Reforming education and pedagogy in medicine and health with digital innovations to enhance learning practices and outcomes

• Published in: Hong Kong medical journal = Xianggang yi xue za zhi 2023-06, Vol.29 (3), p.192-194
• Main Authors: Wang, H H X, Li, Y T, Zhang, H, Li, J B, Huang, W, Wong, M C S
• Format: Article
• Language: English
• Subjects: COVID-19; Innovations; Medical students; Teaching
• ISSN: 1024-2708; 2226-8707
• DOI: 10.12809/hkmj235147

Recent studies have identified widening gaps in health knowledge, awareness, and practice in the fields of hepatology and nephrology.4 5 Additionally, diverse educational resources for health advocacy and self-learning have become available because of the growing popularity of electronic material, combined with increasing access to digital technologies and social media platforms.5 The expansion of internet-based channels has led to broader education outreach, as reflected in a large-scale survey among [greater than]3000 respondents who reported regular access to digital platforms for rapid communication of health-related information.6 The World Health Organization has identified five key domains for interventions to transform and enhance the education available to health professionals: education and training institutions, accreditation and regulation, financing, monitoring and evaluation, and governance.7 Online learning (e-learning) has been highlighted as an innovative teaching and learning strategy that can support the establishment of institutions with sufficient strength to produce the desired quantity and quality of health professionals in both high-income and resource-limited settings.7 The ‘flipped classroom' model is gaining popularity as an innovative teaching technique. A literature review identified the many opportunities presented by digital technologies, which include (but are not limited to) more effective use of traditional ‘class' time, greater diversity of learning materials, and additional opportunities to revitalise the learning process.8 For example, the integration of virtual patients and clinical simulation scenarios offers students unique learning opportunities to consolidate practical skills via digitally enhanced clinical practice.8 9 This approach may be ideal for the reformation of medical school curricula to address social stigma associated with various diseases (eg, human immunodeficiency virus/acquired immunodeficiency syndrome,10 mental illness, and cancer11) by incorporating interventions that involve experiential and affective teaching components. A territory-wide survey revealed a high prevalence of burnout among training and practising physicians in Hong Kong.13 In the United States, the implementation of an innovative ‘flipped classroom' mindfulness training programme significantly reduced physician burnout, emotional exhaustion, and depersonalisation among both residents and faculty.14 The design of online modules focu