• Nader Al-Shakarchi, Jaya Upadhyay, Ivan Beckley, Faye Gishen, Anna Di Iorio, Robert Stephens, Sarah Clegg, Fiona C Lampe, and Amitava Banerjee.
• University College London Medical School, London, United Kingdom.
• Clin Med (Lond). 2024 May 1; 24 (3): 100207100207.

BackgroundDigital health, data science and health informatics are increasingly important in health and healthcare, but largely ignored in undergraduate medical training.MethodsIn a large UK medical school, with staff and students, we co-designed a new, 'spiral' module (with iterative revisiting of content), covering data science, digital health and evidence-based medicine, implementing in September 2019 in all year groups with continuous evaluation and improvement until 2022.ResultsIn 2018/19, a new module, 'Doctor as Data Scientist', was co-designed by academic staff (n = 14), students (n = 23), and doctors (n = 7). The module involves 22 staff, 120 h (43 sessions: 22 lectures, 15 group and six other) over a 5-year curriculum. Since September 2019, 5,200 students have been taught with good attendance. Module student satisfaction ratings were 92%, 84%, 84% and 81% in 2019, 2020, 2021 and 2022 respectively, compared to the overall course (81%).ConclusionsWe designed, implemented and evaluated a new undergraduate medical curriculum that combined data science and digital health with high student satisfaction ratings.Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.

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