As digital innovation sweeps through healthcare systems worldwide, Canada finds itself at a pivotal juncture in shaping a workforce equipped to thrive in a technologically advanced environment. This transformative moment calls for a fundamental rethinking of how health professionals are educated and trained to navigate a landscape dominated by telemedicine, electronic health records, data analytics, and emerging digital tools. A new study led by researchers from the British Columbia Institute of Technology and the University of Calgary proposes a visionary framework aimed at overhauling health professional education to meet these pressing demands. Published in JMIR Medical Education, the commentary suggests that Canada’s current training programs are fragmented and inconsistent, ultimately leaving healthcare workers insufficiently prepared for the digital future.
The article introduces a comprehensive framework based on the Quintuple Aim, a multifaceted approach originally designed to optimize health system performance. This model prioritizes five essential outcomes: enhancing patient experiences, improving population health, reducing healthcare costs, elevating the provider experience, and promoting health equity. By aligning digital health competencies with these interconnected goals, the framework sets a clear and cohesive target for educational reforms, offering a structured pathway to cultivate the precise skills healthcare professionals require to effectively integrate digital technologies into their practice.
Central to this approach is the identification of core competencies that are both technically rigorous and practically essential. The proposed curriculum highlights skills such as digital literacy, which ensures professionals can competently operate and evaluate health technologies; privacy and security awareness, critical for protecting sensitive patient data; the ability to integrate user-centric technologies seamlessly into clinical workflows; data-driven decision-making capabilities; and fostering equitable access to digital health services. These competencies reflect a deep understanding of both the technological tools in use and the ethical, legal, and social dimensions that accompany digital health.
The researchers emphasize that theoretical knowledge alone is insufficient. Instead, they advocate for immersive, experiential learning methods that simulate real-world applications. Practical assessments, such as simulation exercises and project-based evaluations, become vital mechanisms through which learners demonstrate the ability to translate digital health knowledge into effective care delivery. This hands-on approach acknowledges the complex and dynamic nature of healthcare environments and the necessity for professionals to adapt rapidly to new technologies and clinical scenarios.
Tracie Risling, a lead author from the University of Calgary, underscores the urgency of professional development frameworks that not only educate but also sustain ongoing competency growth throughout a healthcare worker’s career. As digital health technologies evolve at an unprecedented pace, continuous education becomes indispensable to avoid skill obsolescence and to foster a culture of innovation and resilience within healthcare organizations.
Beyond curriculum content, the article calls for national standards to foster consistency and quality assurance across educational institutions. However, the framework also respects regional and local variations, encouraging customization to reflect specific health system needs, resource availability, and demographic factors. This balance of standardization and flexibility is designed to maximize the relevance and impact of training programs while ensuring uniform core competencies nationwide.
The study further highlights the critical importance of collaborative ecosystems involving healthcare organizations, educational institutions, technology developers, and policy makers. Such multi-sector partnerships are envisioned as catalysts for maintaining the currency and efficacy of educational programs in the face of relentless technological advancement, ensuring that training remains aligned with the realities of clinical practice and technological innovation.
Underpinning this strategic vision is a recognition of the broader implications of digital health education on the healthcare system’s performance and societal well-being. By equipping healthcare professionals with targeted digital competencies, Canada aspires to simultaneously improve patient outcomes, optimize resource utilization, and address systemic inequities perpetuated by disparities in technology access and literacy.
The commentary also situates its framework within the context of larger international trends, reflecting a global imperative to adapt health education to a digitized reality. Countries worldwide grapple with similar challenges, and Canada’s approach offers a potentially replicable model that balances ambitious national coordination with the pragmatism of local adaptation.
Importantly, the emphasis on health equity and provider experience sets this framework apart from purely technology-driven initiatives. By foregrounding these dimensions, the researchers acknowledge that successful digital health transformation depends not only on technical capacity but also on addressing social determinants of health and ensuring the well-being and engagement of healthcare providers themselves.
In conclusion, this new educational paradigm represents a clarion call for Canada’s healthcare sector to embrace comprehensive, forward-thinking strategies in preparing its workforce. The synthesis of the Quintuple Aim with digital health competencies offers a holistic, outcome-oriented blueprint designed to future-proof health professional education. As healthcare continues its digital evolution, this work affirms that the key to unlocking its full potential lies in the minds and skills of those who deliver care.
Subject of Research: People
Article Title: Shaping the Future of Digital Health Education in Canada: Prioritizing Competencies for Health Care Professionals Using the Quintuple Aim
News Publication Date: September 12, 2025
Web References:
- Journal: JMIR Medical Education
- Publisher: JMIR Publications
- DOI: 10.2196/75904
References:
Rees G, Nowell L, Risling T. Shaping the Future of Digital Health Education in Canada: Prioritizing Competencies for Health Care Professionals Using the Quintuple Aim. JMIR Med Educ. 2025;11:e75904. DOI:10.2196/75904
Image Credits: JMIR Publications
Keywords: Educational methods, Education policy, Education technology, Educational assessment, Educational facilities, Educational levels
