New report into the current status of digital technology in health and care education

Digital technology has transformed health and care education - and it is vital that this progress continues to equip generations of learners with the right skills, a new report by NHS England has found.

The review looks at the current state of digital technology and skills in undergraduate and pre-registration health and care education and lays out a series of recommendations.

It examines how digital technologies are being used in learning - and the technical and specialist skills required by teaching staff now and in the future.

Innovations such as virtual reality and robotics offer the chance to practice skills outside of clinical settings, while online learning platforms and digital libraries have streamlined the learning process.

Key findings include:

• digital technology increases flexibility, accessibility and collaboration but can potentially reduce engagement - and it is not always easy for everyone to access resources equally
• using digital technology to simulate safe practices is enriching experiences and developing competencies but risks dehumanising practice
• The right systems, support and training need to be in place to make the most of technology - and many people see themselves as digitally self-taught, which means levels of skills vary

The review included an online survey, case studies and focus groups to ensure the views of students and staff at Higher Education Institutes (HEIs) are represented. 

Recommendations for HEIs, NHS England, providers, regulators and other organisations include:

• Drawing up a digital education strategy to embed technology into health and care education for generations to come
• Ensuring a range of technology is available for learners, with 'digital specialist' roles to support its application
• Providing reliable access to the appropriate equipment and connectivity for students and staff, which could include loaning laptops and iPads 
• Developing more ways to encourage innovation and develop opportunities for peer-to-peer learning, such as 'innovation cafes', mentorships and workshops
• Improving overall digital literacy and ensuring it matches the pace of digital innovation in the health and care sector - including carrying out assessments of students' skills to ensure support is targeted in the right areas
• Carrying out analysis of training needs to better understand the gap between the skills and competencies required and whether the current digital training provision can support this

Quotes from members of the Blended Learning Ministerial Roundtable - the expert advisory group with oversight of the production of the report.