Harnessing the digital potential of the next generation of health professionals

• Published in: Human resources for health Vol. 19; no. 1; p. 50
• Main Authors: Wong, Brian L H, Khurana, Mark P, Smith, Robert D, El-Omrani, Omnia, Pold, Ave, Lotfi, Amine, O'Leary, Charlotte A, Saminarsih, Diah S
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 14.04.2021; BioMed Central; BMC
• Subjects: Capacity building; COVID-19; Curricula; Design; Digital divide; Digital education; Digital ethics; Digital health; Digital literacy; E-health; Education; Education policy; Forecasts and trends; Health services; Healthcare professionals; Infrastructure; Medical education; Medical personnel; Objectives; Public health; Study and teaching; Workforce; Switzerland; Digital literacy; Health literacy; Capacity building; Digital education; Youth; Digital health; Healthcare professionals; Digital ethics; Public health
• ISSN: 1478-4491; 1478-4491
• DOI: 10.1186/s12960-021-00591-2

Digital technologies are rapidly being integrated into a wide range of health fields. This new domain, often termed 'digital health', has the potential to significantly improve healthcare outcomes and global health equity more broadly. However, its effective implementation and responsible use are contingent on building a health workforce with a sufficient level of knowledge and skills to effectively navigate the digital transformations in health. More specifically, the next generation of health professionals-namely youth-must be adequately prepared to maximise the potential of these digital transformations. In this commentary, we highlight three priority areas which should be prioritised in digital education to realise the benefits of digital health: capacity building, opportunities for youth, and an ethics-driven approach. Firstly, capacity building requires educational frameworks and curricula to not only be updated, but to also place an emphasis on interdisciplinary learning. Secondly, opportunities are important for youth to meaningfully participate in decision-making processes and gain invaluable practical experiences. Thirdly, training in digital ethics and the responsible use of data as a standard component of education will help to safeguard against potential future inequities resulting from the implementation and use of digital health technologies.