Digital Professionalism for Digital Health: Building Trust, Identity, and Expertise in a Connected Era

As healthcare increasingly shifts into virtual spaces, telemedicine consultations, AI-assisted diagnostics, and online learning, digital professionalism emerges as a core competency. It extends beyond clinical skills to include cultivating lifelong digital learning, mastering the procedures behind digital tools, and managing a thoughtful online presence. Let's explore these three pillars and explain why each is essential for delivering trusted, safe, and ethical care.

Learning & Development – Becoming Fluent in Digital Health

The COVID-19 pandemic highlighted a considerable gap: many clinicians lacked confidence in using telehealth platforms or interpreting AI outputs. O’Connor et al. (2021) found that structured education combining online modules, face-to-face sessions, and reflective discussion significantly improved clinicians’ confidence, privacy awareness, and online professionalism [1]. Such programs included real-world scenarios and peer feedback, fostering more profound understanding and behavioral change.

Online communities also play a vital role in clinician learning. Li and colleagues (2016) demonstrated that social networks enable peer career learning but need active facilitation to ensure equitable engagement and shared standards [2].

Thus, digital professionalism isn’t an add-on; it must be embedded early in training, supported by ongoing modules on telehealth etiquette, digital ethics, and responsible AI use [1][3].

Procedural Knowledge – Demystifying Digital Tools

True digital professionalism means understanding not only how digital tools work but also when and why they should be used. Clinicians without procedural insight risk misinterpreting AI-driven alerts or miscommunicating in virtual consultations.

Greenhalgh et al. (2021) highlighted that many healthcare organizations still lack robust governance guidelines around mobile apps and AI systems, which pose risks in clinical use [3]. Clinicians require transparent workflows, not black-box systems, to incorporate digital findings safely.

Training models like SOPHIE, a virtual-patient simulator, show how process-based education builds both technical competence and professional judgment [4].

Online Identity – Cultivating a Professional Digital Presence

Clinicians frequently use social media for networking, education, and public health messaging, but that visibility comes with responsibility. A 2021 scoping review in JMIR categorized risks including confidentiality breaches, blurred boundaries, and reputational harm [5]. O’Connor et al. found that blended professionalism training helps clinicians define personal vs. professional boundaries and increase awareness of contextual risks [1].

Developing a mindful online identity involves simple but effective strategies: maintaining separate professional profiles, verifying privacy settings, avoiding patient-identifiable content, and pausing to reflect before posting. Educators now teach mission-based e-professionalism, encouraging clinicians to engage thoughtfully, ethically, and positively online [6].

Integrating the Pillars – Building a Digital Professional Culture

Digital professionalism thrives when its learning, procedural, and identity aspects are aligned:

• Learning programs build foundational skills and confidence.
• Procedural comprehension ensures safe and effective tool use.
• Mindful online identity supports trust and continuity in virtual interactions.

This integrated approach, combined with role modeling, institutional policy, and peer support, empowers clinicians to use digital tools safely and responsibly over the long term.

Conclusion – Digital Professionalism: A Professional Mandate

In a digital healthcare world, clinicians must be more than medically proficient. They must be digitally literate, procedurally informed, and ethically present online. Integrating structured education, system knowledge, and self-awareness transforms clinicians from passive users into trusted stewards of digital healthcare. With these competencies in place, technology and professionalism combine to enhance care, maintain trust, and uphold ethics in the digital age.

References

1. O’Connor S, Jolliffe S, Stanmore E, et al. Digital professionalism on social media: a narrative review of the medical, nursing, and allied health education literature. Int J Med Inform. 2021;153:104514.
2. Li X, Gray K, Verspoor K, Barnett S. Analysing health professionals’ learning interactions in online social networks: A social network analysis approach. arXiv. 2016 Apr 11;1604.02883.
3. Greenhalgh T, et al. Reclaiming the concept of professionalism in the digital context. BMJ Health Inform. 2021;26(1):e100062.
4. Haut K, Wohn C, Kane B, et al. Validating a virtual human and automated feedback system for training communication skills. arXiv preprint. 2023;2306.15213.
5. Viskić J, et al. Dangers and benefits of social media on e‑professionalism of healthcare professionals: a scoping review. J Med Internet Res. 2021;23(11):e25770.
6. Frontiers in Medicine. Mission-driven e‑professionalism in the medical field. Frontiers Med. 2024;11:1276839.