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Defining Learning Outcomes as a Prerequisite of Implementing a Longitudinal and Transdisciplinary Curriculum with Regard to Digital Competencies at Hannover Medical School

GND
134046331
ORCID
0000-0001-9705-5144
Affiliation
Dean's Office, Hannover Medical School, Hannover, Germany
Foadi, Nilufar;
GND
1211653544
ORCID
0000-0003-3046-1548
Affiliation
Dean's Office, Hannover Medical School, Hannover, Germany
Koop, Christian;
GND
1258006286
ORCID
0000-0001-8546-0548
Affiliation
Dean's Office, Hannover Medical School, Hannover, Germany
Mikuteit, Marie;
GND
138426422
ORCID
0000-0002-9143-2794
Affiliation
Dean's Office, Hannover Medical School, Hannover, Germany
Paulmann, Volker;
GND
141318724
ORCID
0000-0002-7478-3920
Affiliation
Dean's Office, Hannover Medical School, Hannover, Germany
Steffens, Sandra;
GND
133614204
Affiliation
Peter L. Reichertz Institute for Medical Informatics of TU Braunschweig and Hannover Medical School, Hannover, Germany.
Behrends, Marianne

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.

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