Objective

This study reviewed the competency and threshold standards for allied health professionals to identify the inclusion of digital health competencies.

Materials and methods

A nine-stage, sequential meta-synthesis of professional standards was undertaken. Statements relevant to digital health were extracted, categorised by discipline, and coded to the level in the standards, skills or knowledge and level of learning.

Results

Eighteen standards were analysed. Of these, fourteen standards contained a total of thirty-five statements related to digital health in the themes of data governance and technologies, but not data translation. Only four disciplines included more than two statements related to digital health.

Discussion

The study highlighted four key gaps in the Standards. Statements in competency and threshold standards for allied health professionals lack reference to digital health, with predominantly information management statements. The statements are ambiguously worded, and could be interpreted to only refer to paper records management, and when there is a reference to digital health, it is more likely to be a skill as opposed to knowledge, typically at the indicator or cue level, and largely a lower level of learning (Bloom’s). The lack of digital health in standards may result in limited instruction in already full tertiary education curriculum.

Conclusion

Digital health represents a major gap in competency statements for all allied health disciplines, signifying the need for a national approach to developing quality and specific digital health competencies, to support allied health graduates being prepared to work in the digital health age.

中文翻译：

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能力标准的元综合表明，联盟健康并没有为数字健康的未来做好准备

目的

这项研究回顾了专职医疗专业人员的能力和门槛标准，以确定数字化医疗能力是否包括在内。

材料和方法

进行了九阶段的专业标准顺序元综合。提取与数字化健康相关的陈述，按学科分类，并编码为标准，技能或知识以及学习水平。

结果

分析了十八种标准。其中，十四项标准总共包含三十五项与数字健康有关的陈述，涉及数据治理和技术主题，但不涉及数据转换。只有四个学科包含了与数字健康有关的两个以上的陈述。

讨论区

该研究突出了标准中的四个主要空白。有关专职医疗专业人员的能力和门槛标准中的声明缺少对数字健康的引用，主要是信息管理声明。这些陈述措词含糊，可以解释为仅涉及纸质记录管理，并且当提及数字健康时，通常是在指标或提示级别，这是一种与知识相对的技能，并且很大程度上是较低的学习水平（布鲁姆的）。标准中缺乏数字化医疗，可能会导致本来就不完整的高等教育课程的教学受到限制。

结论

数字健康代表了所有相关健康学科的能力声明中的主要空白，这表明需要一种国家方法来发展质量和特定的数字健康能力，以支持准备在数字健康时代工作的相关健康毕业生。