Editorial, Vol 25.1: Digital technologies in health: Implications for health professional education

Abd-Alrazaq, A., AlSaad, R., Alhuwail, D., Ahmed, A., Healy, P. M., Latifi, S., Aziz, S., Damseh, R., Alabed Alrazak, S., & Sheikh, J. (2023). Large language models in medical education: Opportunities, challenges, and future directions. JMIR Medical Education, 9(1), Article e48291. https://doi.org/10.2196/48291

Barrett, A., Cheshire, L., & Woodward-Kron, R. (2022). Flexibility in primary medical programs: A scoping review. Focus on Health Professional Education: A Multi-Professional Journal, 23(4), 16–34. https://doi.org/10.11157/fohpe.v23i4.579

Fuller, R., Goddard, V., Nadarajah, V., Treasure-Jones, T., Yeates, P., Scott, K. M., Webb, A., Valter, K., & Pyorala, E. (2022). Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher, 44(8), 836–850, https://doi.org/10.1080/0142159X.2022.2083489

Masters, K. (2023). Ethical use of artificial intelligence in health professions education: AMEE Guide No. 158. Medical Teacher, 45(6), 574–584. https://doi.org/10.1080/0142159X.2023.2186203

Norman, C. D., & Skinner, H. A. (2006). eHealth literacy: Essential skills for consumer health in a networked world. Journal of Medical Internet Research, 8(2), Article e9. https://doi.org/10.2196/jmir.8.2.e9

Shankar, P. R. (2022). Artificial intelligence in health professions education. Archives of Medicine and Health Sciences, 10(2), 256–261. https://doi.org/10.4103/amhs.amhs_234_22

Topol, E. (2019). The Topol review: Preparing the healthcare workforce to deliver the digital future. National Health Service. https://topol.hee.nhs.uk/

Zadow, G., Hensley-Hackett, K., Collins, J., Carino, S., Cruickshank, D., Smeltzer, M., Cox, G., McCormack, J., & Mackenzie-Shalders, K. (2023). Dietitians’ perspective: Fostering momentum for planetary health change. Focus on Health Professional Education: A Multi-Professional Journal, 24(4), 84–86. https://doi.org/10.11157/fohpe.v24i4.756