Understanding the gap: a balanced multi-perspective approach to defining essential digital health competencies for medical graduates

Abstract

Our balanced engagement with learners, educators, and digital health experts enabled the identification of a context-relevant framework for the minimum essential digital health competence domains for graduating medical students. The identification of focused, clinically relevant core competencies makes them amenable to integration into an existing curriculum tailored to local contexts. This approach addresses limitations of restricted curricular space and accommodates varying student interests, confidence and aptitude in technology. The delivery approach should consider a student-centred adaptive modality that takes advantage of advances in artificial intelligence (AI) as an effective pedagogical tool.

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