The purpose of this research is to answer the following questions: (1) Identify the key components of digital health literacy (DHL) in medical education. (2) Assess the current state and challenges of DHL in this field. (3) Explore ways to improve DHL among medical education participants. This research adheres to the Arksey and O’Malley framework and PRISMA-ScR guidelines of the EQUATOR network. A thorough search was conducted across Medline, Embase, CINAHL, Education Research Complete, Teacher Reference Center, and ERIC, covering studies from January 1, 2015, to June 12, 2025. Two authors independently screened and selected eligible studies based on the PCC (Population/Participants, Concepts, and Contexts) framework. A coding framework was developed, and the included literature was coded. Based on these codes, qualitative analysis was conducted to synthesize the findings according to the three key research questions. During the processes of literature retrieval, screening, and data extraction, all tasks were independently carried out by two authors. In cases where discrepancies emerged, the final decisions were made through discussions involving a third author. A total of 123 articles were included in the study. The findings indicated that major challenges in digital literacy within medical education include the lack of standardized frameworks, varying literacy levels, core competency gaps, and a disconnect between attitudes and behaviors. Other issues are low motivation for practical use, uneven scenario coverage, and regional and specialty disparities. Barriers to improvement include resource limitations, environmental adaptation, equity issues, cognitive and acceptance challenges, curriculum problems, and inadequate teacher skills. While some intervention strategies show initial promise, their generalizability is limited due to mostly small-scale, short-term studies lacking comprehensive, long-term research. To address these limitations, we have proposed recommendations for enhancing digital literacy from multiple perspectives, grounded in a thorough review of the literature. This study reviewed a decade of literature on digital literacy in medical education, focusing on framework and definition, research status, challenges, and solutions. It provides guidance for future research and provides practical strategies for medical education institutions to enhance digital literacy training, optimize programs, and address developmental gaps, thereby supporting the digital transformation of medical education and the cultivation of interdisciplinary talent.
Xie et al. (Mon,) studied this question.