Journal Article Review Epublish
PubMed: 41511585 DOI: 10.1007/s11897-025-00738-5
Digital Solutions in HF Education: What Can Patients and Clinicians Gain?
Curr Heart Fail Rep 23(1):4
Authors: Teresa Castiello, Loreena Hill, Sharon Man, Sheref Elseidy, Daniel Griffin, Mark J Schuuring
Affiliations
- Cardiology Department, Royal Free Hospital, MIAL Healthcare, London, United Kingdom.
- School of Nursing & Paramedic Science, Ulster University, Northern Ireland, United Kingdom.
- Department of Cardiovascular Sciences, University of Leicester, University Hospitals Plymouth NHS Trust, Leicester, United Kingdom.
- Department of cardiology, Ain Shams University hospitals, Cairo, Egypt.
- Guy's and St Thomas' NHS Foundation Trust, London, United Kingdom.
- Department of Biomedical Signals and Systems, University of Twente, Enschede, The Netherlands.
- Department of Cardiology, Medisch Spectrum Twente, Enschede, the Netherlands.
Abstract
PURPOSE OF REVIEW
Heart failure (HF) imposes an expanding global health burden, necessitating innovative approaches to education for both patients and clinicians. This review evaluates the evolving landscape of digital health tools in HF education and examines how these technologies may enhance accessibility, personalisation, and engagement in contemporary care.
RECENT FINDINGS
Emerging evidence demonstrates that digital solutions-ranging from remote educational platforms and interactive applications to AI-assisted learning and immersive reality technologies-can meaningfully improve patient self-management, support clinician knowledge acquisition, and strengthen overall care quality. These tools offer substantial advantages, including remote access to high-quality information, dynamic and interactive learning experiences, and opportunities for continuous monitoring. Nonetheless, challenges persist, particularly regarding equitable access, digital literacy, data quality, and integration into existing clinical workflows. Digital technologies hold considerable promise in optimising HF education for both patients and clinicians. When effectively implemented, they have the potential to improve patient outcomes, enhance clinical decision-making, and support more efficient healthcare delivery. Continued innovation-particularly in AI, virtual and augmented reality, and personalised learning systems-will be essential to address remaining limitations and fully realise the transformative potential of digital HF education.
MeSH
Heart Failure, Solutions, Learning, Artificial Intelligence, Education