JMIR Publications

ABSTRACT

Background:

A better integration of digital medicine topics into medical training is demanded, as it can help future doctors to be prepared for and shape the digital transformation of medicine.

Objective:

In this paper, a newly developed interdisciplinary course concept for teaching digital medicine is described and evaluated for the first time.

Methods:

The course was held with medical students at the medical faculty of Bielefeld University, Germany, in 2023, and was evaluated via pre-post surveys. The items comprised the achievement of superordinate and subordinate learning objectives of the course, the course design, the course relevance including reasons for absence (using five point Likert scales, 1=”strongly agree”, 5=”strongly disagree” and a multiple choice format for reasons of absence), and open comments.

Results:

10 students (m: 4, f: 6, mean age 21,7 years, SD: 2.1 years) evaluated the course. Objectively and subjectively, the superordinate learning objectives were achieved well to very well: the median for the objective achievement of the first learning objective was 2 (IQR 1-2), and for subjective achievement 2 (IQR 2-3). The median for objective achievement of the second learning objective was 2 (IQR 1-3) and was even better subjectively with a median of 1. 5 (IQR 1-3). The medians for the objective and subjective achievement of the third learning objective were 2 (IQR 2-2) and 2 (IQR 1-3). The 17 subordinate learning objectives were achieved partially to very well, with participants, on average, objectively mastering them better after the course than before the course (pre: median of 3.5 (IQR 3-4), post: median of 2 (IQR 2-3)). The course concept was rated as highly suitable for achieving the superordinate learning objectives (for the first, second, and third learning objectives: the medians were 1 (IQR 1-2), 1 (IQR 1-2), 1 (IQR 1-2)). On average, the students liked the course very much (median of 1 (IQR 1-2)) and gained a good benefit from their participation (median of 1.5 (IQR 1-2)). The teaching staff, course design, and timing of the course dates were named as the greatest strengths of the course. The category "Positive feedback on the course or positive personal experience with the course" received the most comments.

Conclusions:

The course framework exhibits promise in attaining learning objectives within the realm of digital medicine, notwithstanding the constraint of limited interpretability arising from a small sample size. It aligns with insights derived from teaching and learning research and the domain of digital medicine, albeit with identifiable areas for enhancement. A comprehensive literature review indicates a dearth of publications pertaining to analogous courses in Germany. Future investigations should entail a more exhaustive evaluation of the course concept. In summary, this course constitutes a valuable contribution to incorporating digital medicine into medical training.