The rapid evolution of digital tools in health care isn't just reshaping clinical practice, it's fundamentally challenging how health professionals are trained.
As telehealth and digital health become essential components of modern care, higher education institutions are grappling with how to prepare future clinicians for a world that's changing faster than curricula can keep up.
Matthew Volansky, PT, DPT, PhD, MBA, FAMIA., Dean of the School of Health Professions at Augustana University, believes this transformation demands a rethinking of both what we teach and how we teach it.
Telehealth and Digital Health: Complementary, Not Interchangeable
The distinction between telehealth and digital health isn't just semantic. According to Volansky, understanding their differences is crucial for training clinicians effectively.
"Telehealth is the delivery of care at a distance, something we've technically been doing since we had a telephone," he says. "Digital health, on the other hand, encompasses everything from wearable devices and remote sensors to AI-assisted diagnostics. They represent different competencies, and we need to build both into our education systems."
Despite their growing importance, foundational frameworks for these tools are still lacking across many disciplines.
For example, Volansky notes that physical therapy has yet to fully define standards for remotely assessing movement and function, critical for effective telehealth delivery.
The Technology Isn’t New, But the Scale Is
Remote patient monitoring isn’t new, but the scale and simplicity are. In the 1990s, clinicians relied on unwieldy, bulky machines to track vitals like heart rate and weight for patients with chronic conditions.
“Now, you can get that data from a ring on your finger,” Volansky says.
Gait analysis once required specialized lab equipment. Now, a smartphone can record movement, analyze patterns and send feedback instantly.
As the global telehealth market surges, from $186.41 billion in 2025 to a projected $791.04 billion by 2032, this shift demands more than passive awareness. It calls for deliberate, up-to-date training, especially as care continues moving out of clinics and into patients’ homes.
Preparing Students for a Digital-First Reality
Educators face a unique challenge: preparing students for tools and contexts that may not exist yet.
“You can’t train someone for every new device or platform,” Volansky says. “What you can do is train them to be curious, analytical and adaptable.”
That means teaching trend analysis, scenario planning and environmental scanning as core competencies. Students should understand how to assess emerging technologies, forecast their impact on clinical practice and integrate them safely and ethically.
Building Digital Literacy as a Prerequisite
Volansky also advocates for a shift in admissions standards. Just as anatomy or biology is required before entering professional school, digital literacy should become a baseline expectation.
“Being tech-savvy isn’t the same as having digital fluency,” he says. “We need incoming students who understand electronic medical records, remote monitoring and basic data interpretation.”
Without this foundational knowledge, programs are forced to backfill critical competencies, slowing progress and limiting depth.
Integrating Safely and Effectively
As institutions incorporate telehealth into training, they must also emphasize risk management.
“Something as simple as collecting a patient’s address before a virtual visit becomes a safety protocol,” Volansky says. “If a patient passes out, you need to know where to send help.”
He emphasizes scenario-based learning and clear professional guardrails. From managing virtual evaluations to interpreting sensor data, students need structured opportunities to practice and refine these skills before entering clinical environments.
Embracing Modular, Flexible Curriculum Models
Incorporating new technologies into already-packed programs isn’t easy. That’s where modular, microcredential-based learning can help.
Rather than overhauling core curricula, educators can develop short, focused modules that address specific competencies, telehealth best practices, AI literacy, genomics, or even ethical implications of biosensors.
These stackable learning experiences allow students to build fluency at their own pace and stay current as the field evolves.
The Broader Challenge: Equity and Access
While technology promises convenience, scalability and personalization, it also raises urgent questions about accessibility.
“Digital health equity is a real concern,” Volansky says. “If someone lives 200 miles from a hospital without reliable internet access, they’re excluded from the conversation.”
Addressing these disparities will require systemic change, investment in broadband infrastructure, device access and digital training for both patients and providers. Health care educators must advocate for these changes, even as they update their own instructional models.
Looking Ahead: Training for the Unknown
The pace of innovation isn’t slowing down. Volansky points to developments like brain-computer interfaces, sensor-enabled prosthetics and AI-driven diagnostics as signs that health care is on the cusp of another transformation.
“Simulation, XR, even the metaverse, these aren’t far-off ideas,” he says. “They’re becoming practical training tools, especially in underserved or remote areas.”
Still, the goal isn’t to chase every new technology. It’s to create a mindset of preparedness and adaptability that transcends any single tool.
A Call to Educators
As the landscape shifts, one thing is clear: institutions that evolve now will shape the future of health care. Those that don’t may struggle to keep up.
“We don’t need to have all the answers,” Volansky says. “But we do need to start asking better questions and building systems that allow us to adapt as fast as the world is changing.”