Tele‐education assisted mentorship in surgery (TEAMS)

Williams, Taylor; Klimberg, V. Suzanne; Perez, Alexander

doi:10.1002/jso.26495

Cited by 15 publications

(14 citation statements)

References 28 publications

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“…2 Reasons for using and not using a telementoring Program based on a mobile application for young physicians in rural areas. Categories obtained from the content analysis of the interviews Other one-on-one telementoring experiences showed to be equally effective on developing medical procediments compared to physical mentoring or virtual reality assisted training [6,7,19,20]. Nonetheless, most oneon-one telementoring reports has the aim of developing particular prodecimental skills and were oriented to surgical settings, so its application on primary health and most diverse set of topics still uncertain.…”

Section: Principal Resultsmentioning

confidence: 99%

Usability and perceptions of a one-on-one telementoring program for young physicians in rural settings of Peru: a mixed method study

et al. 2023

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Background Telementoring seems to be a promising strategy to deliver training and counselling to physicians in remote areas. In Peru, early graduated physicians must work for the Rural and Urban-Edge Health Service Program where they face important training needs. The aim of this study was to describe the usage of a one-on-one telementoring program for rural physicians and evaluate the aspects related to the perceptions of acceptability and usability. Methods Mixed methods study on recently graduated physicians who work in rural areas and participate in the telementoring program. The program used a mobile application to connect these young doctors with specialized mentors to answer queries about real-life problems raised by working in a rural area. We summarize administrative data to assess participant characteristics and their participation in the program. Additionally, we conducted in-depth interviews to explore the perceived usability, ease of use, and reason for non-use of the telementoring program. Results Of 74 physicians (mean age 25, 51.4% women) enrolled, 12 (16.2%) actively used the program and performed a total of 27 queries, which received response in an average time of 5.4 ± 6.3 h. In the interviews, the main reasons for non-use were connectivity issues, feelings of shame, and self-efficacy. For those who used the telementoring program they referred it was easy to use and solve their inquiries timely. Conclusions The implementation of a telementoring program sought to provide guidance to recently graduated physicians working in rural areas. Low use rates show that administrative and process-related deficiencies in the program implementation need to be improved.

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Section: Principal Resultsmentioning

confidence: 99%

Usability and perceptions of a one-on-one telementoring program for young physicians in rural settings of Peru: a mixed method study

et al. 2023

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“…The relationship between education and distance learning has recently become close in medicine. Tele-education has recently becomes a part of all medical specialties [19,[70][71][72][73]. Continuing medical education using information and communication technologies (ICT) is flourishing among health professionals who need to attend to document their participation in training [71][72][73][74].…”

Section: Discussionmentioning

confidence: 99%

“…Tele-education has recently becomes a part of all medical specialties [19,[70][71][72][73]. Continuing medical education using information and communication technologies (ICT) is flourishing among health professionals who need to attend to document their participation in training [71][72][73][74]. Depending on the needs, training of all medical and administrative personnel is necessary.…”

Section: Discussionmentioning

confidence: 99%

Experiences of the Telemedicine and eHealth Conferences in Poland—A Cross-National Overview of Progress in Telemedicine

et al. 2022

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The progress in telemedicine can be observed globally and locally. Technological changes in telecommunications systems are intertwined with developments in telemedicine. The recent COVID-19 pandemic has expanded the potential of teleconsultations and telediagnosis solutions in all areas of medicine. This article presents: (1) an overview of milestones in the development of telecommunications systems that allow progress in telemedicine and (2) an analysis of the experiences of the last seven conferences of telemedicine and eHealth in Poland. The telemedicine and eHealth conferences have grown steadily in Poland since their inception in the late 1990s. An exemplary conference program content was used to assess the scientific maturity of the conference, measured by the indices of research dissemination and the impact of publications. The overview presents progress in selected areas of telemedicine, looking at local developments and broader changes. The growing interest in telemedicine in the world’s medical sciences is demonstrated by visibility metrics in Google Scholar, Pubmed, Scopus and Web of Science. National scientific events are assumed to raise interest in the population and influence the creation of general policies. As seen in the example of Poland, the activity of the scientific community gathered around the Polish Telemedicine Society led to novel legal acts that allowed the general practice of telemedicine during the SARS-CoV-2 pandemic. Local scientific conferences focusing on telemedicine research can be a catalyst for changes in attitudes and regulations and the preparation of recommendations for the practice of telemedicine and electronic health. On the basis of the results of this study, it can be concluded that the progress in telemedicine cannot be analyzed in isolation from the ubiquitous developments in technology and telecommunications. More research is needed to assess the cumulative impact of long-standing scientific conferences in telemedicine, as exemplified by the telemedicine and eHealth conferences in Poland.

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“…There is currently limited information available on how basic surgical skills can be delivered effectively online [ 3 , 4 ]. Online surgical training programmes have already begun [ 5 ] and validation of this novel method of surgical skills teaching is necessary.…”

Section: Introductionmentioning

confidence: 99%

“…Students can use different learning styles such as the VARK (visual, aural/auditory, read/write and kinaesthetic) model described by Fleming and Mills [ 6 ]. Learners with a preference for the first three elements of this model may benefit from didactic methods such as demonstration and description, hence online didactic delivery of skills teaching can be appropriate [ 5 , 7 , 8 ]. Kinaesthetic learners who prefer experience gained by performing those practical tasks can benefit from experimenting and practicing with synthetic models.…”

Section: Introductionmentioning

confidence: 99%

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training

et al. 2022

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Introduction Online teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated. Methods An international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event. Results 553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to “articulation” were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups. Discussion Online teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.

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Tele‐education assisted mentorship in surgery (TEAMS)

Cited by 15 publications

References 28 publications

Usability and perceptions of a one-on-one telementoring program for young physicians in rural settings of Peru: a mixed method study

Usability and perceptions of a one-on-one telementoring program for young physicians in rural settings of Peru: a mixed method study

Experiences of the Telemedicine and eHealth Conferences in Poland—A Cross-National Overview of Progress in Telemedicine

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training

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