Defining Learning Outcomes as a Prerequisite of Implementing a Longitudinal and Transdisciplinary Curriculum with Regard to Digital Competencies at Hannover Medical School
Open accessAbstract
Background: Worldwide educational programs face the challenge how to define and integrate digital competencies in medical education. This article describes the implementation of learning outcomes with respect to digital competencies in the compulsory curriculum at Hannover Medical School (MHH). Methods: An interdisciplinary MHH project group was constituted consisting of physicians and experts in medical informatics and in curriculum development. Over the course of 7 work sessions the group compared different international and national frameworks dealing with digital competencies for physicians. By a consensus driven approach the working group drew up a collection of learning outcomes which were regarded relevant to be incorporated in the curriculum at MHH. Results: The analysis of different frameworks indicated that data literacy is a central domain within all viewed preexisting catalogs. During the course of the project group analysis, 57 learning outcomes with respect to digital competencies were identified as necessary to be integrated in the compulsory curriculum. They were divided in 5 main categories: “handling of medical data,” “the digital infrastructure of the health system,” “scope of application: usage in patient care and in the field of preventive medicine,” “medico-legal and ethical basics,” and “transformation processes in medicine due to digitalization.” Conclusions: The MHH project group concluded that medical students should be taught digital competencies that enable an understanding of underlying functional principles of digital systems rather than their correct utilization. The presented project indicates that a close interdisciplinary collaboration of physicians and medical informaticians can be a promising approach to incorporate digital competencies in the undergraduate medical curriculum.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Multiple articles have recommended various AI-related competencies or identified areas for learning about AI literacy in UGME.
“Multiple articles have recommended various AI-related competencies or identified areas for learning about AI literacy in UGME [39, 74, 159, 160].”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [160]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Randhawa, G. S., Soltysiak, M. P. M., El Roz, H., de Souza, C. P. E., Hill, K. A., & Kari, L. (2020) · PLOS ONE · doi:10.1371/journal.pone.0232391 · Cited by 1,023 · see citing works
The CanMEDS initiative: implementing an outcomes-based framework of physician competencies
Frank, J. R., & Danoff, D. S. (2007) · Medical Teacher · doi:10.1080/01421590701746983 · Cited by 1,005 · see citing works
Curriculum Development for Medical Education : A Six-Step Approach
Al-Shidhani, T. A. (2010) · Sultan Qaboos University medical journal · doi:10.18295/2075-0528.1231 · Cited by 537 · see citing works
Melle, E. V., Frank, J. R., Holmboe, E. S., Dagnone, D., Stockley, D. B., & Sherbino, J. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002743 · Cited by 456 · see citing works
Healthcare professionals’ competence in digitalisation: A systematic review
Konttila, J., Siira, H., Kyngäs, H., Lahtinen, M., Elo, S., Kääriäinen, M., Kaakinen, P., Oikarinen, A., Yamakawa, M., Fukui, S., et al. (2019) · Journal of Clinical Nursing · doi:10.1111/jocn.14710 · Cited by 444 · see citing works
eHealth Literacy Among College Students: A Systematic Review With Implications for eHealth Education
Stellefson, M., Hanik, B., Chaney, B. H., Chaney, D. J., Tennant, B., & Chavarria, E. A. (2011) · Journal of Medical Internet Research · doi:10.2196/jmir.1703 · Cited by 366 · see citing works
Ammenwerth, E., Demiris, G., Hasman, A., Haux, R., Hersh, W., Hovenga, E. J. S., Lun, K. C., Marín, H. S. V., Martin-Sanchez, F. J., Wright, G., et al. (2010) · Methods of Information in Medicine · doi:10.3414/me5119 · Cited by 319 · see citing works
Medical informatics: Past, present, future☆☆☆
Haux, R. (2010) · International Journal of Medical Informatics · doi:10.1016/j.ijmedinf.2010.06.003 · Cited by 226 · see citing works
The future of health professions education: Emerging trends in the United States
Thibault, G. E. (2020) · FASEB BioAdvances · doi:10.1096/fba.2020-00061 · Cited by 140 · see citing works
Aungst, T. D., & Patel, R. (2020) · Journal of Medical Education and Curricular Development · doi:10.1177/2382120519901275 · Cited by 135 · see citing works
The Rise of the Empowered Physician in the Digital Health Era: Viewpoint
Meskó, B., & Győrffy, Z. (2019) · Journal of Medical Internet Research · doi:10.2196/12490 · Cited by 132 · see citing works
An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study
Brunner, M., McGregor, D., Keep, M., Janssen, A. L., Spallek, H., Quinn, D., Jones, A., Tseris, E. J., Yeung, W., Togher, L., et al. (2018) · Journal of Medical Internet Research · doi:10.2196/10229 · Cited by 87 · see citing works
Jidkov, L., Alexander, M., Bark, P., Williams, J. G., Kay, J., Taylor, P., Hemingway, H., & Banerjee, A. (2019) · BMJ Open · doi:10.1136/bmjopen-2018-025460 · Cited by 77 · see citing works
Mantas, J., Ammenwerth, E., Demiris, G., Hasman, A., Haux, R., Hersh, W., Hovenga, E. J. S., Lun, K. C., Marin, H. F., Martin-Sanchez, F. J., et al. (2011) · European Journal for Biomedical Informatics · doi:10.24105/ejbi.2011.07.2.2 · Cited by 72 · see citing works
Educating 10,000 informaticians by 2010: The AMIA 10×10 program
Hersh, W., & Williamson, J. (2007) · International Journal of Medical Informatics · doi:10.1016/j.ijmedinf.2007.01.003 · Cited by 63 · see citing works
Using electronic patient records: defining learning outcomes for undergraduate education
Pontefract, S. K., & Wilson, K. C. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1466-5 · Cited by 60 · see citing works
The importance of scientific competencies in German medical curricula - the student perspective
Büscher, A., Drees, S., & Schmidt‐Ott, T. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1257-4 · Cited by 58 · see citing works
Digital Teaching and Digital Medicine: A national initiative is needed
Haag, M., Igel, C., Fischer, M. R., German Medical Education Society (GMA), C. &. &. T.-A. L. A. T., & Joint Working Group “Technology-Enhanced Teaching And Learning In Medicine (TeLL)” Of The German Association For Medical Informatics, B. A. E. (. A. T. G. I. S. (. (2018) · Europe PMC (PubMed Central) · doi:10.3205/zma001189 · Cited by 57 · see citing works
Overview of digital health teaching courses in medical education in Germany in 2020
Aulenkamp, J., Mikuteit, M., Löffler, T., & Schmidt, J. (2021) · PubMed Central · doi:10.3205/zma001476 · Cited by 50 · see citing works
Self-citationCompetencies for graduate curricula in health, medical and biomedical informatics: a framework
Huang, Q. R. (2007) · Health Informatics Journal · doi:10.1177/1460458207076465 · Cited by 48 · see citing works
Health informatics in UK Medical Education: an online survey of current practice
Walpole, S. C., Taylor, P., & Banerjee, A. (2016) · JRSM Open · doi:10.1177/2054270416682674 · Cited by 40 · see citing works
Health Care in the Information Society: What Should Be the Role of Medical Informatics?1
Haux, R. (2002) · Methods of Information in Medicine · doi:10.1055/s-0038-1634310 · Cited by 38 · see citing works
Globalisation of health and medical informatics education—what are the issues?
Hovenga, E. J. S. (2004) · International Journal of Medical Informatics · doi:10.1016/j.ijmedinf.2003.11.004 · Cited by 38 · see citing works
Röhrig, R., Stausberg, J., & Dugas, M. (2013) · Methods of Information in Medicine · doi:10.3414/me13-04-0001 · Cited by 26 · see citing works
An Abridged History of Medical Informatics Education in Europe
Hasman, A., Mantas, J., & Зарубина, Т. В. (2014) · Acta Informatica Medica · doi:10.5455/aim.2014.22.25-36 · Cited by 23 · see citing works
Lammerding‐Koeppel, M., Fritze, O., Giesler, M., Narciß, E., Steffens, S., Wosnik, A., & Griewatz, J. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1395403 · Cited by 23 · see citing works
Self-citationAn overview of the medical informatics curriculum in medical schools.
Espino, J. U., & Levine, M. G. (1998) · PubMed · Cited by 16 · see citing works
eHealth competency framework: Defining the role of the expert clinician
Oliver, C. (2011) · Cited by 4 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Digital competence – A Key Competence for Todays and Future Physicians
Foadi, N., & Varghese, J. (2022) · Journal of European CME · doi:10.1080/21614083.2021.2015200 · Cited by 54 · see citing works
Self-citationArtificial intelligence in undergraduate medical education: an updated scoping review
Simoni, J., Urtubia-Fernandez, J., Mengual, E., Simoni, D. A., Royo, M., Egaña-Yin, D., Hertog, O. L. A., López-Ortiz, L., Muñoz-Tomás, A., Santiago-Martínez, P., et al. (2025) · BMC Medical Education · doi:10.1186/s12909-025-08188-2 · Cited by 62 · see citing works
“Multiple articles have recommended various AI-related competencies or identified areas for learning about AI literacy in UGME [39, 74, 159, 160].”
Medical school curriculum in the digital age: perspectives of clinical educators and teachers
Zainal, H., Xin, X., Thumboo, J., & Fong, K. Y. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03454-z · Cited by 47 · see citing works
Tsopra, R., Peiffer-Smadja, N., Charlier, C., Campeotto, F., Lemogne, C., Ruszniewski, P., Vivien, B., & Burgun, A. (2023) · International Journal of Medical Informatics · doi:10.1016/j.ijmedinf.2022.104980 · Cited by 42 · see citing works
Digital competencies for Singapore’s national medical school curriculum: a qualitative study
Zainal, H., Xin, X., Thumboo, J., & Yong, F. K. (2023) · Medical Education Online · doi:10.1080/10872981.2023.2211820 · Cited by 23 · see citing works
Clinical informatics training in medical school education curricula: a scoping review
Zainal, H., Tan, J. K., Xin, X., Thumboo, J., & Yong, F. K. (2022) · Journal of the American Medical Informatics Association · doi:10.1093/jamia/ocac245 · Cited by 18 · see citing works
Sumner, B., Martin, R., Gladman, T., WILKINSON, T. J., & Grainger, R. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07194-8 · Cited by 13 · see citing works
Zainal, H., Xin, X., Thumboo, J., & Yong, F. K. (2023) · PLoS ONE · doi:10.1371/journal.pone.0281108 · Cited by 12 · see citing works
Zainal, H., Xin, X., Thumboo, J., Fong, W. W. S., & Yong, F. K. (2024) · JMIR Human Factors · doi:10.2196/51972 · Cited by 9 · see citing works
Wagner, G., Ringeval, M., Raymond, L., & Paré, G. (2025) · Medical Education Online · doi:10.1080/10872981.2025.2459910 · Cited by 12 · see citing works
Zainal, H., Xin, X., Thumboo, J., & Yong, F. K. (2025) · JMIR Medical Education · doi:10.2196/64768 · Cited by 13 · see citing works
Strehlow, M. C., Alvarez, A., Blomkalns, A. L., Caretta‐Weyer, H. A., Gharahbaghian, L., Imler, D. L., Khan, A., Lee, M. O., Lobo, V. E., Newberry, J. A., et al. (2024) · Academic Emergency Medicine · doi:10.1111/acem.14962 · Cited by 7 · see citing works
Onoue, T., Asada, Y., Imafuku, R., Kou, S., Takami, H., Takahashi, Y., Nomura, O., & Saiki, T. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2385199 · Cited by 8 · see citing works
Digitale Technologien in der Allgemeinmedizin
Schendzielorz, J., Harre, K., Tarara, M., Oess, S., & Holmberg, C. (2023) · Zeitschrift für Allgemeinmedizin · doi:10.1007/s44266-023-00145-w · Cited by 4 · see citing works
Akinluyi, E. A., Greenough, A., Ison, K. T., & Clarkson, P. J. (2023) · Health Systems · doi:10.1080/20476965.2023.2230632 · Cited by 3 · see citing works
Mielitz, A., Kulau, U., Bublitz, L., Bittner, A., Friederichs, H., & Albrecht, U. (2024) · JMIR Medical Education · doi:10.2196/56787 · Cited by 5 · see citing works
Advantages of learning objectives and the National Competence-based Catalogue of Learning Objectives
Wijnen‐Meijer, M. (2023) · PubMed Central · doi:10.3205/zma001647 · Cited by 3 · see citing works
Bridging gaps in medical education for digital healthcare: A Singapore case study
Zainal, H., Xin, X., Thumboo, J., & Yong, F.-K. (2025) · Asia Pacific Scholar · doi:10.29060/taps.2025-10-3/oa3439 · Cited by 3 · see citing works
Zainal, H., Xin, X. H., Thumboo, J., & Fong, K. Y. (2023) · Research Square · doi:10.21203/rs.3.rs-3098448/v1 · Cited by 1 · see citing works
Büchner, S., Marschollek, M., & Foadi, N. (2022) · Gesundheitsökonomie & Qualitätsmanagement · doi:10.1055/a-1695-4507
Self-citationCoaquira-Coaquira, W. (2024) · Technological Innovations Journal · doi:10.35622/j.ti.2024.01.003
Zahn, A., Mücke, M., Sellin, J., & Ateş, G. (2026) · Medical Education Online · doi:10.1080/10872981.2026.2639835
- Authors
- Foadi, N., Koop, C., Mikuteit, M., Paulmann, V., Steffens, S., & Behrends, M.
- Affiliations
- Medizinische Hochschule Hannover (DE)
- Corresponding author
- Foadi, Nilufar
- Venue
- Journal of Medical Education and Curricular Development
- Publisher
- SAGE Publications
- Published
- 2021-01
- Volume
- 8
- Pages
- 23821205211028347-23821205211028347
- ISSN
- 2382-1205 (ISSN-L)
- PMC
- PMC8299879
- OpenAlex
- W3189228165
- Cited by
- 22
- References
- 28
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 5 · 2023: 6 · 2022: 5
- FWCI
- 3.46
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of Medical Education and Curricular Development (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- The project “DigiWissMed” is funded by the Ministry for Science and Culture of Lower Saxony within the promotional program “Quality plus – a program for developing tomorrow’s studies.”
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- digital skills, medical education, learning outcomes, curriculum development, longitudinal curriculum, transdisciplinary curriculum, data literacy, medical informatics, physician competence, medical students, interdisciplinary collaboration, digitalization of healthcare, Hannover Medical School
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
