{"id":72884,"date":"2025-07-01T09:03:01","date_gmt":"2025-07-01T01:03:01","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=72884"},"modified":"2025-10-07T08:30:18","modified_gmt":"2025-10-07T00:30:18","slug":"bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/","title":{"rendered":"Bridging gaps in medical education for digital healthcare: A Singapore case study"},"content":{"rendered":"<p>Submitted: 13 June 2024<br \/>\r\nAccepted: 4 February 2025<br \/>\r\nPublished online: 1 July, TAPS 2025, 10(3), 26-36<br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2025-10-3\/OA3439\">https:\/\/doi.org\/10.29060\/TAPS.2025-10-3\/OA3439<\/a><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Humairah Zainal<sup>1<\/sup>, Xin Xiaohui<sup>1<\/sup>, Julian Thumboo<sup>1,2,3<\/sup> &amp; Fong Kok Yong<sup>2,3<\/sup> <\/span><sup><span lang=\"EN-GB\"><\/span><\/sup><\/p>\r\n<p style=\"text-align: justify;\"><i><sup><span lang=\"EN-GB\">1<\/span><\/sup><span lang=\"EN-GB\">Health Services Research Unit, Singapore General Hospital, Singapore; <sup>2<\/sup>Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, <sup>3<\/sup>Duke-NUS Medical School, National University of Singapore, Singapore<\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract <\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Introduction:<\/span><\/b><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">As healthcare becomes increasingly digital, undergraduate medical students receive limited formal training in digital healthcare technologies (DHTs). Additionally, stakeholders\u2019 perspectives on essential digital health competencies (DHCs) across generations remain underexplored. This comparative study aims to identify knowledge gaps, inform evolving expectations, and promote continuous learning by comparing medical students\u2019 and senior clinicians\u2019 views on essential DHCs in Singapore.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-US\">Methods:<\/span><\/b><span lang=\"EN-US\"> Individual semi-structured interviews were conducted with medical students, clinical educators, and clinical teachers. Clinical-year medical students from all three local medical schools were recruited using convenience and snowball sampling, while<span>\u00a0<\/span>purposive sampling ensured diverse representation of clinicians across Singapore\u2019s public healthcare organisations, focusing on those engaged in education-related activities. Data were collected from September 2020 to February 2023 until thematic saturation was achieved, and analysed using qualitative thematic analysis.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Results:<\/span><\/b><span lang=\"EN-GB\"> Sixty-three participants took part, including 30 medical students, 12 <\/span><span lang=\"EN-US\">clinical educators and 21 clinical teachers.<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">All clinicians had more than 10 years of clinical experience and came from 24 different disciplines and 12 healthcare institutions. The findings showed unanimous support for integrating electronic health records in patient communication, and training in DHTs like telemedicine and <\/span><span lang=\"EN-GB\">point-of-care ultrasound. D<\/span><span lang=\"EN-US\">iscrepancies emerged; clinicians prioritised physical examination, while students viewed it as potentially replaceable by DHTs. Furthermore, while students valued healthcare-related smartphone applications in patient care, few clinicians shared this view, citing privacy and security concerns. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Conclusion:<\/span><\/b><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">Evaluating stakeholders\u2019 perspectives highlights evolving clinical skills and essential DHCs for medical students, potentially informing global DHC training programmes. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Keywords<\/span><\/b><b><span lang=\"EN-GB\">:<\/span><\/b><span lang=\"EN-GB\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i><span lang=\"EN-GB\">Technology, Medical Education, Curriculum, Clinical Competence, Digital Competence, Qualitative, Singapore<\/span><\/i><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Practice Highlights <\/span><\/strong><\/p>\r\n<ul>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-US\"> <\/span><span lang=\"EN-GB\">An inter-generational perspective in medical education leverages the strengths of both medical students and senior clinicians, ensuring a balanced approach that keeps pace with technological advancements while maintaining the core principles of patient care.<\/span><span lang=\"EN-US\"><\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-US\"> <\/span><span lang=\"EN-GB\">The digital health competencies deemed essential for future clinical practice are consistent across all stakeholders. <\/span><span lang=\"EN-US\"><\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-US\"> <\/span><span lang=\"EN-GB\">The study highlights the emerging need for additional competencies among medical trainees so as to meet the evolving demands of healthcare delivery. <\/span><span lang=\"EN-US\"><\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">Regularly comparing the perspectives of various stakeholders in the healthcare system enables educational institutions to adapt and refine their curricula continuously.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">I. INTRODUCTION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Digital healthcare, which leverages advanced technologies to enhance, complement, or replace traditional healthcare services, is becoming increasingly common in clinical practice <\/span><span lang=\"EN-GB\">(Alkire <\/span><span lang=\"EN-US\">(n\u00e9e Nasr)<\/span><span lang=\"EN-GB\"> et al., 2020).<\/span><span lang=\"EN-GB\"> Digital healthcare technologies (DHTs) such as electronic health records (EHR), telemedicine, and Artificial Intelligence (AI) have significantly improved data management, diagnostics, and patient care (Clay-Williams et al., 2023; Food and Drug Administration, 2019; Welcher et al., 2018;). <\/span><span lang=\"EN-US\">However, many studies and reviews have highlighted a global lack of formal and systematic training in DHTs for undergraduate medical students (Aungst &amp; Patel, 2020; Edirippulige et al., 2018; Tudor Car et al., 2021). While recommendations for integrating digital health education (DHE) exist, they often propose standalone courses focused on specific DHTs rather than embedding DHE into the core medical curriculum <\/span><span lang=\"EN-US\">(Tudor Car et al., 2021; Zainal et al., 2023a; Zainal et al., 2023b)<\/span><span lang=\"EN-US\">.\u00a0 Barriers to consistently incorporating DHE into medical curricula, as reported in countries such as Canada, Germany, the United Kingdom (U.K.), and the United States (U.S.) include limited faculty expertise, curriculum overload and fragmented implementation efforts (Gillissen et al., 2022; Hurley et al., 2011; Machleid et al., 2020; Sit el al., 2020; Sorg et al., 2022).<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Furthermore, there is limited research exploring the perspectives of both medical students and senior clinicians on the relevant digital health competencies (DHCs) required for clinical care. DHCs encompass the knowledge, skills, and attitudes essential for assessing, diagnosing, and treating patients in the digital age. An inter-generational comparison of these perspectives is crucial for identifying gaps in the existing curricula and ensuring medical education aligns with the rapidly evolving healthcare landscape. Medical students can offer fresh insights into emerging tools and platforms while senior clinicians can contribute perspectives on clinical skills given their wealth of clinical experience. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Despite Singapore\u2019s advanced digitalisation, challenges remain in standardising DHE across its three medical schools: Yong Loo Lin School of Medicine at National University of Singapore (NUS), Lee Kong Chian School of Medicine at Nanyang Technological University (NTU) and Duke-NUS Medical School (Duke-NUS) <\/span><span lang=\"EN-GB\">(Zainal et al., 2023a).<\/span><span lang=\"EN-GB\"> Although these institutions boast state-of-the-art facilities, a disconnect persists between medical training and clinical practice due to various institutional and structural barriers <\/span><span lang=\"EN-US\">(Zainal et al., 2023a)<\/span><span lang=\"EN-GB\">. While efforts to integrate DHE, such as virtual reality courses, have been initiated, there are variations in content and duration across institutions, underscoring the lack of a standardised approach <\/span><span lang=\"EN-GB\">(Zainal et al., 2023a)<\/span><span lang=\"EN-GB\">. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study uses Singapore as a case study to explore the perceptions of medical students, clinical educators, and teachers regarding DHCs, with the aim of improving DHE integration into undergraduate medical curricula. Specifically, it compares the views of these stakeholders in identifying any digital competencies that may be relevant for clinical practice in an increasingly digital healthcare landscape. By focusing on Singapore, this study not only sheds light on gaps in the local curricula but also provides insights that can inform global efforts to strengthen DHE integration in medical education.<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">II. METHODS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Setting and Sample <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">A qualitative study was conducted using individual semi-structured interviews with medical students, clinical educators, and clinical teachers. Participants were identified by Principal Investigator (P.I.) FKY, based on their year of study and clinical roles respectively, ensuring relevant knowledge and experience. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The study employed a combination of convenience sampling and snowballing technique to recruit students from all three local medical schools. Clinical-year students (third to fifth years) were included due to their potential exposure to DHTs during clinical rotations, while pre-clinical students were excluded. Convenience sampling was initially used for ease of access, and snowballing technique was subsequently employed to expand participation and capture diverse perspectives.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">To ensure diverse representation among clinicians, purposive sampling was applied across Singapore\u2019s three public healthcare organisations. Clinical educators dedicating over 20 per cent of their time to education-related activities (e.g., teaching, curriculum planning, research, and administration) and clinical teachers contributing less than 20 per cent of their time to such roles were included. Clinicians not involved in educational roles were excluded from the study.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study was classified as a <\/span><span lang=\"EN-US\">quality improvement (QI) project on medical education curricula by the SingHealth Research Integrity, Compliance, and Ethics (RICE) committee. As such, it did not meet the criteria for human subject research and was granted an ethical waiver by SingHealth Institutional Review Board (Reference Number: 2020\/2880). Nonetheless, this research adhered strictly to the ethical principles of the Declaration of Helsinki and institutional guidelines. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Data collection occurred from September 2020 to February 2023. Participants were invited by the P.I. via email detailing the study\u2019s purpose, procedures, potential risks, and benefits, with consent obtained before the interviews. To address potential biases due to the P.I.\u2019s professional relationships, interviews were conducted by a research fellow without prior connections to participants. Verbal consent was recorded at the start of each Zoom session, and participants were reminded of their right to withdraw, with pre-withdrawal data retained for comprehensive analysis.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">To ensure anonymity, participants were assigned coded identifiers (\u2018MS\u2019 for medical students, \u2018CL\u2019 for clinicians). Identifying information and audio recordings were securely stored and separated from the main dataset. Results were reported with care to avoid identifying individuals, and the data was exclusively used for curriculum development.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Data Collection <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The interview guide followed Kallio et al.\u2019s (2016) framework, including pre-requisites for semi-structured interviews, literature review, expert consultation, preliminary guide development, pilot testing with five participants, and finalisation. Questions addressed clinical competencies, their relevance to digital healthcare, and ways medical schools can better prepare students for digitalisation (Tables 1 and 2). Interviews included medical students and clinicians across specialties to ensure diverse perspectives.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The study involved 63 participants, with sample size guided by theoretical and practical considerations. Data collection continued until thematic saturation was reached, ensuring all relevant perspectives were captured. Practical constraints like time and resources influenced the participant number, but the focus remained on data richness and diversity for a comprehensive exploration of the research questions.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Sixty interviews were conducted via Zoom due to COVID-19 restrictions, with three in-person interviews held under local health guidelines. Each session lasted about 40 minutes and was audio-recorded. Transcriptions were generated using Otter AI and reviewed for accuracy by the P.I. and research fellow.<\/span><\/p>\r\n<div align=\"center\">\r\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\" class=\" aligncenter\" style=\"width: 100%;\">\r\n<tbody>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">No.<\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Topics<\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Questions and prompts <\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">1. <\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Clinical skills that doctors should have<\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">In general, what are the clinical skills that a medical doctor should have? <\/span><\/p>\r\n<p><span lang=\"EN-US\">Are there any clinical skills that have become less essential or relevant in this digital age?<\/span><\/p>\r\n<p><span lang=\"EN-US\">Are there any other clinical skills that have been fulfilled or transformed by digital technology? <\/span><\/p>\r\n<p><span lang=\"EN-US\">What new skills, clinical or otherwise, should a medical doctor have today and in the future especially in light of the digital age?<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">2.<\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Medical school curriculum<\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Do you think the clinical skills taught in your medical school have adequately prepared you for clinical practice, especially in today\u2019s modern setting? <\/span><\/p>\r\n<p><span lang=\"EN-US\">Prompts:<\/span><\/p>\r\n<p><span lang=\"EN-US\">&#8211; <\/span><i><span lang=\"EN-US\">Are there any modules in your formal curriculum that might have exposed you to the digital aspects of medicine, such as telemedicine, AI or healthcare informatics? <\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">&#8211; <\/span><i><span lang=\"EN-US\">Are you aware of any elective courses or programmes that might have done the same? <\/span><\/i><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">3.<\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Exposure to digital technologies in clinical practice <\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Have you ever adopted or come across any forms of digital technology such as robotics surgery, AI or big data in your clinical practice yet? <\/span><\/p>\r\n<p><span lang=\"EN-US\">Prompts:<\/span><\/p>\r\n<p><span lang=\"EN-US\">&#8211; <\/span><i><span lang=\"EN-US\">If yes, where did you encounter this? <\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">&#8211; W<\/span><i><span lang=\"EN-US\">hat digital healthcare technologies would you be interested in learning if given the opportunity, and why?<\/span><\/i><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">4. <\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Experience with digital technologies <\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Have you ever encountered any recurring challenges in clinical practice that you foresee could be overcome by digital technologies?<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">5.<\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Role of various stakeholders <\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">What do you think medical schools can do to help doctors optimise the use of digital healthcare technologies in the future? <\/span><\/p>\r\n<p><span lang=\"EN-US\">What do you think professional bodies such as Singapore Medical Association (SMA) and Academy of Medicine can do to help doctors make full use of digital healthcare technologies in the future?<\/span><\/p>\r\n<p><span lang=\"EN-US\">What do you think the government can do to help doctors optimise the use of digital healthcare technologies in the future? <\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"38\" valign=\"top\">\r\n<p><span lang=\"EN-US\">6.<\/span><\/p>\r\n<\/td>\r\n<td width=\"151\" valign=\"top\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Other thoughts on how the medical school curriculum can better prepare students<\/span><\/p>\r\n<\/td>\r\n<td width=\"425\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Do you have any other comments on how the medical school curriculum can better prepare you for future clinical practice? <\/span><\/p>\r\n<p><span lang=\"EN-US\">Any other comments on digital transformations of medicine or healthcare before we end this interview?<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-US\">Table 2. Interview questions for clinical educators and teachers<\/span><\/p>\r\n<p><i><\/i><i><span lang=\"EN-US\">C. Data Analysis <\/span><\/i><i><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Thematic analysis followed Braun and Clarke\u2019s six-step framework to explore curricular gaps (Braun &amp; Clarke, 2006). Two researchers independently coded the data, resolving discrepancies through discussion to refine the codebook and ensure consistency. Credibility was enhanced by triangulating findings across participants from various medical schools and healthcare clusters, capturing diverse perspectives and minimising bias.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">To contextualise the findings, comparisons were made with studies from other high-income countries undergoing similar healthcare digitalisation. Additionally, recent data from stakeholders, including medical school leaders, were analysed to understand the digital competencies needed for future clinical practice. Reporting adhered to the Standards for Reporting Qualitative Research (O\u2019Brien et al. 2014).<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">III. RESULTS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Sixty-three participants took part in our study. Thirty of them were medical students who were undergoing clinical rotations in various disciplines, with 10 coming from each school. Twelve were clinical educators and 21 were clinical teachers. The clinicians were aged between 44 and 70 years. All had more than 10 years of clinical experience and came from 24 different disciplines and 12 healthcare institutions. A summary of their demographics is reported in Table 3 and illustrative excerpts are found in Table 4.<\/span><\/p>\r\n<div align=\"center\">\r\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" class=\" aligncenter\" style=\"width: 100%;\">\r\n<tbody>\r\n<tr>\r\n<td width=\"451\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Profile<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"198\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Number of participants <\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"451\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Gender<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"198\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">\u00a0<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"451\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">Medical students:<\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">Male<i><\/i><\/span><\/p>\r\n<p><span lang=\"EN-US\">Female<\/span><\/p>\r\n<\/td>\r\n<td width=\"198\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">\u00a0<\/span><\/b><\/p>\r\n<p><span lang=\"EN-US\">15 (50%)<\/span><\/p>\r\n<p><span lang=\"EN-US\">15 (50%)<b><\/b><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"451\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">Clinical educators and teachers:<\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">Male<\/span><\/p>\r\n<p><span lang=\"EN-US\">Female<\/span><\/p>\r\n<\/td>\r\n<td width=\"198\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">\u00a0<\/span><\/b><\/p>\r\n<p><span lang=\"EN-US\">26 (78.8%)<\/span><\/p>\r\n<p><span lang=\"EN-US\">7 (21.2%)<b><\/b><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"451\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Year of study\/ specialty <\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"198\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">\u00a0<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"451\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">Medical students: <\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">Third year<\/span><\/p>\r\n<p><span lang=\"EN-US\">Fourth year <\/span><\/p>\r\n<p><span lang=\"EN-US\">Fifth year <\/span><\/p>\r\n<\/td>\r\n<td width=\"198\" valign=\"top\">\r\n<p><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p><span lang=\"EN-US\">8 (26.7%)<\/span><\/p>\r\n<p><span lang=\"EN-US\">14 (46.7%)<\/span><\/p>\r\n<p><span lang=\"EN-US\">8 (26.7%)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">Clinical educators and teachers:<\/span><\/i><\/p>\r\n<div align=\"center\">\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"627\">\r\n<tbody>\r\n<tr>\r\n<td width=\"247\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Roles<\/span><\/b><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<\/td>\r\n<td width=\"192\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Clinical educator<\/span><\/b><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<\/td>\r\n<td width=\"188\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Clinical teacher**<\/span><\/b><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"247\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Number of participants<i><\/i><\/span><\/p>\r\n<\/td>\r\n<td width=\"192\" valign=\"top\">\r\n<p><span lang=\"EN-US\">12<\/span><\/p>\r\n<\/td>\r\n<td width=\"188\" valign=\"top\">\r\n<p><span lang=\"EN-US\">21<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"247\" valign=\"top\">\r\n<p style=\"text-align: left;\"><b><span lang=\"EN-US\">1 interviewee per discipline<\/span><\/b><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<\/td>\r\n<td width=\"192\" valign=\"top\">\r\n<p style=\"text-align: left;\"><b><span lang=\"EN-US\">2 interviewees per discipline<\/span><\/b><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<\/td>\r\n<td width=\"188\" valign=\"top\">\r\n<p style=\"text-align: left;\"><b><span lang=\"EN-US\">3 interviewees per discipline<\/span><\/b><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"247\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Cardiology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Dermatology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Ear, Nose and Throat Surgery<\/span><\/p>\r\n<p><span lang=\"EN-US\">Endocrinology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Gastroenterology and Hepatology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Hepatobiliary Surgery<\/span><\/p>\r\n<p><span lang=\"EN-US\">Infectious Diseases Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Internal Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Medical Oncology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Neurology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Obstetrics and Gynaecology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Ophthalmology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Pathology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Public Health<\/span><\/p>\r\n<p><span lang=\"EN-US\">Radiology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Renal Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Respiratory and Critical Care Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Vascular Surgery<\/span><\/p>\r\n<\/td>\r\n<td width=\"192\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Anaesthesiology<\/span><\/p>\r\n<p><span lang=\"EN-US\">Geriatrics Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Paediatrics Medicine<i><\/i><\/span><\/p>\r\n<\/td>\r\n<td width=\"188\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Emergency Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Family Medicine<\/span><\/p>\r\n<p><span lang=\"EN-US\">Rheumatology<\/span><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">\u00a0<\/span><\/i><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-US\">Table 3. Demographics of participants<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Four major themes were derived from the data. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Limited and Inconsistent Exposure to DHTs <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Students reported limited exposure to DHTs in core medical curricula, with training mainly through electives, select programmes, and student-driven initiatives. Exposure to health informatics and telemedicine was brief, with telemedicine training primarily prompted by the COVID-19 pandemic. Other DHTs like robotic surgery, virtual reality, and POCUS were inconsistently incorporated across medical schools. Some clinicians also reiterated the need for DHT exposure in public healthcare institutions, as doing so could inspire medical students to engage in innovation, research, and development in cutting-edge fields like robotics.<i><\/i><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">B. Unified Views among Clinicians and Students on Essential Competencies <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Clinicians and students shared unified perspectives on incorporating key DHCs like EHR, telemedicine, and POCUS into medical curricula. These competencies are viewed as crucial for preparing students for contemporary clinical practice.<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Participants emphasised the need to balance EHR use with effective patient interaction. M25, a third-year student, highlighted the importance of maintaining empathy and humanistic values, while CL27, a rheumatologist, stressed integrating EHR data into patient discussions to improve engagement and understanding of health conditions.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">All groups also agreed on the importance of telemedicine training. Students expressed interest in learning how to identify conditions suitable for virtual consultations, build patient rapport, and conduct comprehensive assessments via tele-platforms. MS5 noted the challenges of teleconsultation, such as interpreting body language and addressing legal responsibilities. Clinicians like CL14 underscored the need to teach students how to select patients for teleconsultation and identify red flags effectively.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Additionally, both clinicians and students strongly supported incorporating POCUS into the curriculum. Students acknowledged its utility in bedside diagnostics, while clinicians like CL9 and CL18 highlighted its value in resource-limited settings and its role in enhancing diagnostic accuracy. They advocated for routine training in ultrasound, considering its increasing use in general practice and as a critical tool in diverse healthcare settings. These unified views suggest the need to prioritise these DHCs in medical education to meet the evolving demands of healthcare delivery.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Divergent Opinions on Traditional Clinical Skills <\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Discrepancies in opinions emerged regarding traditional clinical skills, particularly physical examination. Students often viewed diagnostic imaging and tests as superior to these skills, perceiving physical exams as less critical. For instance, M11, a Year 4 student, argued that ultrasonography provides more precise diagnoses, making physical examination less relevant.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Clinicians, however, emphasised preserving traditional skills like history-taking and physical examination, especially for resource-limited settings. CL3, an ophthalmologist, expressed concern that reliance on diagnostic tools has led to the erosion of these essential skills.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">D. Emerging Technologies and Concerns <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The perceived competencies for medical education varied between students and senior clinicians. Students valued wearables and healthcare apps for patient empowerment, personalised care, and strengthening doctor-patient trust. For instance, MS30, a fourth-year student, suggested that wearable data could help create personalised care plans and enhance clinical practice. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Clinicians, however, expressed concerns about the privacy and security of patient data in these apps. They emphasised the responsibility to protect patient information and were cautious about using apps that did not meet security standards. <\/span><span lang=\"EN-GB\">These<\/span><span lang=\"EN-US\"> differing opinions highlight the need for a DHE curriculum that addresses both student interests and clinician concerns.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">In our sample selection, we included both clinical educators and clinical teachers to capture a range of perspectives on the integration of DHCs into medical education. However, our analysis did not reveal significant differences in the views expressed by these two groups. Both shared similar opinions on the importance of teaching DHCs such as EHR, telemedicine and POCUS. This alignment may be attributed to their shared roles in preparing medical students for clinical practice, regardless of their specific titles or responsibilities. As such, the findings reflect a unified perspective among clinicians involved in medical education, despite the initial distinction made in the sample selection.<\/span><\/p>\r\n<div align=\"center\">\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\" style=\"width: 100%;\" class=\"aligncenter\">\r\n<tbody>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Themes<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"412\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Quotes from Participants<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Limited and inconsistent exposure to DHTs<\/span><\/p>\r\n<\/td>\r\n<td width=\"412\" valign=\"top\">\r\n<p><span lang=\"EN-US\">In private practice, particularly in Family Medicine, telemedicine is fairly common. But I don\u2019t think it is a model that has been adopted in public hospitals or tertiary settings yet\u2026 Telemedicine is a new thing that only came up because of COVID. (MS10, Year 4)<\/span><\/p>\r\n<p><span lang=\"EN-US\">In Korea, medical students are already exposed to advanced medical robots, with 40 robots used in operating theaters. Introducing a robotics module for medical students could spark interest and lead to innovations in robotics and research. (CL20, Otorhinolaryngology)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Essential competencies for clinical practice <\/span><\/p>\r\n<\/td>\r\n<td width=\"412\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">EHR<\/span><\/i><span lang=\"EN-US\">:<\/span><\/p>\r\n<p><span lang=\"EN-GB\">A skill that should be taught to students is the ability to strike a balance between facing the screen and interacting with patients. In clinics, you need to face the computer to scribe your notes while talking to the patient. (<\/span><span lang=\"EN-US\">MS8, Year 5).<\/span><\/p>\r\n<p><span lang=\"EN-US\">In the United States, students are trained in communication skills that incorporate electronic medical records into patient interactions. This training is lacking here, which is why patients often complain that doctors focus too much on the computer screen during consultations. (CL27, Rheumatology)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p><i><span lang=\"EN-US\">Telemedicine: <\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">I wish to be adept at performing teleconsultation, as this seems to be the up-and-coming practice. But with this comes many ambiguities such as reading body language, building rapport, and with that comes legal liabilities and responsibilities, like what exactly are the conditions that are suitable for teleconsultation, what are the ways to circumvent issues with teleconsultation and how to best integrate it into a patient\u2019s individualized care. (MS5, Year 5)<\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p><span lang=\"EN-US\">A skill students need to learn is how to interact well in a non-face-to-face context, like in a tele-setting. They need to learn how to select patients appropriately and spot red flags. (CL14, Respiratory Medicine)<\/span><\/p>\r\n<p><i><span lang=\"EN-US\">POCUS:<\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">Ultrasound is currently not taught routinely to students. It is important to know ultrasound because a lot of GPs are now using it in their clinics as an adjunct to diagnosing conditions and confirm clinical examinations. (CL9, General Surgery)<\/span><\/p>\r\n<p><span lang=\"EN-US\">Every medical student should learn ultrasound. It\u2019s a useful skill for those who may work in developing countries, where they may need to provide treatment directly at the point of care. (CL18, Orthopaedic Surgery)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Divergent opinions on traditional clinical skills<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"412\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">Students\u2019 perspective:<\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">When it comes to clinical signs, if a patient has a mildly enlarged liver, if we are able to feel it, we can actually do tests like ultrasound or further testing to know exactly the length, size or span of the liver. So, it doesn\u2019t actually matter whether you feel it on the physical examination or not. (M11, Year 4)<\/span><\/p>\r\n<p><span lang=\"EN-US\">When assessing heart murmurs in patients with heart conditions, it is not always important to precisely diagnose the type of murmur, as an echocardiogram will ultimately provide the exact diagnosis. Similarly, for cases like detecting abdominal masses, even if physical examination is challenging, such as with obese patients, an ultrasound can be readily ordered to confirm the findings. (MS11, Year 4)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p><i><span lang=\"EN-US\">Clinicians\u2019 perspective:<\/span><\/i><\/p>\r\n<p><span lang=\"EN-US\">As doctors become more dependent on investigation findings and diagnostic tests, I do see basic skills such as history-taking and physical examination skills have eroded. (CL3, Ophthalmology)<\/span><\/p>\r\n<p><span lang=\"EN-US\">Imaging has somewhat replaced traditional clinical examination skills, but these skills remain important and relevant. I still emphasise teaching clinical examination as a fundamental component before turning to imaging. However, most schools now default to imaging, which might be a drawback of technological advances. We need to strike a balance by ensuring clinical examination skills are adequately taught alongside imaging. (CL9, General Surgery)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Emerging technologies and concerns <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">\u00b7 <\/span><span lang=\"EN-US\">Wearables and healthcare apps<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"412\" valign=\"top\">\r\n<p><span lang=\"EN-US\">We should empower patients by improving their access to reliable medical knowledge. In this modern era, trustworthy and accurate apps can be valuable tools for disseminating information, such as red flags patients should be aware of. Apps offering verified and relevant information could greatly benefit patients by providing better guidance than what they might find through general online searches. (MS17,<span>\u00a0Y<\/span><\/span><span><span lang=\"EN-US\">ear 3)<\/span><\/span><\/p>\r\n<p><span lang=\"EN-US\">Health trackers, like wearable devices for cardiovascular or gynaecological health, hold great potential. If doctors are equipped with the knowledge to interpret the data generated by these devices\u2014many of which patients already use voluntarily\u2014it could significantly enhance clinical practice. (MS30, Year 4)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-US\">Table 4. Illustrative quotes from interviews with participants<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">IV. DISCUSSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">This study contributes to the literature by comparing the views of medical students, clinical educators, and clinical teachers on essential competencies for medical school curricula. It highlights a consensus on the need for training in EHR, telemedicine, and POCUS, while also identifying emerging needs like interpreting data from healthcare devices and engaging patients with this data. Unlike previous studies that focused on either clinicians or students<\/span><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">(Blacketer et al., 2021; Foadi et al., 2021; Gillissen et al., 2022; Hersh et al., 2017; Liu et al., 2022; Machleid et al., 2020; Pontefract &amp; Wilson, 2019), <\/span><span lang=\"EN-GB\">this research explores inter-generational differences, revealing that younger trainees prioritise patient-centred care and digital health literacy. This emphasis on inclusivity and data literacy is crucial given the global challenge of inadequate health literacy, particularly among older populations<\/span><span lang=\"EN-GB\"> <\/span><span lang=\"EN-US\">(S\u00f8rensen et al., 2021; Wittink &amp; Oosterhaven, 2018). Integrating these competencies into curricula can foster ongoing improvement in medical education. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">In comparing the views of medical students and senior clinicians regarding DHCs, it is important to acknowledge that the latter group represents a diverse range of roles within the clinical environment. While this study focused specifically on clinicians involved in medical education, senior clinicians may also take on roles as clinical researchers, administrators, or leaders in healthcare innovation. These differing responsibilities could shape their perspectives on the DHCs that should be emphasised in medical curricula. The results of this study should be interpreted within the context of the clinical educators&#8217; primary role in teaching medical students, which may prioritise practical and immediate clinical skills over broader administrative or research-based digital competencies.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The integration of EHR systems into medical education has been recognised as essential. Successful models in the U.S. and U.K. have embedded EHR systems into training, such as allowing students to write notes at primary clinical sites or use de-identified patient data for practice (Pereira et al., 2018; Pontefract &amp; Wilson, 2019; Welcher et al., 2018). These approaches ensure hands-on learning and prepare students for modern healthcare environments. For broader applicability, partnerships with local healthcare institutions and technology providers can enable the development of localised EHR modules tailored to different healthcare contexts. However, over-reliance on EHR systems may reduce critical thinking or direct patient interaction. Mitigation strategies include embedding reflective practices into training and balancing EHR use with patient engagement activities. When successfully implemented, EHR training enhances data management skills and promotes patient interaction.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Telemedicine training varies globally, often focusing on rural healthcare placements, as seen in Australia and the U.K. (Rienits et al., 2016; Wootton, 1999). In Singapore, telemedicine exposure arose mainly during the COVID-19 pandemic\u2019s social distancing requirements, highlighting its potential in urban healthcare. To ensure comprehensive telemedicine training, curricula should include simulated consultations, role-playing exercises, and coverage of diverse scenarios, such as breaking bad news over digital platforms. To address the challenge of interpreting body language, medical schools should incorporate modules that focus on interpreting non-verbal cues, such as facial expressions and gestures, which are essential for building rapport and understanding patients\u2019 concerns. Courses that address the legal responsibilities in telemedicine, including patient confidentiality, informed consent, and documentation requirements, should also be integrated to ensure students are aware of the regulatory frameworks guiding virtual care. Case studies and real-life examples that discuss the legal implications of telemedicine can also help students navigate potential legal challenges. With regard to patient selection, it is crucial for professional bodies to develop frameworks that guide clinicians in determining when in-person care is more appropriate, especially for complex or high-risk cases. Additionally, the curricula should provide guidance on how to recognise red flags such as signs of mental health distress, urgent medical conditions, or patient non-compliance with digital tools, and escalate them appropriately. <\/span><span lang=\"EN-GB\">Providing continuing education opportunities for practising clinicians is also important to keep them updated on telemedicine advancements. The healthcare system can then pair students with experienced telemedicine practitioners who can provide the necessary mentorship and guidance. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">POCUS has become an essential component of undergraduate medical education (Glass et al., 2021; Sheppard et al., 2023). However, its application is often limited to specific specialties, such as emergency medicine, obstetrics and gynaecology, and radiology (Glass et al., 2021). In contrast, our study advocates for a longitudinal POCUS curriculum spanning all years and specialties. Integrating POCUS training into medical curricula improves diagnostic accuracy, enhances bedside decision-making, and builds clinical confidence. A structured approach, such as Kern\u2019s six-step model, provides a robust framework for designing and implementing a standardised curriculum with consistent competency assessments (Kern, 1998). Innovative teaching methods, including handheld devices and near-peer instruction, have been shown to improve ultrasound proficiency and student performance, as evidenced by successful implementations at the University of Connecticut School of Medicine (Boivin et al., 2022). While improper use of POCUS can result in diagnostic errors, these risks can be mitigated through routine competency evaluations and guided practice, ensuring students develop the necessary skills safely and effectively.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Addressing differing opinions regarding DHC priorities in schools requires collaboration among medical educators, technology developers, and healthcare providers. Medical curricula should include training on the responsible use of DHTs, and evaluating the reliability of apps. Developers should design apps that address clinicians\u2019 data security concerns. Moreover, healthcare organisations should establish guidelines and protocols for healthcare-related app use to ensure patient safety and privacy. Integrating these competencies into medical curricula will better prepare future healthcare professionals for evolving demands of healthcare delivery. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Implementing DHC also requires <\/span><span lang=\"EN-US\">consideration of diverse healthcare systems and resource availability. Local adaptations, coupled with ongoing evaluation and feedback, ensure curricula remain relevant and scalable. Training programmes must balance global standards with local needs, enabling students to navigate evolving healthcare landscapes effectively. By addressing the implementation strategies, risks, and benefits of DHTs, this study provides actionable insights for advancing DHE.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Strengths and Limitations <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This qualitative study highlights the DHCs needed in the core medical curricula from the perspectives of students, clinical educators and teachers. The diverse sample of institutions and specialties enriched the data. Student feedback provided up-to-date information on curricula gaps, while senior clinicians\u2019 experience enhanced credibility. Interviewing participants from different generations ensured medical education remains relevant to current and future healthcare needs. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">A perceived limitation of this study is its small sample size, which may affect its generalisability, validity and reliability. With a small sample, the findings might not represent the broader population and could miss the population\u2019s diversity (Sandelowski, 1995). Additionally, small sample sizes may not adequately capture the diversity within the population of interest (Sandelowski, 1995). Moreover, the unique socio-political, cultural and economic context of Singapore may limit the generalisability of our findings to other settings. Singapore\u2019s relatively small population and centralised governance create conditions that may differ from other countries. Consequently, while the insights from our study provide valuable lessons, they should be interpreted with caution when applying them to contexts with different governance structures or cultural dynamics. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Despite the limitations, this qualitative study provides a contextualised understanding of participants\u2019 expectations and concerns through in-depth narrative analysis. While not entirely generalisable, the findings have significant implications for medical curricula in other developed countries. They highlight valued competencies, informing curriculum design, training programmes and continuing education initiatives. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Furthermore, this study focused on clinicians from public healthcare institutions, which may influence their perspectives on DHCs. Public sector clinicians often work within more structured systems that prioritise certain competencies differently than in the private sector. While this focus provides insights specific to public healthcare education, it is important to note that the views of private-sector clinicians, who may face different digital health challenges, were not captured in this study. Future work comparing clinicians across both sectors could provide a more comprehensive view. The perspectives of clinicians from the private healthcare sector may also differ due to the distinct operational and financial frameworks in which they practise.<span>\u00a0<\/span><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Moreover, future research could explore the perspectives of clinicians in various roles beyond medical education, such as clinical researchers, healthcare administrators, or those involved in clinical governance. By comparing these viewpoints with those of clinical educators, a more comprehensive understanding of the DHCs required across different professional pathways in healthcare can be developed. Such studies could further inform curriculum development to ensure that medical students are adequately prepared not only for clinical practice but also for the evolving demands of digital health in research, administration, and leadership. <\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">V. CONCLUSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">In conclusion, an inter-generational perspective in medical education leverages the strengths of both medical students and senior clinicians, ensuring a balanced approach that keeps pace with technological advancements while maintaining the core principles of patient care. This collaborative model prepares future healthcare professionals to navigate the evolving landscape of healthcare technology effectively. As the findings have shown, despite their varying levels of experience and diverse medical backgrounds, the DHCs deemed essential for future clinical practice are consistent across all stakeholders. <\/span><span lang=\"EN-US\">While all stakeholder groups considered most basic clinical skills important, medical students viewed physical examination as replaceable by DHTs.<\/span><span lang=\"EN-GB\"> In contrast, the clinical educators and teachers thought otherwise.<\/span><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">To address the needs and concerns of all groups, DHCs should complement instead of replace traditional clinical skills. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">We acknowledge that the DHTs deemed important in other countries may vary from those reported in this study. However, the type of DHTs to be introduced should not distract us from the main goal of ensuring that the curricula of medical schools around the world remain updated and relevant to current and future healthcare needs. Regularly comparing the perspectives of various stakeholders in the healthcare system is crucial, as it enables educational institutions to adapt and refine their curricula continuously. This iterative process ensures that the curricula remain responsive to the dynamic nature of clinical work. <\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Humairah Zainal collected and analysed the data, wrote the initial drafts, revised the manuscript for publication and approved the submitted copy of the manuscript. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Xin Xiaohui reviewed, edited, read and approved the submitted copy of the manuscript. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Julian Thumboo reviewed, edited, read and approved the submitted copy of the manuscript. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Fong Kok Yong was involved in the conception and design of the study, reviewed, edited, read and approved the submitted copy of the manuscript. <\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Waiver for ethical approval was granted by SingHealth Institutional Review Board (Reference Number: 2020\/2880).\u00a0 <\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Data Availability<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The data that support the findings of this study are available from the first author upon reasonable request. The data cannot be uploaded to the repository as it contains some confidential views of participants. <\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Acknowledgements<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The authors extend their gratitude to the reviewers for their insightful feedback on the manuscript drafts. Special thanks go to Anisa Muhammad for transcribing the interviews, as well as to Dr. Warren Fong Weng Seng and Dr. Ng Qin Xiang for their assistance in recruiting some of the medical students. The authors also deeply appreciate the invaluable contributions of the study participants.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Funding Statement<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study was supported by <\/span><span lang=\"EN-GB\">SingHealth Duke-NUS Medicine Academic<\/span><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Clinical Programme under Seah Cheng Siang Distinguished Professorship in<\/span><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Medicine.<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-US\">There are no relevant financial or non-financial competing interests to report.<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Alkire (n\u00e9e Nasr), L., O\u2019Connor, G. E., Myrden, S., &amp; K\u00f6cher, S. (2020). Patient experience in the digital age: An investigation into the effect of generational cohorts. <i>Journal of Retailing and Consumer Services<\/i>, <i>57<\/i>, Article 102221. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.jretconser.2020.102221\">https:\/\/doi.org\/10.1016\/j.jretconser.2020.102221<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Aungst, T. D., &amp; Patel, R. (2020). Integrating digital health into the curriculum &#8211; Considerations on the current landscape and future developments. <i>Journal of Medical Education and Curriculum Development<\/i>, 7, Article 2382120519901275. <\/span><a href=\"https:\/\/doi.org\/10.1177\/2382120519901275\">https:\/\/doi.org\/10.1177\/2382120519901275<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Blacketer, C., Parnis, R., B. Franke, K., Wagner, M., Wang, D., Tan, Y., Oakden-Rayner, L., Gallagher, S., Perry, S. W., Licinio, J., Symonds, I., Thomas, J., Duggan, P., &amp; Bacchi, S. (2021). Medical student knowledge and critical appraisal of machine learning: A multicentre international cross-sectional study. <i>Internal Medicine Journal<\/i>, <i>51<\/i>(9), 1539-1542. <\/span><a href=\"https:\/\/doi.org\/10.1111\/imj.15479\">https:\/\/doi.org\/10.1111\/imj.15479<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Boivin, Z., Carpenter, S., Lee, G., Chimileski, B., Harrison, J., Choudhary, D., &amp; Herbst, M. (2022). Evaluation of a required vertical point-of-care ultrasound curriculum for undergraduate medical students. <i>Cureus<\/i>, <i>14<\/i>(10), e30002. <\/span><a href=\"https:\/\/doi.org\/10.7759\/cureus.30002\">https:\/\/doi.org\/10.7759\/cureus.30002<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Braun, V., &amp; Clarke, V. (2006). Using thematic analysis in psychology. <i>Qualitative Research in Psychology<\/i>, <i>3<\/i>(2), 77\u2013101. <\/span><a href=\"https:\/\/doi.org\/10.1191\/1478088706qp063oa\">https:\/\/doi.org\/10.1191\/1478088706qp063oa<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Clay-Williams, R., Hibbert, P., Carrigan, A., Roberts, N., Austin, E., Fajardo Pulido, D., Meulenbroeks, I., Nguyen, H. M., Sarkies, M., Hatem, S., Maka, K., Loy, G., &amp; Braithwaite, J. (2023). The diversity of providers\u2019 and consumers\u2019 views of virtual versus inpatient care provision: A qualitative study. <i>BMC Health Services Research<\/i>, <i>23<\/i>(1), 724. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12913-023-09715-x\">https:\/\/doi.org\/10.1186\/s12913-023-09715-x<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Edirippulige, S., Brooks, P., Carati, C., Wade, V. A., Smith, A.C., Wickramasinghe, S., &amp; Armfield, N. (2018). It\u2019s important, but not important enough: eHealth as a curriculum priority in medical education in Australia. <i>Journal of Telemedicine and Telecare<\/i>, <i>24<\/i>(10), 697-702. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1177\/1357633x18793282\">https:\/\/doi.org\/10.1177\/1357633&#215;18793282<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Food and Drug Administration. (2019). <i>Digital health center of excellence<\/i>. <\/span><a href=\"https:\/\/www.fda.gov\/medical-devices\/digital-health-center-excellence\">https:\/\/www.fda.gov\/medical-devices\/digital-health-center-excellence<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Foadi, N., Koop, C., Mikuteit, M., Paulmann, V., Steffens, S., &amp; Behrends, M. (2021). Defining learning outcomes as a prerequisite of implementing a longitudinal and transdisciplinary curriculum with regard to digital competencies at Hannover Medical School. <i>Journal of Medical Education and Curricular Development<\/i>, <i>8<\/i>, <\/span><span lang=\"EN-US\">23821205211028347. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1177\/23821205211028347\">https:\/\/doi.org\/10.1177\/23821205211028347<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Gillissen, A., Kochanek, T., Zupanic, M., &amp; Ehlers, J. (2022). Medical students\u2019 perceptions towards digitization and Artificial Intelligence: A mixed-methods study, <i>Healthcare (Basel),<\/i> <i>10<\/i>(4), 723-737.<\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3390\/healthcare10040723\"> https:\/\/doi.org\/10.3390\/healthcare10040723<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Glass, C., Sarwal, A., Zavitz, J., Nitsche, J., Joyner, J., Johnson, L. L., Garcia-Vargas, J., &amp; O\u2019Brien, M. C. (2021). Scoping review of implementing a longitudinal curriculum in undergraduate medical education: The wake forest experience. <i>The Ultrasound Journal<\/i>, <i>13<\/i>(1), 23. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1186\/s13089-021-00206-w\">https:\/\/doi.org\/10.1186\/s13089-021-00206-w<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Hersh, W., Biagioli, F., Scholl, G., Gold, J., Mohan, V., Kassakian, S., Kerns, S., &amp; Gorman, P. (2017). From competencies to competence: Model, approach, and lessons learned from implementing a clinical informatics curriculum for medical students. In Shachak, A., <span>Borycki<\/span>, E.M., &amp; Reis, S.P. (Eds.), \u00a0<i>Health professionals\u2019 education in the age of clinical information systems, mobile computing and social network<\/i>s (pp. 269-287). Academic Press. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1016\/B978-0-12-805362-1.00013-9\">https:\/\/doi.org\/10.1016\/B978-0-12-805362-1.00013-9<\/a><\/span><span lang=\"EN-US\"> \u00a0\u00a0\u00a0<\/span><\/p>\r\n<p style=\"text-align: left;\"><span><span lang=\"EN-US\">Hurley, K. F., Taylor, B., Postuma, P., &amp; Paterson, G. (2011). What are Canadian medical students learning about health informatics. <\/span><\/span><i><span lang=\"EN-US\">Electronic Journal of Health Informatics<\/span><\/i><span lang=\"EN-US\">, <i>6<\/i>(4), np.<\/span><span><span lang=\"EN-US\"><\/span><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Kallio, H., Pietil\u00e4, A.-M., Johnson, M., &amp; Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. <i>Journal of Advanced Nursing.<\/i>, <i>72<\/i>(12), 2954\u20132965. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1111\/jan.13031\">https:\/\/doi.org\/10.1111\/jan.13031<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Kern, D. E. (1998). Overview: A six-step approach to curriculum development. In P.A., Thomas, D.E., Kern, M.T., Hughes &amp; B.Y. Chen (Eds.), <i>Curriculum Development for Medical Education: A Six-Step Approach <\/i>(pp. 5-10). Johns Hopkins University Press.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Liu, D. S., Sawyer, J., Luna, A., Aoun, J., Wang, J., Boachie, L., Halabi S., &amp; Joe B. (2022). Perceptions of US medical students on Artificial Intelligence in medicine: Mixed methods survey study. <i>JMIR Medical Education<\/i>, <i>8<\/i>(4),<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">e38325<\/span><span lang=\"EN-US\">. <\/span><a href=\"https:\/\/doi.org\/10.2196\/38325\">https:\/\/doi.org\/10.2196\/38325<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Machleid, F., Kaczmarczyk, R., Johann, D., Bal\u010di\u016bnas, J., Atienza-Carbonell, B., von Maltzahn, F., &amp; Mosch, L. (2020). Perceptions of digital health education among european medical students: Mixed methods survey. <i>Journal of Medical Internet Research<\/i>, <i>22<\/i>(8), <\/span><span lang=\"EN-US\">e19827<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.2196\/19827\">https:\/\/doi.org\/10.2196\/19827<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">O\u2019Brien, B. C., Harris, I. B., Beckman, T. J., Reed, D. A., &amp; Cook, D. A. (2014). Standards for reporting qualitative research: A synthesis of recommendations. <i>Academic Medicine<\/i>, <i>89<\/i>(9), 1245\u20131251. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1097\/ACM.0000000000000388\">https:\/\/doi.org\/10.1097\/ACM.0000000000000388<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Pereira, A. G., Kim, M., Seywerd, M., Nesbitt, B., &amp; Pitt, M. B. (2018). Collaborating for competency &#8211; A model for single electronic health record onboarding for medical students rotating among separate health systems. <i>Applied Clinical Informatics<\/i>, <i>9<\/i>(1), 199-204. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1055\/s-0038-1635096\">https:\/\/doi.org\/10.1055\/s-0038-1635096<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Pontefract, S. K., &amp; Wilson, K. (2019). Using electronic patient records: Defining learning outcomes for undergraduate education. <i>BMC Medical Education<\/i>, <i>19<\/i>(1), 30. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-019-1466-5\">https:\/\/doi.org\/10.1186\/s12909-019-1466-5<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Rienits, H., Teuss, G., &amp; Bonney, A. (2016). Teaching telehealth consultation skills. <i>The Clinical Teacher<\/i>, <i>13<\/i>(2), 119\u2013123. <\/span><a href=\"https:\/\/doi.org\/10.1111\/tct.12378\">https:\/\/doi.org\/10.1111\/tct.12378<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Sandelowski, M. (1995). Sample size in qualitative research. <i>Research in Nursing &amp; Health<\/i>, <i>18<\/i>(2), 179\u2013183. <\/span><a href=\"https:\/\/doi.org\/10.1002\/nur.4770180211\">https:\/\/doi.org\/10.1002\/nur.4770180211<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Sheppard, G., Williams, K.-L., Metcalfe, B., Clark, M., Bromley, M., Pageau, P., Woo, M., Yi, Y., Devasahayam, A. J., &amp; Dubrowski, A. (2023). Using Kane\u2019s framework to build an assessment tool for undergraduate medical student\u2019s clinical competency with point of care ultrasound. <i>BMC Medical Education<\/i>, <i>23<\/i>(1), 43. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1186\/s12909-023-04030-9\">https:\/\/doi.org\/10.1186\/s12909-023-04030-9<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">S\u00f8rensen, K., Levin-Zamir, D., Duong, T. V., Okan, O., Brasil, V. V., &amp; Nutbeam, D. (2021). Building health literacy system capacity: A framework for health literate systems. <i>Health Promotion International<\/i>, <i>36<\/i>(Supp 1), i13\u2013i23. <\/span><a href=\"https:\/\/doi.org\/10.1093\/heapro\/daab153\">https:\/\/doi.org\/10.1093\/heapro\/daab153<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Tudor Car, L., Kyaw, B. M., Panday, R. S. N., van der Kleij, R., Chavannes, N., Majeed, A., &amp; Car, J. (2021). Digital health training programs for medical students: Scoping review. <i>JMIR Medical Education<\/i>, <i>7<\/i>(3), <\/span><span lang=\"EN-US\">e28275<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.2196\/28275\">https:\/\/doi.org\/10.2196\/28275<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Welcher, C. M., Hersh, W., Takesue, B., Stagg Elliott, V., &amp; Hawkins, R. E. (2018). Barriers to medical students\u2019 electronic health record access can impede their preparedness for practice. <i>Academic Medicine<\/i>, <i>93<\/i>(1), 48\u201353. <\/span><a href=\"https:\/\/doi.org\/10.1097\/ACM.0000000000001829\">https:\/\/doi.org\/10.1097\/ACM.0000000000001829<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Wittink, H., &amp; Oosterhaven, J. (2018). Patient education and health literacy. <i>Musculoskeletal Science and Practice<\/i>, <i>38<\/i>, 120\u2013127. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.msksp.2018.06.004\">https:\/\/doi.org\/10.1016\/j.msksp.2018.06.004<\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Wootton, R. (1999). Telemedicine and isolated communities: A UK perspective. <i>Journal of Telemedicine and Telecare<\/i>, <i>5<\/i>(2), 27\u201334. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1258\/1357633991933495\">https:\/\/doi.org\/10.1258\/1357633991933495<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Zainal, H., Xiaohui, X., Thumboo, J., &amp; Kok Yong, F. (2023a). Digital competencies for Singapore\u2019s national medical school curriculum: A qualitative study. <i>Medical Education Online<\/i>, <i>28<\/i>(1), <\/span><span lang=\"EN-US\">2211820.<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/10872981.2023.2211820\">https:\/\/doi.org\/10.1080\/10872981.2023.2211820<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Zainal, H., Xiaohui, X., Thumboo, J., &amp; Kok Yong, F. (2023b). Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study. <i>PLOS ONE<\/i>, <i>18<\/i>(3), <\/span><span lang=\"EN-US\">e0281108<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1371\/journal.pone.0281108\">https:\/\/doi.org\/10.1371\/journal.pone.0281108<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\">*Fong Kok Yong<br \/>\r\n10 Hospital Boulevard<br \/>\r\nSingapore 168582<br \/>\r\n+65 6908 8949<br \/>\r\nEmail: fong.kok.yong@singhealth.com.sg<\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":5,"template":"","issues_category":[12],"archive_category":[],"issue_type":[25],"volume_category":[61895],"class_list":["post-72884","issues","type-issues","status-publish","hentry","issues_category-original-articles","issue_type-past-issue","volume_category-volume-10-number-3-july-2025"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Bridging gaps in medical education for digital healthcare: A Singapore case study - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bridging gaps in medical education for digital healthcare: A Singapore case study - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 13 June 2024 Accepted: 4 February 2025 Published online: 1 July, TAPS 2025, 10(3), 26-36 https:\/\/doi.org\/10.29060\/TAPS.2025-10-3\/OA3439 Humairah Zainal1, Xin Xiaohui1, Julian Thumboo1,2,3 &amp; Fong Kok Yong2,3 1Health Services Research Unit, Singapore General Hospital, Singapore; 2Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, 3Duke-NUS Medical School, National University of Singapore, Singapore Abstract Introduction: As [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2025-10-07T00:30:18+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"31 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/\",\"name\":\"Bridging gaps in medical education for digital healthcare: A Singapore case study - The Asia Pacific Scholar\",\"isPartOf\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\"},\"datePublished\":\"2025-07-01T01:03:01+00:00\",\"dateModified\":\"2025-10-07T00:30:18+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/medicine.nus.edu.sg\/taps\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Bridging gaps in medical education for digital healthcare: A Singapore case study\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/\",\"name\":\"The Asia Pacific Scholar\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/medicine.nus.edu.sg\/taps\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Bridging gaps in medical education for digital healthcare: A Singapore case study - The Asia Pacific Scholar","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/","og_locale":"en_US","og_type":"article","og_title":"Bridging gaps in medical education for digital healthcare: A Singapore case study - The Asia Pacific Scholar","og_description":"Submitted: 13 June 2024 Accepted: 4 February 2025 Published online: 1 July, TAPS 2025, 10(3), 26-36 https:\/\/doi.org\/10.29060\/TAPS.2025-10-3\/OA3439 Humairah Zainal1, Xin Xiaohui1, Julian Thumboo1,2,3 &amp; Fong Kok Yong2,3 1Health Services Research Unit, Singapore General Hospital, Singapore; 2Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, 3Duke-NUS Medical School, National University of Singapore, Singapore Abstract Introduction: As [&hellip;]","og_url":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/","og_site_name":"The Asia Pacific Scholar","article_modified_time":"2025-10-07T00:30:18+00:00","twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"31 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/","url":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/","name":"Bridging gaps in medical education for digital healthcare: A Singapore case study - The Asia Pacific Scholar","isPartOf":{"@id":"https:\/\/medicine.nus.edu.sg\/taps\/#website"},"datePublished":"2025-07-01T01:03:01+00:00","dateModified":"2025-10-07T00:30:18+00:00","breadcrumb":{"@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/bridging-gaps-in-medical-education-for-digital-healthcare-a-singapore-case-study\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/medicine.nus.edu.sg\/taps\/"},{"@type":"ListItem","position":2,"name":"Bridging gaps in medical education for digital healthcare: A Singapore case study"}]},{"@type":"WebSite","@id":"https:\/\/medicine.nus.edu.sg\/taps\/#website","url":"https:\/\/medicine.nus.edu.sg\/taps\/","name":"The Asia Pacific Scholar","description":"","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/medicine.nus.edu.sg\/taps\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"}]}},"_links":{"self":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issues\/72884","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issues"}],"about":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/types\/issues"}],"wp:attachment":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/media?parent=72884"}],"wp:term":[{"taxonomy":"issues_category","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issues_category?post=72884"},{"taxonomy":"archive_category","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/archive_category?post=72884"},{"taxonomy":"issue_type","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issue_type?post=72884"},{"taxonomy":"volume_category","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/volume_category?post=72884"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}