Should medical innovations be regulated, and if so, by whom? The advent of the digital age has afforded multiple opportunities for innovation in clinical education.  This has accelerated as a natural consequence of digitization of educational content, and more recently by the opportunities afforded by the enforced need for remote learning.  Multiple resources exist and could be […]

Those who can, (should) teach.  Born with a digital identity and raised in concert with digital pacifiers, tomorrow’s doctors face new and unprecedented horizons.  Will they always exist in the digital world, will the digital crumbs they leave always allow others to find them, anywhere in time or space? Where will their digital selves live?  […]

How the advent of social media (with the ability to access information instantly) affects healthcare andragogy is currently unclear.  The published literature is sparse and broadly appears to reflect biases in two ways, either reflecting the belief that social media platforms are an undeniable force for good in healthcare education, or that the dangers of […]

The notion of a global digital educational community is an aspirational falsehood that exemplifies the hidden curriculum.  The subtext is that knowledge is not power, but that knowledge means money.  The digital educational agenda is driven by innovators who have the requisite digital literacy skills, time and financial resources to make things happen. Innovators are […]

So, digital literacy is a given, but can be improved. Sadly there is no wikidigimed…and this may be the fault of poor quality control of content production, storage and interpretation; if being a healthcare professional was easy, everyone would do it, right? Digital professionalism is another beast altogether: how to be professional in a digital […]