Embedding digital health education into pre-registration health degrees: a pilot evaluation of a train-the-trainer toolkit

Vollständiger Abstract

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Abstract Background A digitally-literate and future-ready healthcare workforce is essential to realise the benefits of digital health and address critical healthcare challenges. Embedding digital health content into health degree curricula is a strategic priority, yet integration is hindered by the absence of standardised, professionally endorsed curriculum and limited educator expertise. Following development of an educator toolkit, this pilot evaluation study aimed to explore: “How do educators and academic leaders perceive the appropriateness, usability, usefulness and feasibility of a toolkit designed to support integration of digital health content into pre-registration health curricula?”. Methods A multi-method study was conducted across 17 Australian universities. Data collection conducted with educators involved structured online survey responses ( n = 53) using a semi-structured conversation guide in a meeting and, after updating the toolkit with educator feedback, 60-minute online focus groups were conducted with academic leaders ( n = 14). Survey responses underwent content and sentiment analysis with manual coding aligned with a pre-defined coding framework, while focus group data were analysed using content analysis. Results Educators reported agreement that the toolkit was clear, well-structured, easy to navigate, and potentially effective in increasing their knowledge and confidence. Most statements rated positively for perceived appropriateness, usability, and usefulness. Statements with the highest agreement related to alignment between learning plans and outcomes (98%), educator knowledge and confidence (94%), and ease of navigation (92%). Lowest agreement related to planning assessments aligned with learning outcomes (60%), evaluating student capability (71%), and creating meaningful curriculum (70%). The toolkit was viewed as potentially applicable for multiple stakeholder groups, with greatest relevance for curriculum developers and educators. Academic leaders affirmed its appropriateness and timeliness, highlighting relevance and enthusiasm for future use. Ease of use was attributed to the clarity of topics aligned with learning outcomes and Bloom’s Revised Taxonomy. Five factors influenced feasibility: educator digital health literacy; curriculum and pedagogical guidance; assessment examples; toolkit structure and resources; engagement and evaluation. Conclusions The toolkit could provide a practical mechanism for guiding educators and academic leaders in embedding digital health content into curricula within health education programs, supporting development of a future workforce equipped for evolving healthcare demands.