How Russian-Ukrainian War Changed the Usage of Telemedicine: A Questionnaire-Based Study in Ukraine

Poberezhets, Vitalii; Demchuk, Anna; Mostovoy, Yuriy

doi:10.5505/amj.2022.08455

Cited by 3 publications

(6 citation statements)

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“…An online self-administered questionnaire was developed based on recent literature 36 – 39 , with further input from faculty members of the Department of Public Health and Community Medicine at the University of Bakht Alruda, Sudan. The questionnaire covered various domains, including sociodemographic data, platform usage, clinicians' perceptions, and concerns related to teleconsultations (Supplementary File 1 ).…”

Section: Methodsmentioning

confidence: 99%

Physician experiences with teleconsultations amidst conflict in Sudan

Eljack,

Elhadi,

Mahgoub

et al. 2023

Sci Rep

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The current conflict in Sudan severely hinders the accessibility of health services across the country. To address this, several initiatives were proposed including offering services using teleconsultations. This study aimed to assess Sudanese doctors' teleconsultation experience, perception, and concerns during the recent conflict. This cross-sectional survey focused on Sudanese medical officers, residents, specialists, and consultants living inside or outside the country having a practice license from the Sudan Medical Council and conducting teleconsultations with Sudanese patients during the conflict period. The questionnaire was distributed to personal and professional contacts and via social media platforms in the English language among doctors who provided teleconsultation during the conflict. Data analysis was performed using the Statistical Package for Social Sciences software version 26. The study enrolled 2463 clinicians from 17 different specialties, and females represented more than half the sample (56.8%). Internal medicine was the most frequent specialty (36.1%) and the majority (68.7%) of clinicians had less than 5 years of work experience. Voice call was the most frequent platform (50.1%) used for teleconsultation during the conflict and had the highest convenience score (p < 0.01), whereas messaging platforms had the lowest score. Most clinicians (73.3%) agreed that teleconsultations created a trusted patient-physician relationship and provided good-quality care (61.8%). However, 85.1% highlighted the importance of physical touch in medical practice. Clinicians were concerned that incomplete information (81.4%), missed diagnosis (76.8%), medicolegal problems (71.0%), and prescription errors (68.4%) could arise with teleconsultations. Most respondents (70.7%) emphasized the importance of continuing to offer teleconsultation even after the war abated. In conclusion, physicians who participated in the current study agreed that teleconsultation provided quality care even in this dire crisis in Sudan. Based on our study findings, we recommend upscaling telemedicine interventions including teleconsultations at the national level. This would require unified coordination efforts of a wide mix of stakeholders to address concerns identified in the current study.

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Section: Methodsmentioning

confidence: 99%

Physician experiences with teleconsultations amidst conflict in Sudan

Eljack,

Elhadi,

Mahgoub

et al. 2023

Sci Rep

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“…Distance education in medicine has both advantages and disadvantages, the most important of the latter is the lack of practical activities under the supervision of a teacher directly in the clinic (Vasianovych et al, 2023). However, this drawback can be partially eliminated by using a combined form of teaching with the possibility of access to the patient during practical classes or using telemedicine (Poberezhets et al, 2022). In addition, due to the increasing need for distance learning, new forms of teaching are currently being developed and tested that allow for the assimilation of practical skills in an online format: analysis of a clinical case, master classes, interactive clinical tasks with multiple options for the development of a clinical scenario, simulations, role-playing games, etc.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The COVID-19 pandemic has taught educators not only to respond quickly to the need of medical students to receive new information about a previously unknown disease to ensure the best clinical practice, but also led to the widespread introduction of online services -telemedicine and distance learning (Holubnycha et al, 2022;Poberezhets et al, 2022). Since 2020, training at UMMA due to the COVID-19 pandemic has taken place in a mixed form: for interns -situationally, based on the need for self-isolation of groups or individual students/teachers, and for doctors participated in advanced training courses -50% or even 100% online learning during lockdown (Kozak et al, 2021;Poltorak et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The large-scale Russian invasion of Ukraine has only reinforced these trends (Poberezhets et al, 2022;Sherman et al, 2022;Budko et al, 2023;Remez, 2023;Vasianovych et al, 2023). It should be noted that the proportion of doctors who were trained distantly at the Faculty of Retraining and Advanced Training at UMMA steadily increased from 11% in 2019 (before the pandemic) to 22% in 2020 (first year of COV-ID-19 pandemic), 42% in 2021 (continuation of the pandemic) and reached a maximum in 2022 -64% (full-scale Russian invasion of Ukrainian territory) (Kozak et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…On such a scale, distance learning was not previously used in the country, and discussions about the quality of medical education in distance learning remain open. While the problems of distance undergraduate education have found some reflection in the research publications (Galynska & Bilous, 2022;Holubnycha et al, 2022;Poberezhets et al, 2022;Sherman et al, 2022;Remez, 2023), the issues of postgraduate distance education, especially when it comes to military doctors, whose training requires the development of practical skills and differs from civilian educational process especially in such crisis situations as pandemic or war, have not been studied enough (Kozak et al, 2021;Savytskyi et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

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Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

Sydorova,

Savytskyi,

Kuts

2024

ActPaed

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Distance learning for medical personnel, although convenient in times of crisis (pandemics, military operations), can be a problem in terms of the limited practical component of such training. The goal of presented Survey on DIstance LEarning for students of the Ukrainian Military Medical Academy (DILEMMA) was to optimize the educational process for doctors studying at the Ukrainian Military Medical Academy (UMMA) based on the results of students’ survey dedicated to implemented forms of online teaching. Methods: The data presented reflect the results of 147 trainees’ survey dedicated to their satisfaction and ways to improve distance learning component of training/retraining at UMMA during such crisis situations as pandemics and hostilities. Primary and secondary endpoints were analyzed for groups of interns (DILEMMA-1, n=78) and physicians with practical experience participating in postgraduate activities at UMMA (DILEMMA-2, n=69). Results. The overall evaluations of distance learning as measured by a 10-point scale (primary endpoint) were 5.9±3.3 for DILEMMA-1 and 6.5±3.3 for DILEMMA-2 (p=0.27), which indicates a moderate overall evaluation. The proportion of satisfied and very satisfied students was smaller in the DILEMMA-1 group compared to DILEMMA-2 but remained quite high (76.9% vs. 92.8%, respectively, p<0.05). Respondents of the DILEMMA-1 and DILEMMA-2 arms gave different answers to the questions related to their preferred forms of online education, mode, and schedule. In particular, representatives of the DILEMMA-2 arm mostly prefer to have their online classes after 3:00 p.m. (67.5%) with duration for about 2 hours (56.5%), while most participants in DILEMMA-1 arm (73.1%) choose time interval from 9:00 a.m. to 11:00 a.m. and 62.8% consider the optimal duration to be 3–4 hours of online classes per day. According to results of survey, optimization of distance learning component was made at UMMA. Conclusions. Differences in the perception of distance learning between interns and doctors with practical experience necessitate a differentiated approach to the implementation of distance learning for these groups of students. In addition, the special categories of respondents among students were identified by us, which lead to the destructuring of the response matrix and the nonparametric nature of some data, dictate the need to censor extremely negative (“denialists”) and extremely positive (“pleasers”) respondents when assessing the quality of teaching by anonymous survey of students, and therefore the size of the initial sample depending on contingent should be increased by 16–25%.

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