Kerman University of Medical Sciences International Journal of Health Policy and Management 2322-5939 13 1 2024 12 01 Continuing Education in Digital Skills for Healthcare Professionals — Mapping of the Current Situation in EU Member States 1 7 4608 10.34172/ijhpm.8309 EN Anu-Marja Kaihlanen Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland 0000-0002-4033-3673 Lotta Virtanen Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland 0000-0001-9364-5219 Emma Kainiemi Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland 0000-0003-3808-8514 Virpi Sulosaari Faculty of Health and Well-being, Turku University of Applied Sciences, Master School, Turku, Finland 0000-0002-0898-3297 Tarja Heponiemi Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland 0000-0001-8540-049X Journal Article 2023 10 12 <span class="fontstyle0">The rapid advancement of technology in healthcare is creating new competency requirements for professionals, such as skills for data management and the adoption of new technologies, understanding the effect of digitalisation on clinical processes, and evaluating clinical safety and ethics within the context of digitalisation. These requirements call for improved educational curricula and ongoing continuing education in digital skills. This study, as part of the Digital Skills Training for Health Care Professionals in Oncology (DigiCanTrain) project, aims to map and describe the existing continuing education in digital skills for healthcare professionals (HCPs) in European Union (EU) Member States. Using a mapping study methodology, data was collected from experts in 25 EU countries through surveys and from online sources. Qualitative content analysis was used for categorising the data. The results show variations between countries in policy strategies, training organisation, and funding mechanisms. Educational institutions, employers, third parties, and national/regional authorities were found to be the main organisers of the digital skills training. Comprehensive accreditation systems seemed to be scarce, and practices also varied between countries. The study highlights the importance of adopting a systematic approach to enhancing continuous professional development in digital skills, which would ensure that professionals have equitable access to education, resulting in consistent, quality patient care across countries and regions. The findings offer valuable insights for policymakers, educators, healthcare institutions, and professionals.</span>  https://www.ijhpm.com/article_4608_3cfacd1beeeb00db3c2afc128dc13b7c.pdf