Currently submitted to: JMIR Medical Education
Date Submitted: Dec 13, 2025
Open Peer Review Period: Dec 16, 2025 - Feb 10, 2026
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Digital Twins in Rehabilitation Education: A faculty Development Framework for the Transition to Dynamic Learning Ecosystems
ABSTRACT
Background:
Digital transformation is fundamentally reshaping medical education. In rehabilitation medicine, where skill acquisition and personalized intervention are paramount, educational technologies must evolve beyond static simulations to model dynamic patient processes. Digital twin (DT) technology, which creates real-time, data-driven virtual replicas, offers a transformative leap from conventional virtual reality (VR) and augmented reality (AR) simulations.
Objective:
This study aimed to analyze the paradigm shift from static virtual simulation to dynamic DT ecosystems in rehabilitation education, identify the multidimensional challenges faced by faculty, and propose a comprehensive development framework to support this transition.
Methods:
We employed a qualitative, theory-building methodology comprising three phases: (1) a systematic synthesis of literature (2015-2024) on DT technology, virtual simulation, and rehabilitation pedagogy; (2) the inductive development of a “Triple-Drive Transformation Model” to explain the shift’s underlying logic; and (3) the construction of a conceptual “Four-Dimensional faculty Development Framework” based on synthesized challenges and insights from preliminary educator engagements.
Results:
We position digital twins as catalysts for intelligent, data-rich educational ecosystems. faculty encounter significant barriers across four dimensions: cognitive (perceiving DTs as tools rather than ecosystems), competency (gaps in digital intelligence literacy), cultural (tensions between experiential and data-driven pedagogy), and institutional (lack of training, incentives, and supportive policies). In response, we propose an integrated framework addressing these dimensions, coupled with an OSRI (Observation-Simulation-Reflection-Innovation) cyclical practice model for competency building.
Conclusions:
The successful integration of DTs in rehabilitation education requires a systemic approach to faculty development that transcends technical upskilling. Our framework is designed to guide faculty in evolving from traditional instructors to designers and facilitators within human-machine collaborative learning environments. Future empirical research is needed to validate and adapt this framework across diverse institutional contexts.
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