ArticleJMIR medical education2026
Exploring the Role of Early Career Medical Professionals From a Digital-Oriented University in Germany in Promoting Digital Health in Professional Settings: Qualitative Interview Study.
Article in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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4 authors.
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Abstract
Background: To address care delivery gaps, the health care system must embrace innovative digital solutions. Additionally, the rising integration of digitalization as a topic into medical education is providing students with broader opportunities to engage with digitalization overall. As digital health becomes an increasingly integral component of medical education and health care practice, digitally affine early career medical professionals constitute a vital resource for advancing digitalization within the health care sector. Objective: This study examines how early career medical professionals from Witten/Herdecke University in Germany, with various courses focusing on digitalization, acquire digital knowledge, apply it across diverse practical contexts-ranging from start-ups and corporate environments to traditional clinical settings-and how they contribute to the advancement of digitalization within the entire health care sector. Methods: Using a qualitative approach, 19 interviews were conducted with early career medical professionals who graduated in the last 15 years at Witten/Herdecke University. Subsequently, the interviews were transcribed and analyzed using a deductive-inductive approach. Results: The findings reveal that medical graduates often acquire digital skills through intensive self-study and learning on the job, integrating them in various ways into their professional lives. Moreover, while graduates recognize their high potential to make their own contribution to the advancement of digitalization, they also face significant barriers such as knowledge gaps, limited resources, and complex regulations, which hinder their ability to contribute to digitalization in a variety of professional settings. Medical graduates report that they face a pressing need for enhanced knowledge access, improved institutional frameworks, and supportive policy measures to maximize their potential in advancing digitalization initiatives. Conclusions: Recent medical graduates represent an underused resource for health care digitalization. Unlocking this potential requires coordinated action across medical education, health care institutions, and policymaking to create appropriate conditions for graduates to actively drive digitalization.
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