REVIEW article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1577494
This article is part of the Research TopicDigital Health Innovations for Patient-Centered CareView all 35 articles
A scoping review on the impact of versatile Digital Health innovations on pharmacy education
Provisionally accepted
- College of Pharmacy, Taif University, Taif, Saudi Arabia
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Background Digital Health innovative technologies, encompassing eHealth, mHealth, e-learning, tele-health, artificial intelligence (AI), tele-medicine, tele pharmacy, virtual reality, and augmented reality), are increasingly incorporated into learning and pharmacy education to prepare students for a digital healthcare environment. However, evidence on the impact and implementation of these technologies still needs to be explored. Objective The current scoping review collates and appraises the impact of Digital Health on pharmacy education, evaluating effects on learning outcomes, skill development, competencies, and readiness for tele pharmacy and Digital Health application transformations. The primary objective was to explore the impact of Digital health (eHealth, mHealth, e learning, telehealth, AI, telemedicine, tele pharmacy, VR, ML, and AR) in pharmacy education via structured scoping review reporting. Method A systematic search following PRISMA guidelines conducted across databases, including Cochrane Library, Google Scholar, PubMed, Scopus, and Web of Science for recent papers published on Digital Health in pharmacy education from 2019 to 2024. Post-screening, 47 studies met the final criteria. Results 47 studies were included in the current scoping review. Five themes emerged 1. Curriculum integration and transformation in pharmacy education; 2. Digital literacy (competency
Keywords: Digital Health, Health Literacy, curriculum integration, telehealth training, Pharmacy education, Telepharmacy, artificial intelligence
Received: 15 Feb 2025; Accepted: 29 Sep 2025.
Copyright: © 2025 Alsulami. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Fahad T. Alsulami, f.alsulami@tu.edu.sa
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