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Background Today's medical students are growing up in a digital age in which the use of smartphones and smart devices is now irrevocably part of professional life. However, the abilities to use these devices that have become so ubiquitous in private life can only be partially transferred to work with patients and the medical setting. Since little is known about digitalization in medical education, the aim of this paper is to gain an overview of the current training in digital competencies at Swiss universities. Methods The medical deans at all Swiss universities were contacted by telephone and informed about an online survey. The invitation to fill out the Survey Monkey questionnaire was subsequently sent by email to the specific contacts at each university. The survey consisted of questions to be answered using a defined scale and open-ended questions. The survey's focus, topics involving digital competencies, is based on the content in the Principal Relevant Objectives and Framework for Integrative Learningial response to this challenge.Digitalization in medicine is transforming the everyday work and the environment of current and future physicians - and thereby brings new competencies required by the medical profession. The necessity for a curricular integration of related digital medicine and, in more general, digital health topics is mostly undisputed; however, few specific concepts and experience reports are available. Therefore, the present article reports on the aims, the implementation, and the initial experiences of the integration of the topic Digital Health as a longitudinal elective course (2nd track) into the integrated medical degree program iMED in Hamburg.Introduction The digital transformation has far-reaching implications for the qualification profile of medical students, which have not been addressed in medical studies so far. Teaching concept The competence-oriented blended learning curriculum "Medicine in the digital age" has been implemented at Mainz University Medical Centre since 2017. It represents a curricular reform project of the "Curriculum 4.0" program (Stifterverband). click here In six modules, the qualification requirements for digital skills are addressed. Evaluation Methodology The qualitative evaluation of the course concept took place in the form of semi-structured interviews. All 58 participants from five courses were interviewed. Results Using the "Qualitative Content Analysis" according to Philipp Mayring, the statements were divided into deductive main categories (process, content, methodology, learning success, learning experience and conclusion). The results reflect the student's view of the curriculum and the current qualification needs that still need to be specialised. Discussion The didactic teaching of digital skills is a relevant and highly topical component of the further development of medical studies. In this development, the focus is not only on technological skills, but also on the.Introduction The practice of medicine is characterized by decision making in which digital techniques can provide good support. In this context, artificial intelligence (AI) is becoming increasingly important. The challenge for physicians, however, is to maintain an overview of the potential applications and usefulness of AI in order to be able to apply it efficiently and safely in their work. Therefore, appropriate skills must be imparted during the course of medical studies so that future practitioners can meet this requirement. Project description The interdisciplinary research-related teaching and learning project "(Natural) Science and Technology in Medicine - NWTmed" brings together students at the Justus-Liebig-University Giessen (JLU) from the fields of medicine and other (natural) scientific disciplines in structured courses with the aim of thinking, learning, and working in an interdisciplinary and research-oriented manner already during their medical education. With the involvement of local researchers, a "multi-disciplinary" seminar on the basic premises, methods, and applications of AI was established. Results The participants of the course came from a wide variety of fields of study, which promoted an interdisciplinary exchange and animated discussions. A gain in knowledge and an increase in interest in the topic of AI was noted in the evaluations, and a willingness on the part of the students to pursue further independent study was also expressed. Discussion and conclusion The topic of AI and its relevance to the field of medicine is not yet sufficiently represented in medical education. It will require integration in the curriculum and performance evaluations as well as interdisciplinary and research-related teaching formats.Over the past few years, there has been a sharp rise in the number of academic articles examining "Internet addiction" among medical students. This opinion piece views the Internet as a communication environment and a medical information tool within medical education. Within this context, the paper investigates the Internet Addiction Test (IAT) and criteria used in those articles, and questions their assumptions and conclusions. It then argues that what is often viewed as "addiction" may actually be dedication to work.The teaching of communicative competence plays an increasingly important role in medical education. In addition to traditional teaching formats, such as role-plays with simulated patients, technology-based approaches become more important in medical education. Teaching materials are increasingly augmented by videos of simulated doctor-patient conversations. This combination allows the content of teaching materials to be demonstrated with video or for videos to create a basis for reflection activities. In addition, conversation videos can illustrate different qualities of clinical communication and serve as illustrative material for describing particular issues in more detail. In addition to teaching clinical communicative competence, the assessment of this competence also plays an important role in medical educational research. So far, this has mainly been conducted through direct observation using checklists or rating scales. Relatively little is known about the assessment of communicative competence using standardized online-based tests.