Rees Glynda, Nowell Lorelli, Risling Tracie
School of Health Sciences, British Columbia Institute of Technology, 3700 Willingdon Avenue, Burnaby, BC, V5G 3H2, Canada, 1 604-765-8913.
Doctoral Student, Faculty of Nursing, University of Calgary, Calgary, AB, Canada.
JMIR Med Educ. 2025 Sep 8;11:e75904. doi: 10.2196/75904.
The integration of digital health and informatics competencies into health care education in Canada is essential for preparing a workforce capable of leveraging health care technologies to enhance care delivery and patient outcomes. Despite significant advancements, the current educational landscape in digital health remains inconsistent, characterized by fragmented curricula and uneven competency attainment. Addressing these gaps requires an innovative reframing of digital health competencies guided by a robust, outcomes-oriented framework. These authors propose the Quintuple Aim as an effective framework for outlining and organizing digital health and informatics competencies, focusing simultaneously on improving patient experience, enhancing population health, reducing health care costs, improving health care provider experience, and advancing health equity. Each dimension of the Quintuple Aim provides a critical lens for identifying, prioritizing, and contextualizing core competencies. Within the "patient experience" aim, competencies prioritize patient-centered technology use, including digital literacy, privacy awareness, and the ability to empower patients through technology. "Healthcare provider experience" competencies prioritize usability, workflow integration, and strategies to mitigate technology-related burnout. Under "population health," competencies emphasize data-driven decision-making, analytics, and health informatics to support effective public health interventions. Competencies associated with "cost reduction" focus on operational efficiency, resource optimization, and economic evaluation of digital health solutions. Finally, "health equity" competencies emphasize inclusivity, cultural safety, and the elimination of digital divides, ensuring equitable access to digital health technologies. Potential assessment strategies aligned with each competency area are highlighted, emphasizing formative and summative evaluations that include simulation-based assessments, real-world technology integration projects, and reflective practice portfolios. By applying the Quintuple Aim as a guiding structure, digital health education can achieve greater standardization, clarity, and alignment with health care system needs, while simultaneously allowing for tailored adaptations responsive to specific regional and institutional priorities. This paper introduces the Quintuple Aim as a guiding framework to comprehensively identify and organize core digital health and informatics competencies for health professional education.
将数字健康和信息学能力融入加拿大的医疗保健教育，对于培养一支能够利用医疗保健技术来改善护理服务和患者治疗效果的劳动力队伍至关重要。尽管取得了重大进展，但目前数字健康领域的教育状况仍然不一致，其特点是课程碎片化和能力获取不均衡。解决这些差距需要以一个强大的、以结果为导向的框架为指导，对数字健康能力进行创新性的重新构建。这些作者提出“五重目标”作为一个有效的框架，用于概述和组织数字健康和信息学能力，同时关注改善患者体验、提升人群健康、降低医疗保健成本、改善医疗保健提供者体验以及促进健康公平。“五重目标”的每个维度都为确定、优先排序和将核心能力置于具体情境中提供了关键视角。在“患者体验”目标中，能力重点在于以患者为中心的技术使用，包括数字素养、隐私意识以及通过技术增强患者能力的能力。“医疗保健提供者体验”能力则侧重于可用性、工作流程整合以及减轻与技术相关的职业倦怠的策略。在“人群健康”方面，能力强调数据驱动的决策、分析以及健康信息学，以支持有效的公共卫生干预措施。与“成本降低”相关的能力关注运营效率、资源优化以及数字健康解决方案的经济评估。最后，“健康公平”能力强调包容性、文化安全性以及消除数字鸿沟，确保公平获取数字健康技术。文中突出了与每个能力领域相一致的潜在评估策略，强调形成性和总结性评估，包括基于模拟的评估、实际技术整合项目以及反思性实践档案。通过将“五重目标”作为指导结构，数字健康教育能够实现更高的标准化、清晰度，并与医疗保健系统需求保持一致，同时允许根据特定的区域和机构优先事项进行量身定制的调整。本文引入“五重目标”作为一个指导框架，以全面确定和组织卫生专业教育中的核心数字健康和信息学能力。
