Abstract：
OBJECTIVE: The public medical universities in Austria (educating 11,000 students) developed a joint public distance learning series in which clinicians discussed current digital lighthouse projects in their specialty. This study aims to examine the changes in attitude and knowledge of the participants before and after the lecture series to gain insights for future curriculum developments.
METHODS: The lecture series was announced via various channels at the universities, in health newsletters and in social media. Attitudes toward digitalization in medicine were surveyed before and after the lecture series, together with demographic data. The data were analyzed statistically and descriptively for four groups of interest: female medical students, male medical students, faculty members and members from industry and public agencies.
RESULTS: Out of 351 subjects who attended at least 1 lecture, 117 took part in the survey before and 47 after the lectures. Most participants had a positive attitude towards digitalization (85.3%). They improved their self-assessment of their knowledge from 34.4% to 64.7% (p < 0.05). After the lecture series 55.8% of participants considered digital medical applications to be important or very important today and 68.6% in the future.
CONCLUSIONS: The study shows that the presentation and discussion of lighthouse projects improves understanding of digitalization in medicine but does not trigger a strong desire for additional further training.
METHODS: The lecture series was announced via various channels at the universities, in health newsletters and in social media. Attitudes toward digitalization in medicine were surveyed before and after the lecture series, together with demographic data. The data were analyzed statistically and descriptively for four groups of interest: female medical students, male medical students, faculty members and members from industry and public agencies.
RESULTS: Out of 351 subjects who attended at least 1 lecture, 117 took part in the survey before and 47 after the lectures. Most participants had a positive attitude towards digitalization (85.3%). They improved their self-assessment of their knowledge from 34.4% to 64.7% (p < 0.05). After the lecture series 55.8% of participants considered digital medical applications to be important or very important today and 68.6% in the future.
CONCLUSIONS: The study shows that the presentation and discussion of lighthouse projects improves understanding of digitalization in medicine but does not trigger a strong desire for additional further training.
摘要：
目标：奥地利的公立医学大学（教育11,000名学生）开发了一个联合的公共远程学习系列，其中临床医生讨论了他们专业的当前数字灯塔项目。本研究旨在研究讲座系列前后参与者的态度和知识的变化，以获得对未来课程发展的见解。
方法：系列讲座通过各种渠道在大学中宣布，在健康通讯和社交媒体中。在系列讲座之前和之后，对医学数字化的态度进行了调查，以及人口统计数据。对四组感兴趣的学生：女医学生，男性医学生,来自行业和公共机构的教师和成员。
结果：在参加至少1次讲座的351名受试者中，117人参加了讲座前的调查，47人参加了讲座后的调查。大多数参与者对数字化持积极态度（85.3%）。他们对知识的自我评估从34.4％提高到64.7％（p<0.05）。在讲座系列之后，55.8%的参与者认为数字医疗应用在今天很重要或非常重要，68.6%的参与者认为数字医疗应用在未来很重要。
结论：研究表明，对灯塔项目的介绍和讨论提高了对医学数字化的理解，但并未引发对进一步培训的强烈渴望。
方法：系列讲座通过各种渠道在大学中宣布，在健康通讯和社交媒体中。在系列讲座之前和之后，对医学数字化的态度进行了调查，以及人口统计数据。对四组感兴趣的学生：女医学生，男性医学生,来自行业和公共机构的教师和成员。
结果：在参加至少1次讲座的351名受试者中，117人参加了讲座前的调查，47人参加了讲座后的调查。大多数参与者对数字化持积极态度（85.3%）。他们对知识的自我评估从34.4％提高到64.7％（p<0.05）。在讲座系列之后，55.8%的参与者认为数字医疗应用在今天很重要或非常重要，68.6%的参与者认为数字医疗应用在未来很重要。
结论：研究表明，对灯塔项目的介绍和讨论提高了对医学数字化的理解，但并未引发对进一步培训的强烈渴望。
