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

Health and Technology - Tập 11 - Trang 773-781 - 2021
Işıl İrem Budakoğlu1, Mustafa Ünal Sayılır2, Yavuz Selim Kıyak1, Özlem Coşkun1, Serdar Kula3,4
1Department of Medical Education and Informatics, Faculty of Medicine, Gazi University, Ankara, Turkey
2Faculty of Medicine, Gazi University, Ankara, Turkey
3Department of Informatics, Institute of Informatics, Gazi University, Ankara, Turkey
4Department of Pediatric Cardiology, Faculty of Medicine, Gazi University, Ankara, Turkey

Tóm tắt

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.

Tài liệu tham khảo

Sood S, Mbarika V, Jugoo S, et al. What is telemedicine? A collection of 104 peer-reviewed perspectives and theoretical underpinnings. Telemed J E Health. 2007;13:573–590.

World Health Organization. Telemedicine: Opportunities and developments in member states. 2010. https://www.who.int/goe/publications/goe_telemedicine_2010.pdf Accessed 29 June 2020.

Aronson SH. The Lancet on the telephone 1876–1975. Med Hist. 1977;21:69–87.

Owens B. Telemedicine on the rise but lagging in Canada. CMAJ. 2018;190(38):E1149–50.

Gogia S. Rationale, history, and basics of telehealth. In: Gogia S, editor. Fundamentals of Telemedicine and Telehealth. 1st ed. London: Academic Press; 2019. p. 11–34.

Mann DM, Chen J, Chunara R, et al. COVID-19 transforms health care through telemedicine: Evidence from the field. J Am Med Inform Assoc. 2020;27:1132–5.

Wosik J, Fudim M, Cameron B, et al. Telehealth Transformation: COVID-19 and the rise of Virtual Care. J Am Med Inform Assoc. 2020;27:957–62.

CNBC. How coronavirus accelerated the rise of telemedicine. 2020. www.cnbc.com/2020/05/18/coronavirus-how-covid-19-accelerated-the-rise-of-telemedicine.html Accessed 29 June 2020.

European Comission. Market study on telemedicine. 2018. https://ec.europa.eu/health/sites/health/files/ehealth/docs/2018_provision_marketstudy_telemedicine_en.pdf Accessed 10 August 2020.

European Comission. Market study on telemedicine. 2018. p.22. https://ec.europa.eu/health/sites/health/files/ehealth/docs/2018_provision_marketstudy_telemedicine_en.pdf 10 August 2020.

European Comission. Market study on telemedicine. 2018. pp. 97–98. https://ec.europa.eu/health/sites/health/files/ehealth/docs/2018_provision_marketstudy_telemedicine_en.pdf 10 August 2020.

Littlewood S, Ypinazar V, Margolis SA, et al. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ. 2005;331:387–91.

Boyers LN, Schultz A, Baceviciene R, et al. Teledermatology as an educational tool for teaching dermatology to residents and medical students. Telemed J E Health. 2015;21:312–4.

Yaghobian S, Ohannessian R, Mathieu-Fritz A, et al. National survey of telemedicine education and training in medical schools in France. J Telemed Telecare. 2020;26:303–8.

American Medical Association. AMA encourages telemedicine training for medical students, residents. 2016. https://www.ama-assn.org/press-center/press-releases/ama-encourages-telemedicine-training-medical-students-residents Accessed 27 March 2021.

Waseh S, Dicker AP. Telemedicine training in undergraduate medical education: mixed-methods review. JMIR Med Educ. 2019;5(1):e12515.

Pourmand A, Ghassemi M, Sumon K, et al. Lack of telemedicine training in academic medicine: are we preparing the next generation? Telemed J E Health. 2021;27(1):62–7.

Edirippulige S, Armfield NR. Education and training to support the use of clinical telehealth: a review of the literature. J Telemed Telecare. 2017;23(2):273–82.

Chike-Harris KE, Durham C, Logan A, et al. Integration of Telehealth Education into the Health Care Provider Curriculum: A Review. Telemed J E Health. 2021;27(2):137–49.

Stovel RG, Gabarin N, Cavalcanti RB, et al. Curricular needs for training telemedicine physicians: a scoping review. Med Teach. 2020;42:1234–42.

Liberati A, Altman DG, Tetzlaff J, et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. J Clin Epidemiol. 2009;62:e1–34.

Joanna Briggs Institute. JBI QARI critical appraisal checklist for interpretive & critical research. 2019. https://jbi.global/sites/default/files/2019-05/JBI_Critical_Appraisal-Checklist_for_Qualitative_Research2017_0.pdf Accessed 29 June 2020.

Bulik RJ, Shokar GS. Integrating telemedicine instruction into the curriculum: expanding student perspectives of the scope of clinical practice. J Telemed Telecare. 2010;16(7):355–8.

Bramstedt KA, Prang M, Dave S, et al. Telemedicine as an ethics teaching tool for medical students within the nephrology curriculum. Prog Transplant. 2014;24:294–7.

Jonas CE, Durning SJ, Zebrowski C, et al. An interdisciplinary, multi-institution telehealth course for third-year medical students. Acad Med. 2019;94:833–7.

Liu C, Lim RL, McCabe KL, et al. A web-based telehealth training platform incorporating automated nonverbal behavior feedback for teaching communication skills to medical students: a randomized crossover study. J Med Internet Res. 2016;18:e246.

Poland S, Frey JA, Khobrani A, et al. Telepresent focused assessment with sonography for trauma examination training versus traditional training for medical students: a simulation-based pilot study. J Ultrasound Med. 2018;37:1985–92.

Brockes C, Grischott T, Dutkiewicz M, et al. Evaluation of the education “Clinical Telemedicine/e-Health” in the curriculum of medical students at the University of Zurich. Telemed J E Health. 2017;23:899–904.

Walker C, Echternacht H, Brophy PD. Model for medical student introductory telemedicine education. Telemed J E Health. 2019;25(8):717–23.

Rao B, Lombardi A. Telemedicine: current status in developed and developing countries. J Drugs Dermatol. 2009;8(4):371–5.

Harden RM. The integration ladder: a tool for curriculum planning and evaluation. Med Educ. 2000;34:551–7.

Dornan T, Littlewood S, Margolis SA, et al. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review Med Teach. 2006;28(1):3–18.

Taylor DC, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561–e1572.

Frye AW and Hemmer PA. Program evaluation models and related theories: AMEE guide no. 67. Med Teach. 2012;34(5):e288–e299.

Thông tin
Thông tin xuất bản

Health and Technology

Tập 11

773-781

Thông tin tác giả