Enablers and challenges of integrating digital health into medical education curricula: a scoping review

Abstract

Background: The global strategy for digital health advocates digital health literacy in formal education and training curricula for all health professionals. However, little is known about the enablers and challenges of integrating digital health into medical training curricula. Methods: Guided by Arksey and O’Malley’s scoping review methodology, we searched the PubMed, Google Scholar, and ScienceDirect scholarly databases for peer-reviewed articles published between 2014 and 2024. Data extraction was guided by the consolidated framework for implementation research. Results: Thirty studies met the inclusion criteria and were analyzed. The enablers identified include the need for healthcare digitalization, reshaping the future daily work of healthcare professionals, decreasing students’ doubts about digital health and increasing the quality of patients’ care. On the other hand, a lack of infrastructure and educational materials, the dense nature of the existing curriculum, and bureaucratic tendencies were identified as challenges. The provision of consolidated funds and the establishment of dedicated digital health infrastructure, starting with elective and audited modular approaches, raising awareness, and educating stakeholders, emerged as implementation strategies for mitigating these challenges. Conclusion: Global progress toward integrating digital health literacy in formal medical training curricula remains slow. There is a need for concerted efforts and political commitment to offer guidance and moral and financial support for this integration.