Lights, Camera, Action: Optimizing Virtual Video Visits to Provide High-Quality Care

Onorato, Sarah; Joshi, Ashwini; Schwartz, Andrea Wershof

doi:10.1007/s11606-020-06278-z

Cited by 14 publications

(15 citation statements)

References 15 publications

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“…Given the urgent need to train all clerkship and clinical elective students in telemedicine visits, on April 13, 2020, we began developing a curriculum focused on knowledge and skills 6 needed to conduct live video encounters for students in clinical clerkships and clinical electives at Harvard Medical School (HMS). It was deployed on May 4, 2020.…”

Section: Approachmentioning

confidence: 99%

Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic

Frankl¹,

Joshi²,

Onorato³

et al. 2021

Academic Medicine

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Section: Approachmentioning

confidence: 99%

Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic

Frankl¹,

Joshi²,

Onorato³

et al. 2021

Academic Medicine

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“…First, learning how to perform a telemedicine exam is a new skill: clinical teachers should review techniques for using observation and performing selected portions of the physical exam that are pertinent and appropriate for telemedicine. Learners should be guided to review literature and best practice models on effective telemedicine practices (Onorato et al 2020). They may use video software to record practice examples of their telemedicine visits with peers with permission for selfreflection, peer, or faculty asynchronous feedback.…”

Section: Foster Development Of Telemedicine Clinical Skillsmentioning

confidence: 99%

Twelve tips for clinical teaching with telemedicine visits

et al. 2021

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Telemedicine is now an established mode of clinical care for most medical specialties, and clinical teachers must teach and precept learners in this modality. However, faculty need training on how best to teach students when caring for patients via telemedicine. Effectively incorporating learners into telemedicine visits to optimize their education is a critical skill for clinical teachers. In this article, we review 12 practical tips unique to telemedicine to engage and educate undergraduate medical education learners in building their clinical skills. We outline synchronous and asynchronous elements before, during, and after the patient encounter to facilitate teaching while improving patient care. These principles can also be adapted for teaching in other health professions as well as postgraduate medical education.

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“…Clinicians should be aware of these barriers and prepared to help overcome them. This requires flexibility on the part of the clinician in scheduling, providing increased verbal communication throughout the session, and having proficiency in telemedicine to assist with trouble‐shooting 21 . On occasion technical difficulties will still arise, such as challenges with connectivity and/or audio and video lag.…”

Section: Resultsmentioning

confidence: 99%

Competencies for video telemedicine with older adult patients

Powers

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Schwartz

et al. 2023

J American Geriatrics Society

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Background Telemedicine has recently become a part of mainstream clinical practice. Many curricula have been developed to teach general and specialty‐specific video telemedicine skills; however, a lack of defined best practices for translating comprehensive interprofessional geriatric care to the virtual setting presents a unique challenge to educators and clinicians. This manuscript introduces and describes the development of competencies for video telemedicine with older adults for all health professionals who treat them. Methods A modified Delphi process was used in competency development. In 2019, interprofessional clinicians and educators who had expertise in telemedicine formed a competency development workgroup. The aim was to draft competencies for interprofessional video telemedicine with older adults while not duplicating existing competencies in geriatrics, interprofessional care, or general telemedicine. Draft competencies were circulated among experts in geriatric telemedicine and geriatric education for two rounds of comments. The competencies incorporated comments from 41 clinicians representing 7 professions. Results Twenty‐three competencies were created spanning six domains. A temporal organization by domain was used: (1) Overarching considerations, (2) Pre‐visit preparation, (3) Beginning of the visit, (4) History taking and communication during the visit, (5) Exam during the visit (organized by the 5Ms: Mind, Mobility, Medication, Multicomplexity, and Matters Most), and (6) Post‐visit coordination. Conclusions These newly developed competencies fill a gap left by those developed for specific disciplines or that do not address considerations for older adults. They lay the groundwork for curriculum development and the development of virtual Age‐Friendly care.

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Lights, Camera, Action: Optimizing Virtual Video Visits to Provide High-Quality Care

Cited by 14 publications

References 15 publications

Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic

Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic

Twelve tips for clinical teaching with telemedicine visits

Competencies for video telemedicine with older adult patients

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