JMIR Publications

ABSTRACT

Future dental professionals must be able to think critically about using data and information technology for patient care. This viewpoint describes development of a digital health curriculum across a four-year graduate entry-to-practice dental degree. Digital health capability frameworks were selected from the literature and analysed for themes and scope to inform a detailed curricular framework, with upper bounds of desired levels of achievement in knowledge, skills and attitudes in digital health, and lower bounds representing the expected level of student knowledge on degree entry. The framework was used to derive learning outcomes across the degree, which were successfully applied to opportunities in the existing curriculum in the first year of study. Using the framework allowed for more informed curriculum decisions and more targeted and systematic alignment of learning objectives, instruction, and assessment than would have been achieved otherwise, and was especially practical for delineating the relatively new content area of digital health in dentistry.