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Teaching Digital Medicine in a Virtual Classroom: Impacts on Student Mindset and Competencies

Author

Listed:
  • Julia Nitsche

    (Department of Didactics and Educational Research in Health Science, Faculty of Health, Witten/Herdecke University, 58448 Witten, Germany)

  • Theresa S. Busse

    (Institute of General Practice and Family Medicine (AM RUB), Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany)

  • Jan P. Ehlers

    (Department of Didactics and Educational Research in Health Science, Faculty of Health, Witten/Herdecke University, 58448 Witten, Germany)

Abstract

Digital competencies, as well as knowledge about digital medicine, are becoming increasingly relevant but are rarely reflected in teaching concepts at universities. One reason for this is probably the fact that they are not yet part of the curricula in many areas or countries (such as medicine in Germany). Therefore, courses that address digital competencies and intend to impart knowledge about digital medicine are not subject to any curricular specifications and have a correspondingly broad range of possible designs. This article reports findings from an investigation on an interdisciplinary and cross-faculty course on digital medicine. An online questionnaire was used to assess student attitudes toward digital medicine topics and conduct self-assessments of their digital competencies before and after the course. The aim of this study was to test whether such a course could influence students’ attitudes and competencies. Group comparisons revealed statistically significant changes. They proved that the described course and its content regarding digital transformation in healthcare and digital medicine had an impact on digital competencies and participant opinions on digital topics. In order to teach students important competencies for the 21st century, universities should offer more courses that address digital transformation and support students in improving their competencies.

Suggested Citation

  • Julia Nitsche & Theresa S. Busse & Jan P. Ehlers, 2023. "Teaching Digital Medicine in a Virtual Classroom: Impacts on Student Mindset and Competencies," IJERPH, MDPI, vol. 20(3), pages 1-17, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:2029-:d:1044027
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    References listed on IDEAS

    as
    1. Tammy Harris & James W. Hardin, 2013. "Exact Wilcoxon signed-rank and Wilcoxon Mann–Whitney ranksum tests," Stata Journal, StataCorp LP, vol. 13(2), pages 337-343, June.
    2. Heiko Sorg & Jan P. Ehlers & Christian G. G. Sorg, 2022. "Digitalization in Medicine: Are German Medical Students Well Prepared for the Future?," IJERPH, MDPI, vol. 19(14), pages 1-15, July.
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