Summarize this content to 2000 words in 6 paragraphs in Arabic Unlock the Editor\u2019s Digest for freeRoula Khalaf, Editor of the FT, selects her favourite stories in this weekly newsletter.A consortium of 12 European universities has embarked on an ambitious project to better prepare health workers for a digital future. The initiative, Sustainable Healthcare with Digital Health Data Competence, or Susa for short, was launched in January with \u20ac12.4mn of funding from the EU\u2019s Digital Europe programme. It covers the education of doctors and nurses through bachelors and masters degrees, and life-long learning for established health professionals. Minna Isomursu, Susa project leader and professor at the University of Oulu in Finland, calls it \u201ca pivotal moment for European healthcare education\u201d. \u201cWe are creating a workforce that can harness digital health data to revolutionise patient care, improve efficiency and contribute to a more sustainable and equitable healthcare system,\u201d she says.If they don\u2019t have the skills, the technologies will not be used, however beautiful they seemDigital healthcare already spans a vast and varied range of applications. They include: computer examination of X-ray scans using artificial intelligence to detect abnormalities; mobile apps for people to monitor themselves for medical conditions; distant health counselling through text messaging; and electronic recording by doctors and nurses of patient notes using voice recognition.Susa was born out of Isomursu\u2019s research on integrating digital technologies into care pathways. \u201cI found that one of the main obstacles was that health professionals lacked the required skills and competencies,\u201d she says. \u201cIf they don\u2019t have the skills, the technologies will not be used, however beautiful they seem.\u201dA parallel problem, Isomursu suggests, is that \u201cdigital technologies are currently developed by engineers and technologists without healthcare professionals, who are not involved because they lack the required competencies. This is slowing down the innovation process because health workers are not involved from the beginning.\u201dTo help tackle this difficulty, Susa has enlisted five small and medium-sized technology and health data companies from Finland, Ireland, Greece, Portugal and Belgium in the project. \u201cThey will provide their insights when we create content for teaching the students and they will also offer internships for students to pick up practical knowledge and hands-on experience,\u201d says Corinna Uhr, project manager at Oulu. \u201cThis mobility aspect \u2014 the opportunity to learn through an exchange programme or an internship in another country \u2014 will be valuable for the students.\u201dSusa\u2019s 12 partner universities in nine countries will put digital skills at the heart of 20 bachelors and 26 masters programmes, aiming to produce 6,558 graduates by the end of the four-year project. There will also be 16 life-long learning modules to make 660 mid-career professionals proficient in digital healthcare.The need for better targeted and more extensive digital training is felt throughout the health sector, public and private, says Lynne Green, a consultant clinical psychologist and chief clinical officer at Kooth, a UK-based company providing digital mental support to young people. She welcomes the launch of Susa. \u201cThere isn\u2019t a clear academic pathway for people working in digital health tech,\u201d Green says. \u201cWhen people come to us, we do our own digital health training. But we want to take that to the next level and get some accredited training with an academic institution that many people can access.\u201dOur biggest challenge is building rapport and relationships in a digital settingMental health practitioners often find it hard to move from traditional face-to-face or telephone counselling to text-based digital interactions on mobile phones, says Green. \u201cYou cannot just transfer the skills,\u201d she adds. \u201cWe may have to retrain staff in some of the basics \u2014 how to engage with someone digitally.\u201dMastering the technology itself is not the most important issue in preparing health workers for the digital age, because people can learn the technicalities of operating the system with relative ease, Green adds: \u201cOur biggest challenge is building rapport and relationships in a digital setting.\u201d In the Susa EU project, the emphasis will vary according to the subject matter. For nursing programmes, digital interactions with patients may be most important, says Isomursu. On the other hand, biomedical engineering students developing a new device have no direct connection with patients and need to focus on the technology of measuring a biological signal. But they still need to know how health professionals will use the device in the clinic.The Susa consortium is building its educational materials around \u201c20 learning objectives that are essential advanced digital skills for all health professionals working with health data regardless of their disciplinary background.\u201d Five of Susa\u2019s learning objectives focus on artificial intelligence, including its ethics, regulation and technology \u2014 an area largely missing from today\u2019s courses.Susa will share the materials developed during the programme, not only within the original group of 12 founding institutions but also with other universities that have already expressed an interest in joining the project, says Isomursu.At Kooth, Green advocates teaching an attitude of \u201ccautious enthusiasm\u201d while exercising restraint towards applying AI. \u201cIt\u2019s not going away so we need people with experience to see how we can use it effectively, safely and with really good governance,\u201d she argues.\u201cThere are certainly areas in which AI brings real benefits, for example in summarising case notes and helping clinicians with administrative tasks so they can get on with things they are trained to do with patients,\u201d she adds. \u201cBut we\u2019re not going down the chatbot route [in digital therapy] any time soon\u2009.\u2009.\u2009.\u2009You do need to have a human with experience to oversee what the computer is doing.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
Summarize this content to 2000 words in 6 paragraphs in Arabic Unlock the Editor\u2019s Digest for freeRoula Khalaf, Editor of the FT, selects her favourite stories in this weekly newsletter.A consortium of 12 European universities has embarked on an ambitious project to better prepare health workers for a digital future. The initiative, Sustainable Healthcare with<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[63],"tags":[],"class_list":{"0":"post-230216","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-tech"},"_links":{"self":[{"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/posts\/230216","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/comments?post=230216"}],"version-history":[{"count":0,"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/posts\/230216\/revisions"}],"wp:attachment":[{"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/media?parent=230216"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/categories?post=230216"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/globetimeline.com\/ar\/wp-json\/wp\/v2\/tags?post=230216"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}