Teaching Telemedicine: The Next Frontier for Medical Educators

Alkureishi, Maria Alcocer; Lenti, G; Choo, Zi-Yi; Castaneda, Jason; Weyer, George; Oyler, Julie; Lee, Wei Wei

doi:10.2196/29099

Cited by 18 publications

(12 citation statements)

References 26 publications

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“…Conversely, Donaghy et al [ 19 ] stated that for complex problems, in-person consultation is preferred. However, a review by Alkureishi et al [ 20 ] argues that Telehealth can be used in most circumstances and educators can train students to identify which cases are appropriate for online physical examinations.…”

Section: Discussionmentioning

confidence: 99%

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%

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

et al. 2022

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“…Given that over one-third of clinicians did not have a top resource for technical or process issues that arose during video visits, it is important to promote ongoing awareness and support for our many technical resources. In response, we implemented a telemedicine curriculum for medical students, residents, and faculty focusing on helping patients navigate virtual visits while integrating patient-centered care principles and provided faculty with additional training on integrating trainees into virtual workflows in a meaningful and educational manner [ 39 ].…”

Section: Discussionmentioning

confidence: 99%

Clinician Perspectives on Telemedicine: Observational Cross-sectional Study

Alkureishi¹,

Choo²,

Lenti³

et al. 2021

JMIR Hum Factors

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Background Since the COVID-19 pandemic onset, telemedicine has increased exponentially across numerous outpatient departments and specialties. Qualitative studies examining clinician telemedicine perspectives during the pandemic identified challenges with physical examination, workflow concerns, burnout, and reduced personal connection with patients. However, these studies only included a relatively small number of physicians or were limited to a single specialty, and few assessed perspectives on integrating trainees into workflows, an important area to address to support the clinical learning environment. As telemedicine use continues, it is necessary to understand a range of clinician perspectives. Objective This study aims to survey pediatric and adult medicine clinicians at the University of Chicago Medical Center to understand their telemedicine benefits and barriers, workflow impacts, and training and support needs. Methods In July 2020, we conducted an observational cross-sectional study of University of Chicago Medical Center faculty and advanced practice providers in the Department of Medicine (DOM) and Department of Pediatrics (DOP). Results The overall response rate was 39% (200/517; DOM: 135/325, 42%; DOP: 65/192, 34%); most respondents were physicians (DOM: 100/135, 74%; DOP: 51/65, 79%). One-third took longer to prepare for (65/200, 33%) and conduct (62/200, 32%) video visits compared to in-person visits. Male clinicians reported conducting a higher percentage of telemedicine visits by video than their female counterparts (P=.02), with no differences in the number of half-days per week providing direct outpatient care or supervising trainees. Further, clinicians who conducted a higher percentage of their telemedicine by video were less likely to feel overwhelmed (P=.02), with no difference in reported burnout. Female clinicians were “more overwhelmed” with video visits compared to males (41/130, 32% vs 12/64, 19%; P=.05). Clinicians 50 years or older were “less overwhelmed” than those younger than 50 years (30/85, 35% vs 23/113, 20%; P=.02). Those who received more video visit training modalities (eg, a document and webinar on technical issues) were less likely to feel overwhelmed by the conversion to video visits (P=.007) or burnt out (P=.009). In addition, those reporting a higher ability to technically navigate a video visit were also less likely to feel overwhelmed by video visits (P=.02) or burnt out (P=.001). The top telemedicine barriers were patient-related: lack of technology access, lack of skill, and reluctance. Training needs to be focused on integrating learners into workflows. Open-ended responses highlighted a need for increased support staff. Overall, more than half “enjoyed conducting video visits” (119/200, 60%) and wanted to continue using video visits in the future (150/200, 75%). Conclusions Despite positive telemedicine experiences, more support to facilitate video visits for patients and clinicians is needed. Further, clinicians need additional training on trainee education and integration into workflows. Further work is needed to better understand why gender and age differences exist. In conclusion, interventions to address clinician and patient barriers, and enhance clinician training are needed to support telemedicine’s durability.

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“…This may be because of the change of settings, the need to adapt the learning objectives for online or distance teaching, the alteration of interaction between active learners and instructors, or because of technical difficulties [ 12 ]. Training of educators and guidelines for the emerging and transforming practice of distance simulation are needed for this transition to distance simulation [ 11 , 13 – 15 ].…”

Section: Discussionmentioning

confidence: 99%

The state of distance healthcare simulation during the COVID-19 pandemic: results of an international survey

et al. 2022

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Background The coronavirus pandemic continues to shake the embedded structures of traditional in-person education across all learning levels and across the globe. In healthcare simulation, the pandemic tested the innovative and technological capabilities of simulation programs, educators, operations staff, and administration. This study aimed to answer the question: What is the state of distance simulation practice in 2021? Methods This was an IRB-approved, 34-item open survey for any profession involved in healthcare simulation disseminated widely and internationally in seven languages from January 14, 2021, to March 3, 2021. Development followed a multistep process of expert design, testing, piloting, translation, and recruitment. The survey asked questions to understand: Who was using distance simulation? What driving factors motivated programs to initiate distance sim? For what purposes was distance sim being used? What specific types or modalities of distance simulation were occurring? How was it being used (i.e., modalities, blending of technology and resources and location)? How did the early part of the pandemic differ from the latter half of 2020 and early 2021? What information would best support future distance simulation education? Data were cleaned, compiled, and analyzed for dichotomized responses, reporting frequencies, proportions, as well as a comparison of response proportions. Results From 32 countries, 618 respondents were included in the analysis. The findings included insights into the prevalence of distance simulation before, during, and after the pandemic; drivers for using distance simulation; methods and modalities of distance simulation; and staff training. The majority of respondents (70%) reported that their simulation center was conducting distance simulation. Significantly more respondents indicated long-term plans for maintaining a hybrid format (82%), relative to going back to in-person simulation (11%, p < 0.001). Conclusion This study gives a perspective into the rapid adaptation of the healthcare simulation community towards distance teaching and learning in reaction to a radical and quick change in education conditions and environment caused by COVID-19, as well as future directions to pursue understanding and support of distance simulation.

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Teaching Telemedicine: The Next Frontier for Medical Educators

Cited by 18 publications

References 26 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

Clinician Perspectives on Telemedicine: Observational Cross-sectional Study

The state of distance healthcare simulation during the COVID-19 pandemic: results of an international survey

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