The impetus for this paper is to bring to the foreground a discussion of the potential for a new model for mHealth skills training for clinicians. The use of mHealth in diagnosing and treating patients is a relatively recent phenomenon, and there is scant evidence of curricula changes to reflect the challenges of integrating mHealth skills into training programs. Too often educational institutions assume that clinicians will either acquire mHealth skills on the job or assume that as digital natives, the students have grown up along with technology and can easily facilitate the transition to professional practice with mobile technologies. However, mHealth is a major technological phenomenon that deserves significant educational reformation and consideration in medical curricula.
The need for a new modelChange is rapid and ubiquitous in healthcare and nowhere is this more evident than in deployment of mHealth products and services. This technology-centric industry movement has been described as "a natural, inevitable and necessary evolution" (1) from the expected "point of care" occurring in the clinician's physical location. Medical professionals are increasingly connecting with patients via email, telephone, and webcam, and using these same tools to consult with each other electronically. Moreover, mHealth and related technologies extend the boundaries of healthcare beyond the walls of the physical facility allowing medical professionals to provide quality healthcare services in places that previously were unreachable. For example, doctors without borders located in Niger, Sudan and elsewhere report using the Internet to engage a network of almost 300 experts around the world for assistance with the toughest of clinical cases (2).A