ReviewJournal of education and health promotion2025
Integrating digital health competencies in community-engaged medical education: A scoping review for developing teaching and learning strategies for digital health.
Review in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Role of digital health interventions in strengthening human resources for primary healthcare systems in India: A systematic review.Journal of education and health promotion · 2026Review
- Preparedness for generative AI adoption among Chinese cancer survivors: a multi-center cross-sectional survey study.Frontiers in public health · 2026Article
- Bridging the digital divide: student-led literacy initiatives in diabetes management.Frontiers in clinical diabetes and healthcare · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigates the integration of digital health competencies within a community-engaged medical education (CEME) framework. This review explores and develops effective strategies for incorporating digital health competencies into medical curricula. By focusing on community engagement, the study seeks to align medical education with real-world health challenges, bridging the gap between theoretical knowledge and its practical application. The methodology involves a scoping review using databases such as PubMed/MEDLINE, Google Scholar, and Science Direct, focusing on the last 5 years of research on digital health competencies in medical education. A structured data charting process used an abstraction form to extract relevant information from eligible studies. Key findings from the study emphasize the necessity for a curriculum that enhances students' understanding and practical application of digital health tools. Students require training that blends theoretical knowledge with practical applications, ensuring adaptability to the latest digital technologies and methodologies. Continuous professional development is necessary for faculty to remain adept at teaching these advanced concepts. Furthermore, curriculum management must ensure that digital health education is dynamic with continuous curriculum updates. The educational context should be supportive and dynamic, encouraging student-centered learning. Lastly, community engagement fosters culturally sensitive and inclusive educational practices. These collaborations enhance learning and ensure that digital health solutions are effectively implemented in community settings, particularly benefiting underserved populations. Integrating digital health competencies into CEME represents mitigating healthcare disparities and equipping future healthcare professionals with the necessary tools to deliver competent, culturally aware, and technologically proficient care.
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Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.