Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic

Frankl, Susan E.; Joshi, Ashwini; Onorato, Sarah; Jawahir, Gilianne L; Pelletier, Stephen R.; Dalrymple, John L.; Schwartz, Andrea Wershof

doi:10.1097/acm.0000000000004260

Cited by 24 publications

(24 citation statements)

References 7 publications

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“…A similar method of training is described in a 2021 study by Frankl and colleagues where 252 medical students at Harvard Medical School engaged in a 5-module curriculum. The results show students self-rated Telehealth knowledge statistically higher (p < 0.001) following the course [ 15 ]. Students reported asynchronous learning materials to be a positive learning experience.…”

Section: Discussionmentioning

confidence: 99%

“…Similar research suggests it is important to establish processes for Telehealth especially trouble-shooting internet disruption issues [ 10 , 11 ]. Many articles in medical literature explore the benefits of pre-clinical Telehealth training and objective structured clinical examinations to better prepare students for live Telehealth placements [ 15 – 17 , 21 , 22 ]. This is an area for future development in the naturopathic curricula.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of home-based naturopathic telehealth clinic: an innovative COVID-19 pandemic response

et al. 2022

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Objectives The COVID-19 pandemic in Australia disrupted usual clinical training placements for naturopathic students. An innovative, remote Telehealth clinic was developed and implemented. This pilot study evaluates student and educator learning and teaching experiences in Telehealth. A survey assessed Likert and qualitative written responses to student and staff interaction with the Telehealth clinic. Results Nine student and 12 educator responses were included in the analysis. All students positively rated Telehealth training resources and the educator support provided. Students rated the Telehealth learning experience as ‘very good’ (78%) or ‘good’ (22%) with educator ratings of ‘very good’ (67%) or ‘good’ (33%). Thematic analysis of student written responses showed increased client diversity, collaboration, peer learning, increased feedback, and improved digital and technology skills. Virtual physical examination and infrastructure limitations were reported as Telehealth clinical practicum challenges. Naturopathic Telehealth clinic practicum is a valuable alternative to in-person clinical practicums for Australian students. It enhances student collaboration and peer learning. Challenges of technology, infrastructure and incorporating Telehealth in curriculum may be barriers to implementation of Telehealth. However, Telehealth is an important clinical training option to prepare student practitioners for contemporary professional practice if in-person consultation is prohibitive, such as during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluation of home-based naturopathic telehealth clinic: an innovative COVID-19 pandemic response

et al. 2022

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“…Two interviewees (“late majority” and “laggard”) expressed resistance towards online teaching, because of their belief that online teaching is inferior to face-to-face teaching. In contrast, CT3 and CT6 (“innovators”) argued that since the pandemic has transformed day-to-day medical practice, medical and healthcare students will need to develop online consultation skills, therefore some synchronous online teaching is still necessary; and this sentiment is also shared by other medical and healthcare education institutes [ 53 – 55 ].…”

Section: Findings and Discussionmentioning

confidence: 99%

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

et al. 2022

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Background The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers’ experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic. Methods In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia–Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers’ Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and the descriptive themes were mapped to broader themes partly based on the Technology Acceptance Model and these included: (i) perceived usefulness of online teaching, (ii) perceived ease of delivering online teaching, (iii) experience with institutional support and (iv) acceptance of online teaching after the pandemic. Results Our participants described accounts of successes with their emergency remote teaching and difficulties they experienced. In general, most participants found it difficult to deliver clinical skills teaching remotely and manage large groups of students in synchronous online classes. With regards to institutional support, teachers with lower technological literacy required just-in-time technical support, while teachers who were innovative in their online teaching practices found that IT support alone could not fully address their needs. It was also found that teachers’ acceptance of online teaching after the pandemic was influenced by their belief about the usefulness of online teaching. Conclusions This study demonstrated that our participants managed to adapt to emergency remote teaching during this pandemic, and it also identified a myriad of drivers and blockers to online teaching adoption for medical teachers. It highlights the need for institutes to better support their teaching staff with diverse needs in their online teaching.

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“…The arrival of the Covid‐19 pandemic has fueled a flood of articles, commentaries, and even a few empirical studies detailing changes across the full scope and trajectory of health sciences education (Jiménez‐Rodríguez et al, 2020; Srivastava et al, 2020; Camargo et al, 2020, Frankl et al, 2021). Anatomy is no exception (Pather et al, 2020; Harmon et al, 2021; Nguyen et al, 2021; Owolabi and Bekele, 2021).…”

Section: The Present: Anatomy 20mentioning

confidence: 99%

“…In addition to the challenges of co‐creating learning, students also will need to master novel presentation‐of‐self. Regardless of the telemedicine realities that await them as practitioners (Frankl et al, 2021; Muntz et al, 2021), today's anatomy students may (and perhaps should) be called upon to demonstrate competencies and deliver performance metrics virtually. In doing so, memorization will give place to creation and application of knowledge.…”

Section: The Future: Anatomy 30mentioning

confidence: 99%

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Carvalho-Filho

Hafferty

Pawlina

2021

Anatomical Sciences Ed

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The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0).

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Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic

Cited by 24 publications

References 7 publications

Evaluation of home-based naturopathic telehealth clinic: an innovative COVID-19 pandemic response

Evaluation of home-based naturopathic telehealth clinic: an innovative COVID-19 pandemic response

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

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