{"title":"设计、实施和分析评估与认证模型,以评估卫生专业人员的数字能力框架:混合方法研究。","authors":"Francesc Saigí-Rubió, Teresa Romeu, Eulàlia Hernández Encuentra, Montse Guitert, Erik Andrés, Elisenda Reixach","doi":"10.2196/53462","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field.</p><p><strong>Objective: </strong>This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals.</p><p><strong>Methods: </strong>We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis.</p><p><strong>Results: </strong>The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies.</p><p><strong>Conclusions: </strong>Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11528169/pdf/","citationCount":"0","resultStr":"{\"title\":\"Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.\",\"authors\":\"Francesc Saigí-Rubió, Teresa Romeu, Eulàlia Hernández Encuentra, Montse Guitert, Erik Andrés, Elisenda Reixach\",\"doi\":\"10.2196/53462\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field.</p><p><strong>Objective: </strong>This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals.</p><p><strong>Methods: </strong>We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis.</p><p><strong>Results: </strong>The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies.</p><p><strong>Conclusions: </strong>Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. 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引用次数: 0
摘要
背景:尽管数字医疗对改善医疗保健至关重要,但由于缺乏这方面的知识,其应用仍然缓慢。因此,卫生专业人员必须掌握数字技能,并实施数字能力评估和认证模式,以推动这一领域的发展:本研究有两个目标:(1)为卫生专业人员绘制具体的数字能力地图;(2)确定并测试卫生专业人员的数字能力评估和认证模式:我们采用了迭代混合方法,包括查阅灰色文献和咨询当地专家。我们在描述性统计中使用算术平均数和标度,在假设检验和亚组比较中使用 P 值,在测试诊断中使用最大下限,在研究工具分析中使用区分度指数:根据数字能力地图中定义的能力内容设计的基于情景的评估模型总体上具有极好的内部一致性(最大下限=0.91)。虽然大多数研究参与者(110/122,90.2%)报告的自我认知数字能力水平处于中等水平,但我们发现绝大多数人无法达到信息和通信技术能力二级认证:在确定的能力框架基础上了解卫生专业人员的数字化能力水平,应能使这些专业人员得到培训和更新,以满足其特定专业背景下的实际需求,从而充分利用数字化技术的潜力。这些结果为《2021-2025 年加泰罗尼亚健康计划》提供了信息,从而为创建和提供专门培训以评估和认证此类专业人员的数字化能力奠定了基础。
Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.
Background: Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field.
Objective: This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals.
Methods: We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis.
Results: The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies.
Conclusions: Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.