Abstract
Introduction The integration of digital health and health informatics into medical education is essential for preparing future healthcare professionals in the rapidly evolving healthcare landscape. Digital health encompasses various technologies, including electronic health records, telemedicine, mobile health applications, and data analytics, all transforming healthcare delivery and management. Health informatics focuses on the efficient use of information technology to support and improve healthcare services. This study aims to analyze the extent to which digital health and health informatics are integrated into the study plans of medical colleges across Saudi Arabia, in alignment with the national goals outlined in Vision 2030. Methods A document analysis methodology was employed to review study plans and curricula from a purposive sample of medical colleges in Saudi Arabia. The sample included both public and private institutions such as King Abdul Aziz University, University of Bisha, Dar Al Uloom University, and Princess Nourah bint Abdulrahman University. Data were collected from official university websites, academic catalogs, and through direct communication with university departments. Key information regarding course offerings, credit hours, course content, and objectives related to digital health and health informatics was extracted and recorded in a structured format. Results The analysis revealed that only a few medical colleges in Saudi Arabia have integrated dedicated courses on digital health and health informatics into their curricula. For instance, Dar Al Uloom University, Princess Nourah bint Abdulrahman University, and University of Hail offer specific courses on medical informatics. However, the majority of the institutions either lack such courses or offer them in a limited capacity. The extent and depth of coverage of these courses vary widely among the institutions that offer them. Conclusion The study highlights the need for a more standardized and comprehensive approach to integrating digital health and health informatics into the medical curricula of Saudi Arabian universities. Recommendations include expanding course offerings, developing standardized curricula, investing in faculty development, and utilizing advanced technologies. Addressing these gaps will better prepare medical graduates for the modern, technology-driven healthcare environment and align with the national objectives of Vision 2030.