Developing competencies relating to information science and technology in Japanese undergraduate medical education

In response to the growing expectation and recognized potential for integrating information and communication technology (ICT) into medicine, the Model Core Curriculum for Medical Education in Japan incorporated 'the ability to use information science and technology' as a new competency in...

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Bibliographic Details
Published in:Medical teacher 2024-09, Vol.46 (sup1), p.S31-S37
Main Authors: Onoue, Takeshi, Asada, Yoshikazu, Imafuku, Rintaro, Kou, Seisyou, Takami, Hideki, Takahashi, Yuzo, Nomura, Osamu, Saiki, Takuya
Format: Article
Language:English
Subjects:
Artificial intelligence
Clinical Competence
Clinical medicine
College students
Communications technology
Competence
Competency based learning
Core curriculum
Curricula
Curriculum
Education, Medical, Undergraduate - organization & administration
Educational objectives
Ethics
Graduate students
Health care
Humans
Influence of Technology
Information science
Information Science - education
Information technology
Japan
Literature Reviews
Medical education
Medical Services
Medical students
Medical technology
Polls & surveys
Science
Science and technology
Students, Medical - psychology
Undergraduate students
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Summary:In response to the growing expectation and recognized potential for integrating information and communication technology (ICT) into medicine, the Model Core Curriculum for Medical Education in Japan incorporated 'the ability to use information science and technology' as a new competency in its 2022 revision. This study aimed to identify specific learning objectives that medical students should achieve to acquire this competency. The research team developed an initial list of 107 learning objectives through a literature survey. Subsequently, two rounds of expert panel surveys were conducted to refine these objectives. Seventy-four medical education stakeholders participated in the expert panel, including medical and non-medical faculty, medical students, graduate students, and university staff. Through the expert panel surveys, 13 learning objectives were finally established from the initial list, consisting of three categories: 'Ethics and rules for dealing with information science and technology,' 'Principles of information science and technology necessary for medical care and surrounding society,' and 'Application of information science and technology in clinical practice.' Our investigation effectively identified essential components of competencies for integrating ICT into medical education. The identified learning objectives would provide valuable insights for designing curricula for undergraduates in the new era of information and artificial intelligence.
ISSN:0142-159X
1466-187X
1466-187X
DOI:10.1080/0142159X.2024.2385199