hindered by the limited time of rheumatology healthcare professionals. Digital patient education (DPE) promises to bridge this care gap. This study explores the potential and challenges of DPE in rheumatology. Semi-structured expert interviews were conducted with 14 stakeholders across healthcare levels, including rheumatologists, specialized nurses, patient representatives, policymakers, and industry experts. Data were analyzed using qualitative content analysis following Kuckartz's methodology, with intracoder reliability assessed via the Brennan-Prediger Kappa coefficient. Three main themes emerged in the qualitative content analysis: (1) the status quo of PE in general, (2) the potentials and challenges of DPE and (3) DiRhIS as an emerging tool in the field of DPE in rheumatology. Participants highlighted significant gaps in traditional PE, including limited consultation time, inadequate access to information, and misinformation risks. While DPE was recognized as a promising tool to enhance patient knowledge, adherence, and shared decision-making, systemic barriers hinder adoption. Experts identified key obstacles such as resistance among healthcare providers, limited digital literacy among patients, and challenges in integrating DPE into clinical workflows. A hybrid model combining digital and in-person education was favored to address patient needs across different literacy levels. Successful implementation requires structured integration, stakeholder involvement, and strategies to address infrastructural and attitudinal barriers. Digital patient education (DPE) has the potential to enhance accessibility and the quality of patient education in rheumatology. Findings emphasize the need for personalized patient education, where the balance between face-to-face and digital learning is adapted to individual preferences, health literacy levels, and accessibility needs.