Telemedical Education: Training Digital Natives in Telemedicine

Pathipati, Akhilesh S; Azad, Tej D.; Jethwani, Kamal

doi:10.2196/jmir.5534

Cited by 113 publications

(81 citation statements)

References 8 publications

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“…Students must have opportunities to directly compare and contrast traditional medicine practices with those of telemedicine. Doing so will permit them to recognize when it is safe and appropriate to use a telemedicine approach and to acquire and ultimately adopt best practices (10).…”

Section: Discussionmentioning

confidence: 99%

“…However, the comfort factor alone does not guarantee that this cohort will be able to perform high quality care via telemedicine approaches. While these students do have an advantage in their familiarity and comfort with technology, their skills in using the technology as an alternative to face-to-face interaction must be developed through structured training (10). Examples of core requirements identified previously include digital literacy, basic health information technology skills, and appropriate security and privacy training (11).…”

Section: Changing the Landscape Of Healthcare With Digital Technologymentioning

confidence: 99%

“…Consequently, physicians must learn to offer a level of telemedicine care that is the equivalent of an in-person consultation (10). Clinical rotations through telemedicine services are useful in understanding the "big picture" of the delivery model, but a simulated learning environment could be very effective as well, perhaps using standardized patients (13).…”

Section: Technology Literacy and Usage Skillsmentioning

confidence: 99%

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A model for mHealth skills training for clinicians: meeting the future now

Slovensky

Malvey²,

Neigel³

2017

mHealth

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The impetus for this paper is to bring to the foreground a discussion of the potential for a new model for mHealth skills training for clinicians. The use of mHealth in diagnosing and treating patients is a relatively recent phenomenon, and there is scant evidence of curricula changes to reflect the challenges of integrating mHealth skills into training programs. Too often educational institutions assume that clinicians will either acquire mHealth skills on the job or assume that as digital natives, the students have grown up along with technology and can easily facilitate the transition to professional practice with mobile technologies. However, mHealth is a major technological phenomenon that deserves significant educational reformation and consideration in medical curricula. The need for a new modelChange is rapid and ubiquitous in healthcare and nowhere is this more evident than in deployment of mHealth products and services. This technology-centric industry movement has been described as "a natural, inevitable and necessary evolution" (1) from the expected "point of care" occurring in the clinician's physical location. Medical professionals are increasingly connecting with patients via email, telephone, and webcam, and using these same tools to consult with each other electronically. Moreover, mHealth and related technologies extend the boundaries of healthcare beyond the walls of the physical facility allowing medical professionals to provide quality healthcare services in places that previously were unreachable. For example, doctors without borders located in Niger, Sudan and elsewhere report using the Internet to engage a network of almost 300 experts around the world for assistance with the toughest of clinical cases (2).A

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Section: Discussionmentioning

confidence: 99%

Section: Changing the Landscape Of Healthcare With Digital Technologymentioning

confidence: 99%

Section: Technology Literacy and Usage Skillsmentioning

confidence: 99%

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A model for mHealth skills training for clinicians: meeting the future now

Slovensky

Malvey²,

Neigel³

2017

mHealth

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“…Although studies have suggested that digital health worker training is incorporated into the standardized medical training curriculum [5,10,47], others advocated for training at the workplace (i.e. in-service training) [10].…”

Section: Design Structure Of the Standard Dh Worker Curriculum For Thmentioning

confidence: 99%

Towards a Digital Health Curriculum for Health Workforce for the African Region

Munene

Alunyu

Nabukenya

2019

Preprint

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Background Digital technologies are fast gaining space in health. A skilled workforce is required to use existing and emerging technologies that support healthcare. However, existing medical informatics curriculum from the USA, UK, and African regions reveal gaps in the required competencies for a digital health worker, especially for the African region. Therefore, the aim of this study was to identify the need for and suggest a structure of the digital health curriculum for the African region. Methods The study retrieved articles published in English between 2000 and march of 2019 from PubMed Central, Google Scholar, and Biomedical Central. Only 39 that addressed any form of pre-service and or in-service training of the digital health workers were included in the review. In addition, 8 national ehealth strategies and 13 medical informatics curricula from the USA, UK, and African regions were reviewed to determine the gaps and suggest a structure of the Digital Health curriculum suitable for the African region. Results Many countries in the African region have developed ehealth strategies that clearly highlight the need to train the DH workforce. Results showed knowledge gaps of a communicator, a collaborator, a professional technologist, an advocate, and a manager required of digital health workers in the African region. However, existing digital/health informatics programmes in the region lack balanced course programmes to develop these core competencies. Besides, the corresponding online training is modeled after the traditional face-to-face training, thus limiting the opportunity for in-service health workers. Validation of the Lesotho curriculum confirmed only 10 modules are suitable to develop a rounded digital health worker (particularly health leaders) for the African region. Conclusions Since it is important to develop the competencies consistent with the local health systems to realize the full benefits of ehealth technologies, the African region needs to bridge their human resource gaps. Thus, African countries need to first develop or adopt a digital health worker competency framework and then re-organize their national health training curriculum to ensure a standardized/universal ehealth curriculum for training the digital health workforce. Future works will assess the DH worker competencies and expected outcomes for the African region.

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“…In Table 4 and Table 5 respectively, are summaries for structures of the standard DH pre-service and in-service curricula for the African region. Although studies have suggested that digital health worker training is incorporated into the standardized medical training curriculum [4,10,50], others advocated for training at the workplace (i.e. in-service training) [10].…”

Section: Proposed Structure Of the Standard Dh Worker Curriculum For mentioning

confidence: 99%

Towards a Digital Health Curriculum for Health Workforce for the African Region

Munene¹,

Alunyu²,

Nabukenya³

2019

Preprint

View full text Add to dashboard Cite

Background Digital technologies are fast gaining space in health. A skilled workforce is required to use existing and emerging technologies that support healthcare. However, existing medical informatics curriculum from the USA, UK, and African region reveal gaps in required competencies for a digital health worker, especially for the African region. Only a few health workers possess digital competencies required to optimally use existing technologies. Therefore, the aim of this study was to identify the need for and propose a structure of the digital health curriculum for the African region.Methods The study retrieved 42 peer-reviewed articles and reports published in English between 2005 and 2019 from PubMed Central, Google Scholar, and Biomedical Central. Only articles that addressed any form of pre-service and or in-service training of digital health workers were included in the review. In addition, 13 medical informatics curricula from the USA, UK, and African region were reviewed to determine the structure of the Digital Health curriculum suitable for the African region.Results Many countries in the African region have developed ehealth strategies that clearly highlight the need to train DH workforce. Results showed knowledge gaps of a communicator, a collaborator, a professional technologist, an advocate, and a manager required of digital health worker in the African region. However, existing digital/health informatics programmes in the region lack balanced course programmes to develop these core competencies. Besides, corresponding online training is modeled after traditional face-to-face training, thus limiting the opportunity for in-service health workers. Validation of the Lesotho curriculum confirmed only 10 modules as suitable to develop a rounded digital health worker (particularly for health leaders) for the African region.Conclusions Since it is important to develop competencies consistent with the local health systems to realize the full benefits of ehealth technologies, the African region needs to bridge their human resource gaps. Thus, African countries need to first develop or adopt a digital health worker competency framework and then re-organize their national health training curriculum to ensure a standardized / universal curriculum for training the digital health workforce. Future works will assess the DH worker competencies and expected outcomes for the African region.

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Telemedical Education: Training Digital Natives in Telemedicine

Cited by 113 publications

References 8 publications

A model for mHealth skills training for clinicians: meeting the future now

A model for mHealth skills training for clinicians: meeting the future now

Towards a Digital Health Curriculum for Health Workforce for the African Region

Towards a Digital Health Curriculum for Health Workforce for the African Region

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