Telemedicine curriculum in undergraduate medical education: a systematic search and review

Abstract

The number of patient-doctor appointments carried out using telemedicine has surpassed in-person appointments. In spite of this, it is unclear that telemedicine curricula in undergraduate medical education reflect the real importance by means of the effectiveness of these approaches. We aimed to systematically search and review the studies that are on undergraduate telemedicine curricula. We searched the Web of Science, PubMed, and Scopus using the keywords such as telemedicine, medical education, and curriculum. Our search was limited to publication dates between January 1, 2000, and February 1, 2020. We elicited the information of the curricula as to their countries, participants, aims or objectives, teaching methods, and evaluation of effectiveness. We also evaluated the quality of the studies using the Joanna Briggs Institute Qualitative Appraisal and Review Instrument. Out of 461 studies, seven articles were selected based on selection criteria for further review. The studies were mostly from the USA. The participant numbers were between seven and 268. There were several modes of delivery but lectures and patient encounters were used mostly. In four studies, the effectiveness was evaluated only by using satisfaction surveys, and the results were satisfactory. A study reported the acquisition and application of skills as a result. There is no well-established telemedicine curriculum in the undergraduate years. The methods vary but the effectiveness of the educational programs does not have a robust evidence base. It is evident that undergraduate medical education needs a curriculum backed by strong scientific data on its effectiveness.

Cross‐sectional study on knowledge and attitude of telemedicine in medical students of Nepal

“…This is certainly an issue that desires being addressed immediately, especially as the pandemic shows no signs of ending any time soon. Given the essential need for early clinical experiences to help medical students cultivate their skills, it follows that early implementation of telemedicine training at the undergraduate level will prepare future physicians for the telemedicine universe 27 . There is unbalanced distribution of skilled health workers in Nepal 9 and on top of it, seven medical colleges are clustered inside Kathmandu while all other colleges are the standalone medical college in their respective cities.…”

A systematic review of online education initiatives to develop students remote caring skills and practices

“…Exploration of newer methods to successfully integrate telehealth into educational and clinical settings have been frequently identified across the nursing and medicine literature suggesting this is an ongoing priority [ 53–57 ]. Considering the recognized importance of telehealth education across health professions, its integration into the academic curriculum would enhance the skills of healthcare students to successfully function in today’s digital world.…”

“Webside” healthcare from medical interns’ perspective: Telemedicine implementation and need for training

“…The literature on this topic of training discusses a variety of optional and mandatory telemedicine training programs[ 47 48 49 ] in the preclinical and clinical undergraduate years. [ 46 50 ] Furthermore, the American Medical Association and the American Telemedicine Association have developed codes and guidelines for the use of telemedicine, which can be useful resources for physicians as well as training and regulatory bodies. [ 51 52 ] Some of our interns claimed that being technology “natives” without accompanying formal training was adequate; they possess the necessary technical skills and ability to deliver good patient care through teleconsultations.…”