Teaching From Afar: Development of a Telemedicine Curriculum for Healthcare Workers in Global Settings

Lowe, Jason; Patel, Sunny R; Wei, Hao; Butt, Abdullah; Strehlow, Matthew; Lindquist, Benjamin

doi:10.7759/cureus.20123

Cited by 3 publications

(1 citation statement)

References 6 publications

(8 reference statements)

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“…However, the growing use has further highlighted the need for telehealth education for health care providers [11][12][13][14][15][16]. To successfully and sustainably implement telehealth and subsequently reap the benefits, it is necessary to integrate telehealth into the curricula of future health care providers [5].…”

Section: Introductionmentioning

confidence: 99%

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students’ Perceived Knowledge, Skills, Attitudes, and Experience

Rettinger,

Putz,

Aichinger

et al. 2024

JMIR Med Educ

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Background The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students’ telehealth competencies is crucial for its successful integration into education and practice. Objective We aimed to assess students’ perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students’ preferences for telehealth content and teaching methods within their curricula. Methods We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses. Results A total of 261 students from 7 bachelor’s and 4 master’s health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses. Conclusions This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.

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Section: Introductionmentioning

confidence: 99%

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students’ Perceived Knowledge, Skills, Attitudes, and Experience

Rettinger,

Putz,

Aichinger

et al. 2024

JMIR Med Educ

View full text Add to dashboard Cite

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Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Student’s Perceived Knowledge, Skills, Attitudes, and Experience (Preprint)

Rettinger,

Putz,

Aichinger

et al. 2023

Preprint

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BACKGROUND The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students’ telehealth competencies is crucial for its successful integration into education and practice. OBJECTIVE We aimed to assess students’ perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students’ preferences for telehealth content and teaching methods within their curricula. METHODS We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses. RESULTS A total of 261 students from 7 bachelor’s and 4 master’s health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses. CONCLUSIONS This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.

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Competencies and Skills Needed in the Management of Chronic Patients’ Needs Through Telecare

Fradelos,

Barisone,

Lora

et al. 2023

Polski Merkuriusz Lekarski

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Aim: To identify the necessary competencies that future professionals must obtain in order to effectively manage patients with chronic conditions. We employed a multilayer review in PubMed, Scopus and Cochrane. Materials and Methods: We applied three searches in PubMed, Scopus, and Cochrane using various terms in order to identify the necessary skills and competences needed for healthcare professionals to provide distance care in patients with chronic conditions. From the initial search, a total of 1008 studies were identified while 54 met the inclusion criteria and were retained for data extraction. After the review of the 54 studies, we grouped the proposed skills and competencies in eight major categories. Those groups were Clinical Knowledge, Critical Thinking Skills, Technological Skills, Clinical skills, Communication skills, Implementation skills, Professionalism and professional ethics, Evidence based Practice. Conclusions: Although telehealth is gaining ground in healthcare practice and healthcare professionals possess the necessary knowledge and skills to provide safe, effective, and personalized care, additional specialized training is nevertheless required to provide telecare. Therefore, the integration of telehealth into various healthcare professions curricula - both at undergraduate and postgraduate levels – is required for the development of education and the dynamic development of healthcare.

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Teaching From Afar: Development of a Telemedicine Curriculum for Healthcare Workers in Global Settings

Cited by 3 publications

References 6 publications

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students’ Perceived Knowledge, Skills, Attitudes, and Experience

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students’ Perceived Knowledge, Skills, Attitudes, and Experience

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Student’s Perceived Knowledge, Skills, Attitudes, and Experience (Preprint)

Competencies and Skills Needed in the Management of Chronic Patients’ Needs Through Telecare

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