Digital educational technologies in teaching information technologies in medicine

The course Information Technologies in Medicine should prepare students to manage, interpret and communicate information in medically meaningful situations. Digital educational technologies can support this objective when learning activities produce evidence of practical competence. This article develops a course design that connects a learning management system, interactive preparation, data processing exercises, simulated electronic health records and an electronic portfolio. A focused narrative synthesis of seven publications was used to distinguish competency guidance, evidence on digital learning and findings from electronic health record training. The synthesis supports deliberate combinations of online preparation and supervised practice, while identifying limits to transferring results from other settings. The proposed design links information retrieval, data management, electronic documentation, digital communication and information protection to observable student products. A hypothetical appointment dataset illustrates how duplicate records and missing values can alter an indicator and its interpretation. Assessment combines review of the digital product, explanation of the procedure and independent transfer to a new task. The contribution is an explicit connection between course outcomes, digital learning activities and assessment evidence. No original classroom experiment is reported. The proposed model provides a basis for local implementation and evaluation of practical digital competence in undergraduate medical education.