Implementation of the Digital Health Approach to Support Learning for Health Students Based on Bloom’s Taxonomy: A Systematic Review

Abstract

OBJECTIVES: Health students' ability to utilize technology effectively is vital for improving the quality of future healthcare services. Relevant digital health education must be comprehensively integrated into training programs, continuing professional development activities, and school curricula to keep them current. This study investigated the most effective digital health approaches to enhance health students' cognitive, affective, and psychomotor skills, thereby preparing them for the workforce. METHODS: A literature review was conducted by searching for articles from 2013 to 2023 in PubMed, Science Direct, ERIC, and Scopus. The search used the PICO model, focusing on experimental studies and digital learning. RESULTS: The review identified 26 studies, categorizing digital education methods into platform-based (46.2%), tools-based (30.7%), and training-based approaches (23.1%). Participants included health students (57.7%), healthcare professionals (34.6%), and a combination of both (7.7%). The content materials primarily targeted curriculum objectives (65.4%) and clinical applications (34.6%). The outcomes, classified according to Bloom's taxonomy, were divided into cognitive (84.6%), affective (76.9%), and psychomotor (46.1%) domains. CONCLUSIONS: Digital health education benefits from a variety of approaches. A platformbased approach is recommended for delivering theoretical and methodological materials, a tools-based approach for simulations, and a training-based approach for practical skills to enhance the cognitive domain. Both platform-based and trainingbased approaches are advised to improve the affective and psychomotor dimensions of learning. This study underscores the importance of an integrated digital learning system in health educational institutions to prepare students for evolving health systems and to improve learning outcomes and skill transfer.

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