Background:

Worldwide educational programs face the challenge how to define and integrate digital competencies in medical education. This article describes the implementation of learning outcomes with respect to digital competencies in the compulsory curriculum at Hannover Medical School (MHH).

Methods:

An interdisciplinary MHH project group was constituted consisting of physicians and experts in medical informatics and in curriculum development. Over the course of 7 work sessions the group compared different international and national frameworks dealing with digital competencies for physicians. By a consensus driven approach the working group drew up a collection of learning outcomes which were regarded relevant to be incorporated in the curriculum at MHH.

Results:

The analysis of different frameworks indicated that data literacy is a central domain within all viewed preexisting catalogs. During the course of the project group analysis, 57 learning outcomes with respect to digital competencies were identified as necessary to be integrated in the compulsory curriculum. They were divided in 5 main categories: “handling of medical data,” “the digital infrastructure of the health system,” “scope of application: usage in patient care and in the field of preventive medicine,” “medico-legal and ethical basics,” and “transformation processes in medicine due to digitalization.”

Conclusions:

The MHH project group concluded that medical students should be taught digital competencies that enable an understanding of underlying functional principles of digital systems rather than their correct utilization. The presented project indicates that a close interdisciplinary collaboration of physicians and medical informaticians can be a promising approach to incorporate digital competencies in the undergraduate medical curriculum.

中文翻译：

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将学习成果定义为在汉诺威医学院实施关于数字能力的纵向和跨学科课程的先决条件

背景：

全球教育项目面临着如何在医学教育中定义和整合数字能力的挑战。本文介绍了汉诺威医学院 (MHH) 必修课程中数字能力学习成果的实施情况。

方法：

一个跨学科的 MHH 项目组由医学信息学和课程开发方面的医生和专家组成。在 7 个工作会议的过程中，该小组比较了处理医生数字能力的不同国际和国家框架。通过共识驱动的方法，工作组制定了一系列学习成果，这些成果被认为与 MHH 的课程相关。

结果：

对不同框架的分析表明，数据素养是所有已查看的现有目录中的中心领域。在项目组分析过程中，57 项与数字能力相关的学习成果被确定为有必要纳入必修课程。它们分为 5 个主要类别：“医疗数据处理”、“卫生系统的数字基础设施”、“应用范围：在患者护理和预防医学领域的使用”、“医学法律和伦理基础” ，”和“数字化带来的医学转型过程”。

结论：

MHH 项目组的结论是，医学生应该学习数字能力，使他们能够理解数字系统的基本功能原理，而不是正确使用它们。所提出的项目表明，医生和医学信息学家的密切跨学科合作可能是将数字能力纳入本科医学课程的一种很有前途的方法。