Asynchronous teledermatology in medical education: Lessons from the COVID-19 pandemic

Su, Mack Y.; Lilly, Evelyn; Yu, Jin‐Chen; Das, Smita

doi:10.1016/j.jaad.2020.06.033

Cited by 12 publications

(12 citation statements)

References 4 publications

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“…During the course of the study, academic medical centers across the world likewise grappled with how to adapt medical education to the pandemic [ 9 – 12 , 18 – 21 ]. A study by Su et al describes medical student participation in ambulatory dermatology eConsults [ 18 ]. Their report highlights benefits of eConsults that include communicating as a consultant to referring providers and seeing a variety of conditions.…”

Section: Discussionmentioning

confidence: 99%

Medical student remote eConsult participation during the COVID-19 pandemic

et al. 2021

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Background Undergraduate medical education was severely impacted by the COVID-19 pandemic. As traditional clinical rotations were suspended, medical students quickly began alternative, novel educational experiences. Third-year medical students at an academic medical center were given the opportunity to join inpatient eConsult teams within the department of medicine. This study describes the development and implementation of this program as well as the experiences of student and faculty participants. Methods Student eConsult participation was rapidly developed and implemented within medical subspecialty teams in either infectious diseases (ID) or nephrology. Twelve third-year medical students and 15 subspecialty attendings participated in this program during an eight-week period from April 6 through May 29, 2020. Breadth of student clinical experience was assessed via review of clinical documentation and surveys. Participating students and attending physicians completed surveys to reflect upon their impressions of the program. Surveys were returned by nine students and eight faculty members. Survey responses were summarized with descriptive statistics. Results Over an eight-week period, student consultants wrote 126 notes on 100 patients; 74 of these patients (74%) were hospitalized with COVID-19. Student experiences were largely positive with most strongly agreeing that attendings promoted interactive and engaged learning (N = 8 of 8, 100%), that the experience helped to expand their knowledge about consultant roles (N = 6, 75%), and that they would participate in a remote eConsult program again if given the opportunity (N = 6, 75%). Faculty also were largely positive about the experience with most agreeing or strongly agreeing with the importance of teaching medical students about telehealth (N = 7 of 8, 88%) and eConsults (N = 6, 75%). In narrative responses, students and faculty agreed that teaching was a strength of the program whereas lack of in-person contact was a challenge. Conclusions Rapid development of an inpatient eConsult-based educational experience for third-year medical students was feasible and successful. Student-consultants saw a range of pathology including COVID-19 and related complications. Students were satisfied with the program. They were able to develop a strong relationship with attendings while learning about the role of a consultant. Faculty agreed with the importance of teaching students about telehealth and eConsults specifically.

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Section: Discussionmentioning

confidence: 99%

Medical student remote eConsult participation during the COVID-19 pandemic

et al. 2021

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“…Asynchronous store-and-forward e-visits and e-consults in popular social media platforms (WhatsApp, Telegram, Instagram) are the most commonly used forms of teledermatology. 34 , 35 The most important barriers to telehealth are the unclear legal status as a way of practicing medicine, lack of insurance coverage, and payment and prescription problems. New startups have been used in private sectors recently with promising results.…”

Section: Teledermatologymentioning

confidence: 99%

COVID-19: The experience from Iran

Daneshpazhooh

Mahmoudi

2021

Clinics in Dermatology

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“… 7 E-visits and e-consults using “store and forward” technology and live video virtual visits have increased dermatologic access during the pandemic for patients, while also enhancing educational exposure for trainees. 14 Trainees are able to delve into the clinical case, mirroring the flow of an in-person clinic, before presenting their differential and plan to the staff attending. 15 , 16 Trainees enter a virtual visit, obtain the history, and perform a clinical exam, whether it be by review of photographs submitted or video demonstration of the affected area(s).…”

Section: Impact On Clinical Experiencesmentioning

confidence: 99%

Impact of COVID-19 on Dermatology Residency

Samimi

Choi

Rosman

et al. 2021

Dermatologic Clinics

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COVID-19 has created challenges across medicine, including in medical education, with deeply rooted impacts in the dermatology residency experience. Its effects are both acute and chronic, including: shifts to virtual education and conferences, skewed clinical experiences, negatively impacted wellness, and uncertainty in the future. As educators and mentors, it is important to recognize and address these issues so that we may remain transparent, adaptable, and engaged as we continue to build a better tomorrow for our resident trainees.

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Asynchronous teledermatology in medical education: Lessons from the COVID-19 pandemic

Cited by 12 publications

References 4 publications

Medical student remote eConsult participation during the COVID-19 pandemic

Medical student remote eConsult participation during the COVID-19 pandemic

COVID-19: The experience from Iran

Impact of COVID-19 on Dermatology Residency

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