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The Medical Schools Council (MSC) and Health Data Research UK (HDR UK) have released a report emphasising the importance of preparing medical students for an increasingly technology-driven healthcare system. Titled Data Science in the Medical Curriculum: Equipping Medical Students for the Digital Age, the report outlines essential data science skills and knowledge needed to meet the demands of the 21st-century healthcare landscape.

There is broad recognition of the critical role that data science plays in transforming medicine and its potential to enhance healthcare delivery. The UK government has recently outlined plans to harness technology and AI to revolutionise public services, including the NHS, with significant investment to support these efforts. As healthcare becomes more data-intensive, it is essential that medical graduates possess the core competencies necessary to excel in this evolving environment. The rapid expansion of healthcare data—ranging from electronic health records to large-scale disease tracking datasets—offers opportunities to improve patient outcomes, optimise resource management, reduce costs, and drive innovation, ultimately leading to a more efficient, effective, and accessible NHS.

The report highlights the key competencies that graduating doctors must possess, including health informatics, artificial intelligence, data governance, and the ethical, professional, legal, and regulatory considerations surrounding digital health. These timely recommendations come at a pivotal moment, as medical educators worldwide consider the skills and knowledge essential for practising cutting-edge medicine in the years ahead. The report draws directly from a new study conducted by leading institutions, including Imperial College London, King’s College London, and Harvard University in the USA. This study employed a rigorous international consensus exercise, bringing together experts in medical education and data science to define a comprehensive set of digital health competencies [See notes for editors, points 3-5]. A working group led by the MSC and HDR UK subsequently refined these competencies to align with the needs of all UK medical graduates.

Professor Patrick Maxwell, Chair of the Medical Schools Council said:

“Medicine is a constantly evolving field, and as medical schools, we have a duty to our patients to ensure that our graduates are equipped with the knowledge and skills necessary to navigate the innovative technologies that are shaping the future of healthcare and advancing our understanding of human health. We are already witnessing the transformative global impact of data in improving patient care, and it is crucial that the UK continues to preserve and enhance our world-class medical education. We look forward to collaborating with medical schools to support the adoption of this framework, ensuring that the doctors of tomorrow are fully prepared for the healthcare system of the future.”

Professor Sinead Langan, Professor of Clinical Epidemiology at the London School of Hygiene & Tropical Medicine and Chair of the MSC – HDR UK Working Group, said:

“This report addresses the urgent need to provide fresh training provisions for medical students, to give them the skills they need to navigate and benefit from the substantial advances in data science. Important data are generated and collected at all stages of our interactions with healthcare, from reported symptoms, to treatment outcomes through to clinical trials. As we move from analogue to digital, it is critical that we update the training provided to our future generation of doctors, to empower them to utilise these rich resources. These competencies will undoubtedly improve patient care, streamline operations and advance medical research.”

Professor Andrew Morris, Director of Health Data Research UK said:

“Doctors and healthcare professionals are the bedrock of the NHS, and we must give them the skills to thrive in a world where data and AI is set to transform the way we deliver care, improve outcomes and drive innovation.

"We have a unique opportunity to reimagine medical education and the way we train future clinicians – not just to keep pace with technology, but to ensure they are equipped to navigate and lead in a data-driven healthcare system. The UK has a proud history of world-class medical education, and this report lays the groundwork for a new generation of clinicians who can harness the power of data with confidence, unlock new discoveries and secure an NHS fit for the future."

Read the full report: Data Science in the Medical Curriculum - Equipping medical students for the digital age

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Notes for editors

1. The Medical Schools Council is the representative body for UK medical schools. The council is made of the heads of UK medical schools and meets in order to shape the future of medical education and research in the UK. For information about the work of the Medical Schools Council, please see medschools.ac.uk.
2. Health Data Research UK is the national institute for health data science, accelerating the trustworthy use of health data to enable discoveries that improve people’s lives. It is a charity funded by UK Research and Innovation, the Department of Health and Social Care in England and equivalents in Northern Ireland, Wales and Scotland, and leading medical research charities. Find out more at hdruk.ac.uk
3. Car J, Ong QC, Erlikh Fox T, et al. Digital health competencies in medical education (DECODE): An international consensus statement based on a Delphi study. JAMA Netw Open. 2025.
   1. This international study aimed to establish a comprehensive digital health competency framework for medical students, addressing the growing need for training in areas such as artificial intelligence (AI) and algorithmic decision-making in healthcare. Researchers used a mixed-methods approach, including a scoping review and a two-round modified eDelphi* survey involving 211 international experts in medical education, digital health and medicine, from 79 countries and regions. The study identified key domains, competencies, and learning outcomes necessary for medical graduates to effectively utilise digital health technologies, including AI-driven tools, in clinical practice. The resulting framework is intended to inform the development of digital health curricula in medical schools globally, better preparing future doctors for the evolving digital landscape of healthcare.
   2. Medical Schools Council and HDRUK used this framework as a starting point for its working group to establish which of the data science competencies would be most relevant for UK medical graduates.

* A Delphi survey is a series of questionnaires that experts complete to reach a consensus on a topic. A questionnaire is sent to the experts to gather their opinions. The responses are analysed and the findings are used to create the next questionnaire. The process is repeated for a number of rounds until a consensus is reached. This method can help to avoid groupthink and identify a consensus view on a controversial or divergent topic.