Bridging the contextual digital divide in health sciences education: A call for balanced pedagogical strategies

Abstract

The letter to the editor highlights the study by Gellisch et al. on the Contextual Digital Divide, which reveals the limitations of digital learning in medical education. It emphasizes the superiority of face-to-face learning in practical disciplines and the need to balance digital and traditional methods. A call is made to integrate hybrid strategies to optimize learning in health sciences.