Digital Health Expert Inga Bergen
Body & Soul

Inga Bergen: How Generation Z Is Changing Healthcare

Inga Bergen is THE expert when it comes to digital health in Germany. As an entrepreneur, investor, podcaster, and sought-after speaker, she is shaping the discussion on the future of healthcare. In this interview, she discusses why our healthcare system still lags behind technological possibilities, how Generation Z is changing the way we approach health, and which innovations are actually making a difference. Inga Bergen will be speaking at Health Day 2026.Interview: Simone Bohny/Christin Müller

​​​​​​​"I look forward to a medical field that recognizes that women aren't just little men." (Inga Bergen)

What motivates you to be so passionate about the future of healthcare?

Inga Bergen: I’ve founded and led two companies in the digital health sector—and in doing so, I’ve learned just how slowly a system moves that should actually be the most innovative one we have. What drives me is the gap between what has long been medically and technologically possible and what people actually experience when they’re sick. This gap isn’t a technological problem. It’s a problem of structure, incentives, and courage. And that’s exactly why I’m staying the course: because it can be solved.

In your opinion, what makes Generation Z different from other generations when it comes to health?

I’m cautious about generational narratives—they often explain less than they claim to. But what I really observe is this: This generation no longer makes a clear distinction between health and everyday life. Mental health, sleep, nutrition, exercise, work—these form a continuum, not a set of separate areas of responsibility. This clashes with a system that is organized precisely along lines of responsibility: boundaries between medical specialties, between sectors, and between payers. The conflict isn’t “young versus old.” It’s “integrated experience versus fragmented care.”

Gen Z is the first generation to have grown up entirely with digital technologies. What expectations will they therefore have of doctors, hospitals, and health insurance companies in the future?

Three that I consider to be structural:

First: Expectation sovereignty. People who are used to every service being transparent, bookable, and easy to track won’t accept that an appointment takes six weeks and no one can explain why.

Second: Access to data as a given. Not as a right that must be fought for, but as a fundamental condition.

Third—and this is often underestimated—is the quality of the relationship. Digital literacy does not mean a desire for distance. On the contrary: the more interchangeable the transaction, the greater the value of genuine medical care. Anyone who thinks an app can replace that connection has misunderstood the issue.

What digital developments will truly change the way we approach health in the coming years?

Not so much the spectacular ones, but rather the mundane ones. Interoperable data. AI in documentation and decision support—not because it replaces doctors, but because it frees up their time. And above all: moving diagnostics forward—from the hospital to everyday life, from acute care to early detection.

What interests me more than the technology is the question of who benefits from it. We’re currently in danger of building a system that works exceptionally well for digitally empowered, well-insured people who are health-conscious—and makes things worse than before for everyone else. This isn’t a technical issue, but a matter of distribution.

Many young people today are much more critical of medical advice than previous generations. Is this a sign of greater health literacy or a dangerous overconfidence?

To be honest: neither. I think the question doesn't quite capture the issue.

What we are seeing is not an increase in competence or arrogance, but a loss of trust in institutions coupled with a radical shift in information sources. That is something different.

Health literacy—as measured by standard tools—tends to be rather low across all age groups in Germany, including among young people. What has changed is not people’s ability, but their access: Today, every recommendation is immediately accompanied by a thousand other voices, and none of them bears a seal that can be recognized at a glance.

The answer to this isn’t to reclaim authority. You either have it or you don’t. The answer is to provide a rationale. Saying “That’s just how we do it” doesn’t work anymore. Saying “That’s how we do it because—and here’s the evidence, and here are its limitations” does work very well. It’s more work. But it’s also better.

You speak with many thought leaders in the healthcare sector and have been following innovations for years. Looking ahead to the next ten years, which developments are you most excited about?

The moment when “prevention” is no longer just a buzzword everyone tosses around in political speeches but that no one actually funds. We’re currently witnessing a rare convergence of factors: the technology is here, cost pressures are inevitable, and a new generation is emerging for whom prevention isn’t a sacrifice but a form of self-empowerment. When these three elements come together, something fundamental shifts.

And, to be more specific: I’m looking forward to a medical field that recognizes that women aren’t just little men. Things are finally moving in that direction—too slowly, but they’re moving.

To wrap things up, here’s a quick generational quiz: If you could “steal” one trait from Generation Z, which one would it be? And conversely, is there anything Generation Z could perhaps learn from older generations?

If I could, I’d steal the ease with which this generation talks about mental health. My generation dealt with it on our own and called it strength. It wasn’t.

Conversely: Be patient with systems. Not compliance—patience. Some important things don’t change in eighteen months, but in eighteen years, and anyone who’s only looking for quick results will walk out before things get interesting.

No one approaches the truly major shifts in the healthcare sector as a sprint.

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zero Lateral entry as an educator at the pme Familienservice

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Pedagogy

Lateral entry as an educator at pme

Many roads lead to childcare center. Our team members tell us how they managed to make a career change.

pme Lernwelten offers many training opportunities in the pedagogical field: for example, as a social pedagogical assistant, educator, dual study program in childhood education, recognition internships and mandatory internships. A lateral entry is also possible in many different ways. 

Educational staff are in demand like never before. Those who work in a childcare center or crèche have the best prospects for the future, many opportunities to get involved and a fulfilling job. Even those who have no pedagogical training can sometimes work in a crèche, kindergarten or after-school care center in addition to pedagogical specialists.

And there are various ways to train or retrain as an educator later on, for example:

  • practice-integrated training,
  • part-time training,
  • the external examination.

 

"Many roads lead to childcare center! Although the regional requirements regarding qualifications vary greatly, we always find creative ways to make this dream come true in joint discussions and in cooperation with youth welfare offices, vocational colleges and universities." Stephanie Niemierza, central childcare center coordination of the pme Familienservice

Lateral entry and retraining as an educator - pme team members talk about it

In some regions, it is possible to work at childcare center without pedagogical training and to support the professionals.

The pme Familienservice employs many people who have made the transition to childcare center through temporary work or parental leave cover. For example, Annette, who got a taste of the job as a temporary employee at Locomotion Kids in Düsseldorfand joined the group on a permanent basis as a parental leave replacement. The trained graphic designer enriches the educational program with her creativity and also focuses on language and movement.  

First a vacation supervisor, then a group leader

From vacation supervisor to jumper. These were Sonja's first stations at childcare center. She previously worked in retail. Sonja also started out as a parental leave replacement. After completing a practice-integrated training course to become an educator, she is now a group leader and a representative for animal-assisted education and focuses on natural sciences. 

In order to work with children, Heike worked for the pme Familienservice as a nanny in a private household and took on emergency childcare assignments, among other things. She had always wanted to work at childcare center . After a conversation with her contacts at pme Familienservice , it finally came true. "At over 50, I've now found my dream job," says Heike. 

Teodora was successful in the PR world for many years. During a break, she came to the nursery as a temp through a friend. The management soon offered her a permanent full-time position. "I come to the facility every day with a feeling of happiness," she says. The next step in her career planning is a dual degree in social work. 


From another country

People who come to Germany from another country often find that foreign professional and academic qualifications are not recognized. Olivia, who studied to be a teacher in Brazil, also experienced this. However, with the support of the pme Familienservice , she was able to work in a pme crèche in Bonn. After completing a two-year qualification in early childhood education, Olivia is now a group leader at childcare center, as well as a multiplier for Pikler education and house spokesperson. 

Returning to work after a long break? It's possible!

Do you have a pedagogical education, but haven't worked in the pedagogical field for a long time?

Petra also came back after a long break. When her job at childcare center was cut in the 1980s, she began training in the commercial sector on the advice of the employment agency. Hard to imagine today: back then, there were actually too many educators. After 25 years in the office, Petra felt the desire to work with children again. She was welcomed with open arms at Locomotion Kids in Düsseldorf and has now "finally arrived again!"

Career changers welcome!

"At pme-childcare centers , we benefit greatly from colleagues who come to us via lateral entry," says Stephanie Niemierza. "Many discover completely new potential in themselves. They experience how much fun it is to work in a team and decide to pursue this career path in the long term. We have already recruited many specialists this way and have had excellent experiences. Career changers have usually chosen this career path very consciously and work with a lot of heart, commitment and motivation. They often bring with them knowledge and skills from previous careers that enrich the pedagogical offering at childcare center . And at pme Familienservice , they have many opportunities to get involved". 

Retraining or further qualification: various options possible

For many people, working as a supplementary worker or kindergarten assistant is the ideal way to start working at childcare center.

If you want to go one step further later, you can complete part-time or practice-integrated training, for example to become a state-recognized educator. This type of qualification, which is offered by non-profit organizations and vocational schools, opens up career opportunities such as group management or even facility management. 

The qualification as a state-recognized educator can also be achieved through part-time training , with lessons taking place in the evenings and at weekends. The training is aimed at people who have already gained experience in the educational field but do not yet have a qualification, or at childcare workers who would like to gain further qualifications. However, the two-year course requires discipline and a high degree of personal responsibility. Our team member Mia is a drama and language teacher and has been working at pme-childcare center Bülowkids for some time. She completed the part-time training alongside her freelance work as an additional pedagogical employee in order to be able to work as a specialist.

 

Entry via non-pupil examination/external examination

The so-called non-student or external examination is a challenging way to graduate as an educator, in which you have to acquire the pedagogical content and the necessary specialist knowledge largely through self-study. Our team member Nicole chose this route. She passed her first state examination to become a secondary school teacher, but decided against the teaching profession during her traineeship. "The external exam was pretty tough. I was only given the names of the learning modules from school and had to work through all the content on my own within six months," she recalls. But she made it and has now been happily working as an educator for eight years.

We are happy to advise you!

These examples only show some of the possibilities, and the conditions for working at childcare center vary greatly from region to region. We will be happy to advise you individually if you are interested in joining one of the learning worlds atchildcare centers .

Just send a short email to lernwelten@familienservice.de. We will get back to you.

Further information:

Non-student examination
 

childcare center.de Knowledge lateral entry

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About the pme Lernwelten

As a provider of over 90 childcare and educational facilities, we offer parents and their children high-quality and flexible education. People from different nations, with diverse talents and interests, contribute to our colorful teams.

You can find our current educator vacancies here.