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Cruz-Panesso I, Tanoubi I, Drolet P. Telehealth Competencies: Training Physicians for a New Reality? Healthcare (Basel) 2023; 12:93. [PMID: 38200999 PMCID: PMC10779292 DOI: 10.3390/healthcare12010093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 12/20/2023] [Accepted: 12/22/2023] [Indexed: 01/12/2024] Open
Abstract
In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration.
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Affiliation(s)
- Ilian Cruz-Panesso
- Medical Simulation Centre, Centre d’Apprentissage des Attitudes et Habiletés Cliniques (CAAHC), University of Montreal, Montreal, QC H3T 1J4, Canada; (I.T.); (P.D.)
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Gardanova Z, Belaia O, Zuevskaya S, Turkadze K, Strielkowski W. Lessons for Medical and Health Education Learned from the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1921. [PMID: 37444754 DOI: 10.3390/healthcare11131921] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/15/2023] Open
Abstract
Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.
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Affiliation(s)
- Zhanna Gardanova
- Department of Psychotherapy, Pirogov Russian National Research Medical University, Ostrovitianov Str. 1, Moscow 117997, Russia
| | - Olga Belaia
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Svetlana Zuevskaya
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Klavdiya Turkadze
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, Prague 6, 165 00 Prague, Czech Republic
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Fradelos EC, Barisone M, Lora E, Valiakos E, Papathanasiou IV. COMPETENCIES AND SKILLS NEEDED IN THE MANAGEMENT OF CHRONIC PATIENTS' NEEDS THROUGH TELECARE. POLSKI MERKURIUSZ LEKARSKI : ORGAN POLSKIEGO TOWARZYSTWA LEKARSKIEGO 2023; 51:403-416. [PMID: 37756462 DOI: 10.36740/merkur202304116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/29/2023]
Abstract
OBJECTIVE 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. PATIENTS AND METHODS 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. CONCLUSION 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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Telehealth and Medical Education. Prim Care 2022; 49:575-583. [DOI: 10.1016/j.pop.2022.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Noronha C, Lo MC, Nikiforova T, Jones D, Nandiwada DR, Leung TI, Smith JE, Lee WW. Telehealth Competencies in Medical Education: New Frontiers in Faculty Development and Learner Assessments. J Gen Intern Med 2022; 37:3168-3173. [PMID: 35474505 PMCID: PMC9040701 DOI: 10.1007/s11606-022-07564-8] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 03/30/2022] [Indexed: 11/25/2022]
Abstract
Telehealth visits have become an integral model of healthcare delivery since the COVID-19 pandemic. This rapid expansion of telehealthcare delivery has forced faculty development and trainee education in telehealth to occur simultaneously. In response, academic medical institutions have quickly implemented clinical training to teach digital health skills to providers across the medical education continuum. Yet, learners of all levels must still receive continual assessment and feedback on their skills to align with the telehealth competencies and milestones set forth by the Association of American Medical Colleges (AAMC) and the Accreditation Council for Graduate Medical Education (ACGME). This paper discusses key educational needs and emerging areas for faculty development in telehealth teaching and assessment of telehealth competencies. It proposes strategies for the successful integration of the AAMC telehealth competencies and ACGME milestones into medical education, including skills in communication, data gathering, and patient safety with appropriate telehealth use. Direct observation tools in the paper offer educators novel instruments to assess telehealth competencies in medical students, residents, and peer faculty. The integration of AAMC and ACGME telehealth competencies and the new assessment tools in this paper provide a unique perspective to advance clinical practice and teaching skills in telehealthcare delivery.
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Affiliation(s)
- Craig Noronha
- Section of General Internal Medicine, Boston University School of Medicine/Boston Medical Center, Boston, MA, USA
| | - Margaret C Lo
- Division of General Internal Medicine, Department of Medicine, University of Florida College of Medicine, Gainesville, FL, USA
| | - Tanya Nikiforova
- Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA, USA
| | - Danielle Jones
- Division of General Internal Medicine, Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA
| | - Deepa Rani Nandiwada
- Division of General Internal Medicine, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA
| | - Tiffany I Leung
- Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Janeen E Smith
- San Francisco VA Health Care System, San Francisco, CA, USA.,Department of Medicine, University of California, San Francisco, CA, USA
| | - Wei Wei Lee
- Section of General Internal Medicine, University of Chicago Medical Center, Chicago, IL, USA.
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Ingels DJ, Zajac SA, Kilcullen MP, Bisbey TM, Salas E. Interprofessional teamwork in healthcare: Observations and the road ahead. J Interprof Care 2022; 37:338-345. [PMID: 35997226 DOI: 10.1080/13561820.2022.2090526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
In this effort we draw from the literature on interprofessional teamwork in high reliability organizations from different fields of study, including healthcare, industrial/organizational psychology, and management. We combine this literature with our collective experience to offer five observations on future needs for the field of team science research and practice. These themes include: (1) exploration of nonclinical teams, (2) evaluation of multi-team systems in healthcare, (3) the study of dyad leadership of teams, (4) the proliferation of virtual healthcare teams, and (5) the continuing integration of organizational and team science into the study of interprofessional teams. By presenting these observations, we argue why each is critical to the overall understanding of interprofessional teamwork in healthcare and provide areas for future scholarly advancement that will inform healthcare practice.
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Affiliation(s)
- Daniel J Ingels
- Leadership Institute, University of Texas MD Anderson Cancer Center, Houston, TX, USA.,Department of Psychological Sciences, Rice University, Houston, TX, USA
| | - Stephanie A Zajac
- Leadership Institute, University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Molly P Kilcullen
- Department of Psychological Sciences, Rice University, Houston, TX, USA
| | - Tiffany M Bisbey
- Department of Psychological Sciences, Rice University, Houston, TX, USA
| | - Eduardo Salas
- Department of Psychological Sciences, Rice University, Houston, TX, USA
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Cartledge S, Ward D, Stack R, Terry E. Adaptations in clinical examinations of medical students in response to the COVID-19 pandemic: a systematic review. BMC MEDICAL EDUCATION 2022; 22:607. [PMID: 35932046 PMCID: PMC9356416 DOI: 10.1186/s12909-022-03662-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Clinical examinations (assessments) are integral to ensuring that medical students can treat patients safely and effectively. The COVID-19 pandemic disrupted traditional formats of clinical examinations. This prompted Medical Schools to adapt their approaches to conducting these examinations to make them suitable for delivery in the pandemic. This systematic review aims to identify the approaches that Medical Schools, internationally, adopted in adapting their clinical examinations of medical students in response to the COVID-19 pandemic. METHODS Three databases and four key medical education journals were systematically searched up to 22 October 2021; a grey literature search was also undertaken. Two reviewers independently screened at title, abstract stage and full text stage against predefined eligibility criteria. Discrepancies were resolved by discussion and involvement of senior authors. Risk of bias assessment was performed using an adapted version of a pre-existing risk of bias assessment tool for medical education developments. Results were summarised in a narrative synthesis. RESULTS A total of 36 studies were included, which documented the approaches of 48 Medical Schools in 17 countries. Approaches were categorised into in-person clinical examinations (22 studies) or online clinical examinations (14 studies). Authors of studies reporting in-person clinical examinations described deploying enhanced infection control measures along with modified patient participation. Authors of studies reporting online clinical examinations described using online software to create online examination circuits. All authors reported that adapted examinations were feasible, scores were comparable to previous years' student cohorts, and participant feedback was positive. Risk of bias assessment highlighted heterogeneity in reporting of the clinical examinations. CONCLUSIONS This review identified two broad approaches to adapting clinical examinations in the pandemic: in-person and online. Authors reported it was feasible to conduct clinical examinations in the pandemic where medical educators are given sufficient time and resources to carefully plan and introduce suitable adaptations. However, the risk of bias assessment identified few studies with high reporting quality, which highlights the need for a common framework for reporting of medical education developments to enhance reproducibility across wider contexts. Our review provides medical educators with the opportunity to reflect on past practises and facilitate the design and planning of future examinations.
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Affiliation(s)
| | - Derek Ward
- University of Birmingham, Birmingham, B15 2TT, UK
| | | | - Emily Terry
- University of Birmingham, Birmingham, B15 2TT, UK
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Bolster MB, Chandra S, Demaerschalk BM, Esper CD, Genkins JZ, Hayden EM, Tan-McGrory A, Schwamm LH. Crossing the Virtual Chasm: Practical Considerations for Rethinking Curriculum, Competency, and Culture in the Virtual Care Era. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:839-846. [PMID: 35263303 DOI: 10.1097/acm.0000000000004660] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Virtual care, introduced previously as a replacement for in-person visits, is now being integrated into clinical care delivery models to complement in-person visits. The COVID-19 pandemic sped up this process. The rapid uptake of virtual care at the start of the pandemic prevented educators from taking deliberate steps to design the foundational elements of the related learning environment, including workflow, competencies, and assessment methods. Educators must now pursue an informed and purposeful approach to design a curriculum and implement virtual care in the learning environment. Engaging learners in virtual care offers opportunities for novel ways to teach and assess their performance and to effectively integrate technology such that it is accessible and equitable. It also offers opportunities for learners to demonstrate professionalism in a virtual environment, to obtain a patient's history incorporating interpersonal and communication skills, to interact with multiple parties during a patient encounter (patient, caregiver, translator, telepresenter, faculty member), to enhance physical examination techniques via videoconferencing, and ideally to optimize demonstrations of empathy through "webside manner." Feedback and assessment, important features of training in any setting, must be timely, specific, and actionable in the new virtual care environment. Recognizing the importance of integrating virtual care into education, leaders from across the United States convened on September 10, 2020, for a symposium titled, "Crossing the Virtual Chasm: Rethinking Curriculum, Competency, and Culture in the Virtual Care Era." In this article, the authors share recommendations that came out of this symposium for the implementation of educational tools in the evolving virtual care environment. They present core competencies, assessment tools, precepting workflows, and technology to optimize the delivery of high-quality virtual care that is safe, timely, effective, efficient, equitable, and patient-centered.
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Affiliation(s)
- Marcy B Bolster
- M.B. Bolster is associate professor of medicine, Harvard Medical School, and director, Rheumatology Fellowship Training Program, Massachusetts General Hospital, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-5413-9345
| | - Shruti Chandra
- S. Chandra is assistant professor of emergency medicine, Thomas Jefferson University, director of Phase 3, Sidney Kimmel Medical College, and program director, Digital Health and Telehealth Education, Philadelphia, Pennsylvania; ORCID: https://orcid.org/0000-0002-0294-9397
| | - Bart M Demaerschalk
- B.M. Demaerschalk is professor of neurology, Mayo Clinic College of Medicine and Science, and medical director, Video Telemedicine Center for Connected Care and Center for Digital Health, Mayo Clinic, Phoenix, Arizona; ORCID: https://orcid.org/0000-0001-7262-817X
| | - Christine D Esper
- C.D. Esper is assistant professor of neurology, Emory University School of Medicine, and clinical director, Emory Brain Health Motion Capture Laboratory, Atlanta, Georgia; ORCID: https://orcid.org/0000-0002-1093-6537
| | - Julian Z Genkins
- J.Z. Genkins is a clinical informatics fellow, Department of Medicine, Stanford University School of Medicine, Palo Alto, California; ORCID: https://orcid.org/0000-0001-7673-8827
| | - Emily M Hayden
- E.M. Hayden is director of telehealth, Department of Emergency Medicine, Massachusetts General Hospital, Boston, Massachusetts
| | - Aswita Tan-McGrory
- A. Tan-McGrory is director, Disparities Solutions Center, and administrative director, Mongan Institute, Massachusetts General Hospital, Boston, Massachusetts
| | - Lee H Schwamm
- L.H. Schwamm is professor of neurology, Harvard Medical School, director, Center for TeleHealth, Massachusetts General Hospital and Harvard Medical School, and vice president, Digital Health Virtual Care, Mass General Brigham, Boston, Massachusetts
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DuBose-Morris R, Coleman C, Ziniel SI, Schinasi DA, McSwain SD. Telehealth Utilization in Response to the COVID-19 Pandemic: Current State of Medical Provider Training. Telemed J E Health 2021; 28:1178-1185. [PMID: 34967677 PMCID: PMC9398486 DOI: 10.1089/tmj.2021.0381] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023] Open
Abstract
Background: The COVID-19 pandemic accelerated the development of telehealth services and thus the need for telehealth education and training to support rapid implementation at scale. A national survey evaluating the current state of the telehealth landscape was deployed to organizational representatives, and included questions related to education and training. Materials and Methods: In the summer of 2020, 71 survey participants (31.8%) completed an online survey seeking to determine the utilization of telehealth services across institutional types and locations. This included data collected to specifically compare the rates and types of formal telehealth education provided before and during the pandemic. Results: Thirty percent of organizations reported no telehealth training before COVID-19, with those in suburban/rural settings significantly less likely to provide any training (55% vs. 82%) compared with urban. Pandemic-related training changes applied to 78% of organizations, with more change happening to those without any training before COVID-19 (95%). Generally, organizations offering training before the pandemic reported deploying COVID-19-related telehealth services, while a higher percentage of those without any training beforehand reported that they either did not plan on providing these services or were in the early planning stages. Discussion: Telehealth education is moving from elective to essential based on the need to prepare and certify the workforce to support high-quality telehealth services. Conclusions: As telehealth continues to evolve to meet the future health care service needs of patients and providers, education and training will advance to meet the needs of everyday clinical encounters and broader public health initiatives.
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Affiliation(s)
- Ragan DuBose-Morris
- Center for Telehealth, Center of Excellence, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Christina Coleman
- Pediatrics Critical Care, College of Medicine, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Sonja I Ziniel
- Department of Pediatrics, Children's Hospital Colorado, Aurora, Colorado, USA.,Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Dana A Schinasi
- Telehealth Programs, Department of Pediatrics, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - S David McSwain
- Pediatric Critical Care Medicine, Medical University of South Carolina, Charleston, South Carolina, USA
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Jortberg BT, Beck Dallaghan GL, Schatte D, Christner J, Ryan MS. Expansion of telehealth curriculum: National survey of clinical education leaders. J Telemed Telecare 2021; 28:464-468. [PMID: 34775863 DOI: 10.1177/1357633x211058330] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
INTRODUCTION In response to the COVID pandemic and the rapid changes in delivery of and education on telehealth services, the Research Committee of the Alliance of Clinical Education (ACE) surveyed its multidisciplinary group of medical educators to determine how telehealth was being taught pre-COVID versus during-COVID. METHODS An online survey was developed by the ACE Research Committee and sent via email to the ACE delegation. The objective of the survey was to determine changes in telehealth curriculum for medical students due to the rapid transition to telehealth, and the barriers for developing and delivering a telehealth curriculum. RESULTS Forty-nine percent of recipients (31/63) responded representing eight different disciplines in addition to institutional curriculum developers. Most programs had no formal didactics and no clinical experiences in telehealth prior to the pandemic. Most respondents added didactics and clinical telehealth encounters during COVID, although few schools required this of all students. DISCUSSION Given the barriers of faculty training to pivot to telehealth, and the potential benefits to healthcare cost and patient satisfaction, there is a need for more formal study on best practices for teaching telehealth to prepare our future physicians.
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Affiliation(s)
- Bonnie T Jortberg
- Family Medicine, 12225University of Colorado School of Medicine, Aurora, CO, USA
| | - Gary L Beck Dallaghan
- Office of Medical Education, 6797University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | | | - Jennifer Christner
- Pediatrics, 3989Baylor College of Medicine School of Medicine, Houston, TX, USA
| | - Michael S Ryan
- Pediatrics, 6886Virginia Commonwealth University School of Medicine, Richmond, VA, USA
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Golub SA, Pham DQ, Bargeron EL, Breuner CC, Evans YN. Evaluating the Educational Impact of Telehealth on Adolescent Medicine Trainees: a Qualitative Approach. CURRENT PEDIATRICS REPORTS 2021; 9:72-76. [PMID: 34277143 PMCID: PMC8277226 DOI: 10.1007/s40124-021-00244-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/25/2021] [Indexed: 11/24/2022]
Abstract
Purpose of Review Telehealth has been swiftly incorporated into clinical practice since the onset of the COVID-19 pandemic, with limited understanding of how it affects trainees’ educational experiences. Our study evaluates the impact of telehealth on clinical education in pediatric and Adolescent Medicine trainees during the pandemic. Recent Findings Previous literature on telehealth focused on provider and patient perceptions in addition to clinical education for students, though none has evaluated the experiences of medical residents and fellows in Adolescent Medicine. Summary Trainees reported enhanced opportunities for bidirectional observation with attending physicians, increased flexibility for the trainee and families, and the opportunity to engage with adolescents in their home environment. Drawbacks include decreased physical exam skill-building and technological difficulties that can interrupt the learning experience. Telehealth is a valuable tool in clinical education and innovative strategies are needed to refine and enhance these educational experiences for pediatric and Adolescent Medicine trainees.
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Affiliation(s)
- Sarah A Golub
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
| | - Do-Quyen Pham
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
| | | | - Cora Collette Breuner
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
| | - Yolanda N Evans
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
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