Continuing Education in HTA for Digital Health Integration

This paper explores how continuing education can support more contextsensitive and ethically grounded enactments of digital health technologies in the Danish healthcare system. Based on 20 semi-structured interviews with health actors across clinical, educational, managerial, innovation and policy domains, we analyse how different professionals perceive current enactments of health technologies and the role of continuing education. Our analysis reveals widespread concern over time scarcity, fragmented responsibilities, and lack of shared vocabularies across professional domains. Interviewees call not only for technical training, but for educational spaces that support critical reflection, ethical awareness, and cross-professional dialogue. In response, we present Health Technology Assessment 2.0 (HTA 2.0), a framework developed for continuing education. Drawing on both inductive and deductive coding, we examine how its six dimensions (Technology, Economy, Environment, Organisation, Patient/Citizen, and Ethics) resonate with everyday practice and healthcare actors’ concerns. We suggest the potential of HTA 2.0 to act as a boundary object: structuring shared reflections while accommodating different professional viewpoints. We conclude that continuing education should not aim for consensus but provide structured arenas where health actors can explore challenges, reflect on dilemmas, and co-develop meaningful approaches to digital transformation.