Doctors are calling for expanded training in technological competencies to keep pace with digital transformation. However, the issue is structural, as formal education for newer generations still does not adequately address these needs.

There is no consistent, core, or mandatory integration of these competencies into training programs. Although many curricula have been updated in recent years, practical training in this area is yet to be effectively incorporated during residency. Speaking with El Médico Interactivo, Juan Pablo Carrasco Picazo, MD , a child and adolescent psychiatrist from the Psychiatry Department of Spain's Consorcio Hospitalario Provincial de Castellón, acknowledged this gap. He is also a representative of the Spanish Medical Association (Organización Médical Colegial, or OMC) at the European Junior Doctors Association. 

"Generally speaking, training in new technologies during residency remains heterogeneous, unstructured, and dependent on local or individual initiatives. There is significant room for improvement," he said.

Training Gaps

Carrasco explained that exposure to technological competencies is often indirect, shaped by self-directed learning of electronic health records, involvement in research projects, and each resident's personal initiative. This has created a clear gap between rapid technological advances and the pace of formal training.

"Given this lack of structure, residents turn to multiple avenues, including scientific societies, online platforms, often international, or master's programs offered by some universities." However, "limited time, driven by heavy workloads and a high number of on-call shifts, makes it difficult to develop skills beyond core clinical practice."

One example of an ongoing effort is a digital competencies course promoted by the OMC. This initiative is part of Generación D, Spain's digital skills training program led by Red.es under the Ministry for Digital Transformation and Public Administration.

"Digital and technological skills were not systematically assessed in most specialized healthcare training programs. Unlike other clinical or transversal competencies, they were rarely integrated in a structured way into formal assessment systems, including competency-based models," Carrasco Picazo noted.

"We are at a transition point where these skills are clearly valued and in demand yet remain outside formal training frameworks and assessment systems."

Priority Skills

Given that the system remains in development, integrating residents' perspectives at this stage is essential for shaping a coherent training model. When asked about priorities, Carrasco Picazo identified AI as a leading technological competency. This reflects both its potential to improve clinical practice and the risks associated with its inappropriate use.

"Digital health also plays a central role. This includes the management of telemedicine tools, remote patient monitoring, and adaptation to hybrid care models that combine in-person and virtual care. This shift transforms how patients are treated, the organization of services, and the doctor-patient relationship, demanding new communication and clinical skills. In an era marked by a shortage of professionals, geographical dispersion, and increasing clinical complexity, it is essential to be able to adapt to healthcare management through different models."

Responsible social media use in professional practice is essential, particularly for physicians with high public visibility or influencer roles. These platforms offer clear opportunities to support health communication and patient education. However, they carry significant risks when used without well-defined ethical standards.

Another key point is that despite limited formal training, residents often adapt more quickly to new technologies in clinical settings than senior physicians. This shift can reverse traditional roles, with residents mentoring senior colleagues.

"This pattern is becoming more common, particularly in areas such as AI, digital tools, and new communication and work models, where many residents have greater exposure and take a proactive approach to learning. This situation is creating bidirectional learning between generations and highlights the lack of structure and formal recognition of the resident's potential teaching role."

However, this shift does not represent a problem. It presents an opportunity to move toward more collaborative and less hierarchical learning models that align with evolving clinical practice.

This story was translated from El Médico Interactivo on Univadis, part of the Medscape Professional Network.