Advances in Digital Health Education in Brazil: Evidence and Perceptions from a National Study on Digital Health Literacy
1
Fundação Oswaldo Cruz Brasília (FIOCRUZ), Brasília, Brazil
2
Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
3
Universidade Federal de Goiás, Goiás, Brazil
4
Universidade Federal de São Paulo, São Paulo, Brazil
5
Pontífica Universidade Católica de Minas Gerais, Belo Horizonte, Brazil
6
Fundação Oswaldo Cruz Mato Grosso do Sul (FIOCRUZ), Campo Grande, Brazil
7
Universidade Aberta do Sistema Único de Saúde (UNA-SUS), Brasília, Brazil
8
Secretaria de Informação e Saúde Digital do Ministério da Saúde do Brasil (SEIDIGI), Brasília, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
ABSTRACT:
The digital transformation of health systems requires professionals capable of integrating technology, information, and clinical care (WHO, 2022). In Brazil, the SUS Digital Program (Brazil, 2024), coordinated by the Ministry of Health, aims to strengthen digital competencies across the national health system. However, there is limited evidence on how digital health literacy and competencies are incorporated into academic curricula and professional training. This study, conducted by the Oswaldo Cruz Foundation and the Universidade Aberta do Sistema Único de Saúde, in partnership with the Secretariat for Information and Digital Health (SEIDIGI), offers a national overview of digital health literacy among educators and health professionals.
AIM:
To analyse the current landscape of digital health literacy in Brazilian higher education institutions and health services, identifying pedagogical, structural, and regional challenges that influence the development of digital competencies.
METHODS:
A mixed-methods design was adopted. Governmental education databases were reviewed, online surveys were administered to faculty, researchers, managers, and health professionals, and semi-structured interviews were conducted with the same groups. Quantitative data were processed using Python, and qualitative data underwent thematic content analysis following Minayo (2000).
RESULTS:
A total of 7,748 stricto sensu and 252,261 lato sensu postgraduate programmes were analysed; 24 and 319, respectively, showed partial or full alignment with Digital Health or digital literacy themes. The survey obtained responses from 427 faculty and researchers, 316 managers, and 199 health professionals. Interviews revealed shortages of specialised educators, fragmented curricula, and insufficient technological infrastructure. Participants highlighted the need for permanent faculty development and a national competency framework aligned with the SUS Digital Program.
CONCLUSIONS:
Findings suggest that sustainable digital transformation depends on integrated educational policies, strengthened faculty training, and continuous collaboration between academia, government, and healthcare services. Expanding digital health literacy is essential to ensure equitable, high-quality care within an increasingly digitised health ecosystem.
The digital transformation of health systems requires professionals capable of integrating technology, information, and clinical care (WHO, 2022). In Brazil, the SUS Digital Program (Brazil, 2024), coordinated by the Ministry of Health, aims to strengthen digital competencies across the national health system. However, there is limited evidence on how digital health literacy and competencies are incorporated into academic curricula and professional training. This study, conducted by the Oswaldo Cruz Foundation and the Universidade Aberta do Sistema Único de Saúde, in partnership with the Secretariat for Information and Digital Health (SEIDIGI), offers a national overview of digital health literacy among educators and health professionals.
AIM:
To analyse the current landscape of digital health literacy in Brazilian higher education institutions and health services, identifying pedagogical, structural, and regional challenges that influence the development of digital competencies.
METHODS:
A mixed-methods design was adopted. Governmental education databases were reviewed, online surveys were administered to faculty, researchers, managers, and health professionals, and semi-structured interviews were conducted with the same groups. Quantitative data were processed using Python, and qualitative data underwent thematic content analysis following Minayo (2000).
RESULTS:
A total of 7,748 stricto sensu and 252,261 lato sensu postgraduate programmes were analysed; 24 and 319, respectively, showed partial or full alignment with Digital Health or digital literacy themes. The survey obtained responses from 427 faculty and researchers, 316 managers, and 199 health professionals. Interviews revealed shortages of specialised educators, fragmented curricula, and insufficient technological infrastructure. Participants highlighted the need for permanent faculty development and a national competency framework aligned with the SUS Digital Program.
CONCLUSIONS:
Findings suggest that sustainable digital transformation depends on integrated educational policies, strengthened faculty training, and continuous collaboration between academia, government, and healthcare services. Expanding digital health literacy is essential to ensure equitable, high-quality care within an increasingly digitised health ecosystem.
| eISSN: | 2654-1459 |
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