Quality and Innovation in Postgraduate Medical Education in the Digital Era

Abstract

Postgraduate medical education (PGME) plays a pivotal role in training competent healthcare professionals capable of addressing contemporary challenges. This study examines key considerations for ensuring quality and innovation in PGME within the digital age, drawing on a structured literature review conducted as part of a doctoral thesis at the University of Applied Pedagogy, Mexico City. A systematic search of peer-reviewed articles (2000–2024) was performed across Google Scholar, PubMed, and SciELO, utilizing Boolean operators (AND, OR, NOT) to refine results. Analyzed themes included Key aspects such as the digital transformation in education, digital literacy, and personalized and collaborative teaching methodologies. The benefits of integrating advanced technologies, such as artificial intelligence and augmented reality, to personalize learning and improve medical training were highlighted. Challenges such as the digital divide, ethical risks associated with privacy, algorithmic bias, and the need for teacher training were also addressed.  As a result of the analysis, the quality of postgraduate medical education in the digital age depends on its ability to critically and contextually integrate technological innovations that ensure inclusive, ethical, and student-centered teaching. The study concluded that a balance between technology and human interaction, along with strategies such as teacher training and hybrid learning models, is essential to ensure inclusive education adapted to the challenges of the global health system.