Best Practices for Integrating Medical Students Into Telehealth Visits

Wamsley, Maria; Cornejo, Laeesha N.; Kryzhanovskaya, Irina; Lin, Brian W; Sullivan, Joseph; Yoder, Jordan; Ziv, Tali

doi:10.2196/27877

Cited by 19 publications

(14 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our study demonstrates that trainees were highly appreciative of direct observation and receiving real-time feedback from their supervising attending, as well as of pre- and post-visit case discussions, and recommended that these strategies be utilized for future telehealth visits. This is consistent with recent literature and is reflected in several publications [ 19 ••, 21 ••, 22 , 23 ]. Our findings additionally related concern from some trainees regarding technological difficulties and challenges with internet connection, which aligns with recent research demonstrating that connection quality is strongly linked to practitioner’s enjoyment of telehealth visits [ 24 ].…”

Section: Discussionsupporting

confidence: 93%

“…Along with our recent work [ 17 ], this is the first study, to our knowledge, to evaluate the effects of telehealth in clinical education in Adolescent Medicine. Similar to prior studies, we found trainees had concerns about inability to observe pertinent physical exam skills during telehealth encounters, reported occasional discomfort holding difficult conversations virtually, and sometimes found it difficult to fit into the conversation [ 18 , 19 ••]. Over the course of the past year, several articles outlining best practices and standardized visit structures for telehealth precepting have been published and offer some solutions to the challenges this format poses.…”

Section: Discussionsupporting

confidence: 74%

“…Over the course of the past year, several articles outlining best practices and standardized visit structures for telehealth precepting have been published and offer some solutions to the challenges this format poses. [ 19 ••, 20 ]. Our study demonstrates that trainees were highly appreciative of direct observation and receiving real-time feedback from their supervising attending, as well as of pre- and post-visit case discussions, and recommended that these strategies be utilized for future telehealth visits.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating the Educational Impact of Telehealth on Adolescent Medicine Trainees: a Qualitative Approach

et al. 2021

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating the Educational Impact of Telehealth on Adolescent Medicine Trainees: a Qualitative Approach

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Telehealth demands a distinctive skill-set compared to conventional face-to-face consultations, in which medical students will need to gain skills and demonstrate competence in the future [ 78 , 79 ]. Some recent studies describe the development of a telehealth curriculum [ 80 , 81 ] and we prompt further primary research to establish the optimum approach for telehealth curriculum delivery and examination of telehealth skills of medical students.…”

Section: Discussionmentioning

confidence: 99%

Adaptations in clinical examinations of medical students in response to the COVID-19 pandemic: a systematic review

et al. 2022

View full text Add to dashboard Cite

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.

show abstract

“…Questions were developed using the AAMC's proposed competencies with telehealth. 10 Committee members piloted the survey questions with each other and the STFM Task Force members. The final instrument asked questions regarding in which years of medical school telehealth was taught pre-and-during COVID; number of hours of formal didactic curriculum dedicated to teaching telehealth pre-and-during COVID; opportunities medical students have to learn about telehealth; how COVID has changed the percent of visits students participate in telehealth; what types of simulated visits are happening at your medical school; and what are the key barriers to teaching telehealth as part of the medical school curriculum.…”

Section: Methodsmentioning

confidence: 99%

Expansion of telehealth curriculum: National survey of clinical education leaders

et al. 2021

View full text Add to dashboard Cite

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.

show abstract

Best Practices for Integrating Medical Students Into Telehealth Visits

Cited by 19 publications

References 41 publications

Evaluating the Educational Impact of Telehealth on Adolescent Medicine Trainees: a Qualitative Approach

Evaluating the Educational Impact of Telehealth on Adolescent Medicine Trainees: a Qualitative Approach

Adaptations in clinical examinations of medical students in response to the COVID-19 pandemic: a systematic review

Expansion of telehealth curriculum: National survey of clinical education leaders

Contact Info

Product

Resources

About