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TitleNational survey of telemedicine education and training in medical schools in France.
AuthorsYaghobian, S; Ohannessian, R; Mathieu-Fritz, A; Moulin, T
JournalJournal of telemedicine and telecare
Publication Date1 Jun 2020
Date Added to PubMed4 Jan 2019
AbstractTelemedicine is a remote medical practice using information communication technology (ICT), and has been increasing in France since 2009. With all new forms of medical practice, education and training (ET) is required for quality and safety. To date, implementation of telemedicine ET has not been assessed in France. The objective of this study was to describe the implementation of telemedicine ET and evaluate the knowledge, attitudes and practices (KAP) of deans and associate deans from all medical schools in France. A cross-sectional non-mandatory, descriptive online survey with a self-administered questionnaire was performed from 15 November to 6 December, 2017. Respondents were accessed through the 'Conférence des doyens des Facultés de médecine'. There were 48 respondents with a 47.4% response rate among deans. Telemedicine ET was limited in France; 10.4% in 1st year medicine (PACES); 4% in the final 3 years of medical school (D.F.A.S.M.) and 18.8% in medical residency. Emergency medicine, dermatology, radiology, neurology and geriatrics were specialties with implemented telemedicine training during residency. Of all respondents, 90% expressed a need to increase telemedicine ET, among which 75% accepted external support. A highly positive attitude towards telemedicine practice was reflected by 60.4% of respondents, and 56.2% practiced telemedicine at least once. This study was the first to assess national telemedicine ET implementation in France. Telemedicine was integrated into initial medical education; however, telemedicine ET remains limited despite the positive attitudes of deans and associate deans. Further research would need to be conducted on telemedicine ET implementation and KAP of medical students and residents.
Linkhttp://doi.org/10.1177/1357633X18820374
TitleBuilding Telemedicine Capacity for Trainees During the Novel Coronavirus Outbreak: a Case Study and Lessons Learned.
AuthorsLawrence, K; Hanley, K; Adams, J; Sartori, DJ; Greene, R; Zabar, S
JournalJournal of general internal medicine
Publication Date1 Sep 2020
Date Added to PubMed10 Jul 2020
AbstractHospital and ambulatory care systems are rapidly building their virtual care capacity in response to the novel coronavirus (COVID-19) pandemic. The use of resident trainees in telemedicine is one area of potential development and expansion. To date, however, training opportunities in this field have been limited, and residents may not be adequately prepared to provide high-quality telemedicine care. This study evaluates the impact of an adapted telemedicine Objective Structured Clinical Examination (OSCE) on telemedicine-specific training competencies of residents. Primary Care Internal Medicine residents at a large urban academic hospital. In March 2020, the New York University Grossman School of Medicine Primary Care program adapted its annual comprehensive OSCE to a telemedicine-based platform, to comply with distance learning and social distancing policies during the COVID-19 pandemic. A previously deployed in-person OSCE on the subject of a medical error was adapted to a telemedicine environment and deployed to 23 primary care residents. Both case-specific and core learning competencies were assessed, and additional observations were conducted on the impact of the telemedicine context on the encounter. Three areas of telemedicine competency need were identified in the OSCE case: technical proficiency; virtual information gathering, including history, collateral information collection, and physical exam; and interpersonal communication skills, both verbal and nonverbal. Residents expressed enthusiasm for telemedicine training, but had concerns about their preparedness for telemedicine practice and the need for further competency and curricular development. Programs interested in building capacity among residents to perform telemedicine, particularly during the COVID-19 pandemic, can make significant impact in their trainees' comfort and preparedness by addressing key issues in technical proficiency, history and exam skills, and communication. Further research and curricular development in digital professionalism and digital empathy for trainees may also be beneficial.
Linkhttp://doi.org/10.1007/s11606-020-05979-9
TitleTelemedicine Training in Undergraduate Medical Education: Mixed-Methods Review.
AuthorsWaseh, S; Dicker, AP
JournalJMIR medical education
Publication Date8 Apr 2019
Date Added to PubMed9 Apr 2019
AbstractTelemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the health care environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing health care expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. The aim of this review was to collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education. We performed a mixed-methods review, starting with a literature review via Scopus, tracking with Excel, and an email outreach effort utilizing telemedicine curriculum data gathered by the Liaison Committee on Medical Education. This outreach included 70 institutions and yielded 7 interviews, 4 peer-reviewed research papers, 6 online documents, and 3 completed survey responses. There is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even teleassessments are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers. These competencies are increasingly important in tackling the challenges facing health care in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.
Linkhttp://doi.org/10.2196/12515
TitleBuilding Capacity and Training for Digital Health: Challenges and Opportunities in Latin America.
AuthorsCurioso, WH
JournalJournal of medical Internet research
Publication Date18 Dec 2019
Date Added to PubMed19 Dec 2019
AbstractTackling global health challenges demands the appropriate use of available technologies. Although digital health could significantly improve health care access, use, quality, and outcomes, realizing this possibility requires personnel trained in digital health. There is growing evidence of the benefits of digital health for improving the performance of health systems and outcomes in developed countries. However, significant gaps remain in resource-constrained settings. Technological and socio-cultural disparities between different regions or between provinces within the same country are prevalent. Rural areas, where the promise and need are highest, are particularly deprived. In Latin America, there is an unmet need for training and building the capacity of professionals in digital health. This viewpoint paper aims to present a selection of experiences in building digital health capacity in Latin America to illustrate a series of challenges and opportunities for strengthening digital health training programs in resource-constrained environments. These describe how a successful digital health ecosystem for Latin America requires culturally relevant and collaborative research and training programs in digital health. These programs should be responsive to the needs of all relevant regional stakeholders, including government agencies, non-governmental organizations, industry, academic or research entities, professional societies, and communities. This paper highlights the role that collaborative partnerships can play in sharing resources, experiences, and lessons learned between countries to optimize training and research opportunities in Latin America.
Linkhttp://doi.org/10.2196/16513
TitleRemote Mentoring of Point-of-Care Ultrasound Skills to Inexperienced Operators Using Multiple Telemedicine Platforms: Is a Cell Phone Good Enough?
AuthorsSmith, A; Addison, R; Rogers, P; Stone-McLean, J; Boyd, S; Hoover, K; Pollard, M; Dubrowski, A; Parsons, M
JournalJournal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
Publication Date1 Nov 2018
Date Added to PubMed27 Mar 2018
AbstractTelemedicine technology contributes to the teaching of point-of-care ultrasound (US); however, expensive equipment can limit its deployment in resource-challenged settings. We assessed 3 low-cost telemedicine solutions capable of supporting remote US training to determine feasibility, acceptability, and effectiveness. We also explored the value of instructional videos immediately before telementoring. Thirty-six participants were randomly assigned to receive US mentoring in 1 of 3 telemedicine conditions: multiple fixed cameras, a smartphone, and traditional audio with a live US stream. Participants were then asked to perform a standardized US examination of the right upper quadrant under remote guidance. We measured observer's global ratings of performance along with the mentor's and student's rating of effort and satisfaction to determine which of the 3 approaches was most feasible, acceptable, and effective. During the second phase, students were randomized to watch an instructional video or not before receiving remote coaching on how to complete a subxiphoid cardiac examination. Effort, satisfaction, and performance from the independent observer's and student's perspective were surveyed. There was no significant difference between the different telemedicine setups from the observer's perspective; however, the mentor rated the smartphone significantly worse (P = .028-.04) than other technologies. Platforms were rated equivalent from the student's perspective. No benefit was detected for watching an instructional video before the mentored task. Remote US skills can be taught equally effectively by using a variety of telemedicine technologies. Smartphones represent a viable option for US training in resource-challenged settings.
Linkhttp://doi.org/10.1002/jum.14609
TitleUnmuting Medical Students' Education: Utilizing Telemedicine During the COVID-19 Pandemic and Beyond.
AuthorsIancu, AM; Kemp, MT; Alam, HB
JournalJournal of medical Internet research
Publication Date20 Jul 2020
Date Added to PubMed3 Jul 2020
AbstractDue to the coronavirus disease (COVID-19) pandemic, medical schools have paused traditional clerkships, eliminating direct patient encounters from medical students' education for the immediate future. Telemedicine offers opportunities in a variety of specialties that can augment student education during this time. The projected growth of telemedicine necessitates that students learn new skills to be effective providers. In this viewpoint, we delineate specific telehealth opportunities that teach core competencies for patient care, while also teaching telemedicine-specific skills. Schools can further augment student education through a variety of telemedicine initiatives across multiple medical fields. The explosion of telemedicine programs due to the pandemic can be a catalyst for schools to integrate telemedicine into their current curricula. The depth and variety of telemedicine opportunities allow schools to continue providing high-quality medical education while maintaining social distancing policies.
Linkhttp://doi.org/10.2196/19667
TitleIt's important, but not important enough: eHealth as a curriculum priority in medical education in Australia.
AuthorsEdirippulige, S; Brooks, P; Carati, C; Wade, VA; Smith, AC; Wickramasinghe, S; Armfield, NR
JournalJournal of telemedicine and telecare
Publication Date1 Dec 2018
Date Added to PubMed23 Oct 2018
AbstractInformation and communications technology has become central to the way in which health services are provided. Technology-enabled services in healthcare are often described as eHealth, or more recently, digital health. Practitioners may require new knowledge, skills and competencies to make best use of eHealth, and while universities may be a logical place to provide such education and training, a study in 2012 found that the workforce was not being adequately educated to achieve competence to work with eHealth. We revisited eHealth education and training in Australian universities with a focus on medical schools; we aimed to explore the progress of eHealth in the Australian medical curriculum. We conducted a national interview study and interpretative phenomenological analysis with participants from all 19 medical schools in Australia; two themes emerged: (i) consensus on the importance of eHealth to current and future clinical practice; (ii) there are other priorities, and no strong drivers for change. Systemic problems inhibit the inclusion of eHealth in medical education: the curriculum is described as 'crowded' and with competing demands, and because accrediting bodies do not expect eHealth competence in medical graduates, there is no external pressure for its inclusion. Unless and until accrediting bodies recognise and expect competence in eHealth, it is unlikely that it will enter the curriculum; consequently the future workforce will remain unprepared.
Linkhttp://doi.org/10.1177/1357633X18793282
TitleDigital continuous healthcare and disruptive medical technologies: m-Health and telemedicine skills training for data-driven healthcare.
AuthorsSapci, AH; Sapci, HA
JournalJournal of telemedicine and telecare
Publication Date1 Dec 2019
Date Added to PubMed24 Aug 2018
AbstractDisruptive medical technologies, wearable devices and new diagnostic solutions have been shaping the future of healthcare, and the health informatics skills gap has become a major problem for technology-centric healthcare applications. This study evaluated the relationships between a specific practical skills training method and students' confidence in using wireless monitoring devices along with the attitude towards technology adoption. Six practical exercises were developed to provide health informatics technical skills to transfer medical information and display multi-channel biological signals. Two hundred and six undergraduate nursing students received a telemedicine and homecare training course. Their familiarity with various data formats and likelihood to recommend telemedicine and remote monitoring applications were measured. The skills training session changed students' attitudes towards remote patient monitoring, and the majority of students provided positive feedback about their confidence in using wireless monitoring devices after the training session. Students stated their plans to use the technology when they start practising and to educate their patients to promote the use of telemedicine. We propose a skills training framework that covers (a) telemedicine, (b) m-Health and connected health, (c) health informatics application development, (d) health informatics device innovation, and (e) data science.
Linkhttp://doi.org/10.1177/1357633X18793293
Title"I feel like a nurse and my clients learn more": mHealth, Capacity Building and Empowerment in Community Based Care.
AuthorsRamukumba, MM; Hägglund, M
JournalStudies in health technology and informatics
Publication Date9 Aug 2019
Date Added to PubMed23 Aug 2019
AbstractCommunity health workers, led by trained nurses who are linked to a health facility are well positioned to play an important role in improving health of the communities in low and middle-income countries. The South African Department of Health has implemented various mobile health programmes to improve community-based services. This paper presents a component of a study that evaluates mHealth interventions in South Africa. The study was conducted in Pretoria urban and semi-urban areas, with the aim of understanding how community health workers experience mHealth technologies. Three focus group interviews were conducted and data analysis followed Thorne Interpretive Description framework. An overarching theme was that the mHealth application provided clinical content that empowered community health workers to develop confidence, higher efficacy, independent decisions making and experience higher social standing with their clients. This in turn, translated into informed clients. There is evidence of strengthened capacity in the use of mHealth technology and application of knowledge to provide an engaged client care. Functionalities in the application allowed timely exchange of information and decision support.
Linkhttp://doi.org/10.3233/SHTI190163
TitleThe spectrum of needed e-Health capacity building--towards a conceptual framework for e-Health 'training'.
AuthorsScott, RE; Mars, M
JournalStudies in health technology and informatics
Publication Date1 Dec 2014
Date Added to PubMed5 Nov 2014
AbstractTo ensure the benefits of e-Health are maximised, e-Health capacity building requires a formal and logical structure that describes broad areas that must be addressed. In this paper a Conceptual Framework for e-Health Training is derived that could guide well-thought-out and consistent development of future capacity building efforts. Consideration of e-health education needs is the mandate of the International Society for Telemedicine and eHealth (ISfTeH) Education Working Group. Through this Group a structured but generic 2 - 3 day telehealth training programme for healthcare professionals was developed and trialed, and the Group has been asked to develop a telehealth curriculum. Ongoing debate and feedback has made it clear that this is insufficient. In an effort to establish an Conceptual Framework for e-Health Training four aspects or levels of instruction are considered necessary at this time: 'education' of a small number of personnel leading to an academic graduate qualification (MSc, PhD); 'instruction' of a slightly larger number of personnel (e.g., to provide proficient network managers); 'teaching' of a still larger number of personnel in terms of the use of specific technologies, devices, and services; and 'awareness' of the general populace. Collectively this is referred to as e-health 'training'. If implemented in a coordinated and structured manner, such an approach would stimulate e-health growth and application globally. It would generate demand (awareness), allow that demand to be filled (teaching) and guided (instruction), with the focus on technologically appropriate and needs-based solutions (education). The Education Working Group intends to develop outlines of recommended instructional and informational content for training at each level. Here the four levels are highlighted and the terms, hierarchy, and descriptions of the Education Working Group's proposed approach to its Conceptual Framework for e-Health Training, are formalised.
Link
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