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Background and objectives: Health professions educators face significant challenges in balancing multiple and demanding roles, such as clinicians, researchers and teachers, while adapting to the transition to digital education [1]. Although faculty development programs aim to support educators in this shift, there is little research on how they navigate this complex transition. This study aims to explore the experiences of educators as they transition into their evolving roles as digital health educators through participating in a comprehensive digital certification program.

Methods: This qualitative study involved focus group discussions and semi-structured interviews with participants in the Digital Health Professions Educator (dHPE) program, a 200-hour certified program to train experienced educators from a range of health care professions at Charité – Universitätsmedizin Berlin. We analysed the data transcripts using MAXQDA qualitative analysis software. Following a deductive analysis, we drew on a priori items from Schlossberg’s (1981) 4S transition framework with the main themes of “situation”, “self’”, “support” and “strategy” [2]. Sub-themes emerged from the participants using thematic analysis.

Results: A total of 10 experienced health educators participated (48% response rate) in two focus groups (3 and 5 participants, respectively) and two individual interviews. Under “situation”, themes identified were role change, teaching motivation and personal timing in the transition to a digital educator. Under “self”, participants highlighted previous (online) teaching experience and psychological resources. The theme of “support” focused on social networks, institutional support and guidance from supervisors/ trainers. Under “strategy”, participants discussed the importance of recognition for professional development, the development of online teaching skills and their application.

Discussion: The transition of health professions educators to digital educators is shaped by various factors related to their professional and personal characteristics, the state of digitisation of education, the support they receive from colleagues and institutions, and the strategies they use to develop new skills and integrate them into teaching practice. It involves identity transformation, strategic innovation, and institutional support. Schlossberg’s 4S framework offered a comprehensive lens to understand this complex process. Faculty development programs need to address these factors holistically to support faculty in their transition to digital education.

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