6 A national survey of the current provisions, perceptions and challenges regarding digital health education in the UK medical undergraduate curriculum

• Published in: BMJ health & care informatics 2022-11, Vol.29 (Suppl 1), p.A4-A4
• Main Authors: Gadi, Nishita, Utukuri, M, Osei-Boadu, B, Aung, Y, Le, E, Deighton, A, Dibblin, C, Ferry, M, D’Souza, F, Hirniak, J, Agboola, B, Abedi, M, Axiaq, A, Chand, C, Patel, C, Pitt, M, Harris, B, Byrne, M, Sethi, R
• Format: Article
• Language: English
• Subjects: Clinical medicine; Coronaviruses; COVID-19; Curricula; Health informatics; Medical education; Medical students; Pandemics; Part I: ePapers; Provisions; Telemedicine
• ISSN: 2632-1009
• DOI: 10.1136/bmjhci-2022-FCIASC.6

ObjectiveDigital health (DH) is the integration of technologies to tackle challenges in healthcare. Its applications include mobile health, remote & wireless healthcare, artificial intelligence, and robotics. Digital technologies are increasingly being used to deliver routine care, whilst simultaneously patients are increasing their uptake of DH solutions (e.g. wearables).With the adoption of DH increasing across the NHS, there is a growing need for a digitally literate workforce. However, there are no national standards on DH education for UK medical students. Consequently, this study sought to assess the current provisions, perceptions and challenges regarding DH education in the undergraduate medical curriculum.MethodsAn anonymous cross-sectional online survey was developed following a literature search and by collecting iterative feedback from both researchers and external collaborators. The survey consisted of questions in 6 areas: (a) understanding of DH; (b) existing provision of DH education; (c) interest in DH education; (d) preferred means of delivering and assessing DH education; (e) impact of the COVID-19 pandemic on DH; and (f) demographic information.The survey was administered via Qualtrics from March to October 2021, and disseminated to UK medical students via university mailing lists, social media and student representatives. Quantitative and qualitative data were collected pertaining to demographics, attitudes, preferences, and current provisions regarding DH education. Qualitative responses underwent thematic analysis. For quantitative analysis, R (version 3.5.0) and R Studio (version 1.1a) were used.Results514 complete responses were received from 39 UK medical schools in 2021. 57.2% of respondents were female, with a mean age of 22.9 ± 3.2. 65.8% of students considered DH ‘extremely important’ to future clinical practice, particularly the domains of electronic patient records, telehealth and smartphone applications. However, only 18.1% felt aware of the DH competencies required in clinical medicine. 70.2% of students reported receiving some DH education, with the highest proportion being in the form of lectures or seminars (30.5%, n=157), e-learning modules (28.6%, n=147) and ad hoc teaching during clinical placements (22.8%, n=117). However, only 25.7% felt satisfied with these provisions. Themes for student satisfaction related to a practical teaching approach, delivery of content appropriate for their training stage and coverage of