Can you hear me now? A toolkit for telemedicine training

Roth, Lauren T.; Costich, Marguerite; Moerdler, Scott; Lane, Mariellen; Robbins-Milne, Laura; Bracho-Sanchez, Edith; Friedman, Sara L.

doi:10.1111/tct.13390

Cited by 3 publications

(5 citation statements)

References 11 publications

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“…This more explicit approach seems to be a prerequisite for a constructive VC learning experience. Attending systematically to the before, during and after phases of a VC visit 46,47 and the creation of an explicit functional workflow 48 are two critical elements that have been suggested. The importance of a VC pre‐clinic ‘huddle’ to select appropriate patients and outline expectations has also been described in the literature 36,46 .…”

Section: Discussionmentioning

confidence: 99%

Good for patients but not learners? Exploring faculty and learner virtual care integration

2022

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Background: The pandemic catapulted the adoption of virtual care far ahead of its anticipated maturation date, forcing faculty to role model and teach learners with barely enough time to master it themselves. With a scant body of prepandemic literature now accompanied by experience gained under extraordinary circumstances, we can benefit from understanding ad hoc strategies implemented by those on the front lines and from listening to learners about what is working and what is not. The purpose of this study was to explore the experience of learner integration into virtual care from both the faculty and learner perspectives.Methods: Using a constructivist grounded theory methodology and sociomateriality as a sensitising concept, we recruited participants using purposeful and theoretical sampling from a Canadian University with limited prepandemic virtual care provision.We interviewed 16 faculty and 5 learners spanning a breadth of specialties and years of practice/education to probe their experience of teaching and learning virtual care.Data collection and analysis were conducted iteratively with themes identified through constant comparative analysis.Results: Integrating learners into virtual care proved challenging initially because of a lack of familiarity with the process and later because of disrupted workflow, triggered by the structure and logistics of the virtual care clinic. Both faculty and learners identified learning deficiencies in the virtual care experience when compared with inperson clinics, but several unique and valuable learning affordances were noted. All faculty expressed a desire to keep virtual care as part of their future clinic practice, but paradoxically most felt that they were unlikely to include learners. Conclusions:Training learners in virtual care is an educational challenge that will not disappear with COVID-19, even if our participants wished it could. The perceived value for patients but not learners begs a reconsideration of the sociomaterial contribution to this pandemic paradox.

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Section: Discussionmentioning

confidence: 99%

Good for patients but not learners? Exploring faculty and learner virtual care integration

2022

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“…Some authors have gone as far as positioning simulation as vital for the safety and quality of telehealth practice 5 . This paper extends on the current literature regarding telehealth curricula 3 by summarising the use of simulation for the teaching of telehealth skills in health professional education.…”

Section: Introductionmentioning

confidence: 95%

“…The experiential nature of simulation is well suited to telehealth education 3 ; it is known that high levels of technology confidence do not translate to high levels of confidence to deliver telehealth, with learners requiring specific opportunities to practice telehealth skills 8 …”

Section: Telehealth Simulation Designmentioning

confidence: 99%

“…This rapid uptake has presented challenges for the workforce, who traditionally have not received pre‐professional preparation for telehealth service delivery 2 . In response, education providers are starting to implement telehealth training within healthcare curricula that typically involves didactic teaching, skills training and experiential learning 3 . Simulation is an experiential learning approach for developing telehealth service delivery skills.…”

Section: Introductionmentioning

confidence: 99%

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A toolbox for teaching telehealth using simulation

Martin

Mandrusiak

Russell

et al. 2022

The Clinical Teacher

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“…There have been a number of published telemedicine curricula, standardized patient encounters, and proposed competencies for trainees, with most focusing on principles of adult care. 4 , 8 , 9 , 10 , 11 A limiting factor for these resources is that the content was derived from experiential learning, not evidence-based methods, which is appropriate given the novelty of telemedicine in graduate medical education (GME). In October 2021, Hart et al 12 took an evidence-based approach and used a modified Delphi methodology to identify telemedicine curriculum competencies for GME, producing a list of competencies, but not specifically for pediatrics.…”

mentioning

confidence: 99%