Donald M Hilty1,2, John Torous3, Michelle Burke Parish2, Steven R Chan4,5, Glen Xiong2,6, Lorin Scher2, Peter M Yellowlees7. 1. Northern California Veterans Administration Health Care System, Mather, California, USA. 2. Department of Psychiatry & Behavioral Sciences, UC Davis, Sacramento, California, USA. 3. Division of Digital Psychiatry, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts, USA. 4. Stanford University School of Medicine, Palo Alto, California, USA. 5. Veterans Affairs Palo Alto Health Care System, UC Davis School of Medicine, Sacramento, California, USA. 6. Department of Internal Medicine, UC Davis School of Medicine, Sacramento, California, USA. 7. Department of Psychiatry, UC Davis School of Medicine, Sacramento, California, USA.
Abstract
Introduction: Research is increasing on asynchronous technologies used by specialist clinicians and primary care, including e-mail, text, e-consultation, and store-and-forward (asynchronous) options. Studies typically describe interventions and care outcomes rather than development of clinical skills for using technology. Methods: This article attempts to compare clinicians' approaches to, and skills for, asynchronous technologies versus in-person and synchronous (i.e., video) care. Literature from technology, health care, pedagogy, and business were searched from 2000 to 2019 for title words, including synchronous (e.g., video, telemental or behavioral health, telepsychiatry), asynchronous (e.g., app, e-consultation, e-mail, text, sensor in a wearable device), education, clinical, and consultation. Results: From a total of 4,812 potential references, two authors (D.M.H., J.T.) found 4,622 eligible for full text review and found 381 articles directly relevant to the concept areas in combination for full text review. However, exclusion criteria subtracted 305, leaving a total of 76 articles. While in-person and synchronous care are similar in many ways, the clinical approach to asynchronous care has many differences. As asynchronous technologies and models of care are feasible and effective, often for consultation, an outline of patient, primary care provider, and specialist clinician goals and skills are presented. Few studies specifically discuss skills or competencies for asynchronous care, but components from published clinical informatics, video, social media, and mobile health competencies were organized into Accreditation Council of Graduate Medical Education domains. Conclusions: Further implementation of science research is needed for asynchronous technology interventions, as well as clinician competencies using asynchronous technologies, to ensure optimal outcomes for patients in health care.
Introduction: Research is increasing on asynchronous technologies used by specialist clinicians and primary care, including e-mail, text, e-consultation, and store-and-forward (asynchronous) options. Studies typically describe interventions and care outcomes rather than development of clinical skills for using technology. Methods: This article attempts to compare clinicians' approaches to, and skills for, asynchronous technologies versus in-person and synchronous (i.e., video) care. Literature from technology, health care, pedagogy, and business were searched from 2000 to 2019 for title words, including synchronous (e.g., video, telemental or behavioral health, telepsychiatry), asynchronous (e.g., app, e-consultation, e-mail, text, sensor in a wearable device), education, clinical, and consultation. Results: From a total of 4,812 potential references, two authors (D.M.H., J.T.) found 4,622 eligible for full text review and found 381 articles directly relevant to the concept areas in combination for full text review. However, exclusion criteria subtracted 305, leaving a total of 76 articles. While in-person and synchronous care are similar in many ways, the clinical approach to asynchronous care has many differences. As asynchronous technologies and models of care are feasible and effective, often for consultation, an outline of patient, primary care provider, and specialist clinician goals and skills are presented. Few studies specifically discuss skills or competencies for asynchronous care, but components from published clinical informatics, video, social media, and mobile health competencies were organized into Accreditation Council of Graduate Medical Education domains. Conclusions: Further implementation of science research is needed for asynchronous technology interventions, as well as clinician competencies using asynchronous technologies, to ensure optimal outcomes for patients in health care.
Authors: Donald M Hilty; Christina M Armstrong; Shelby A Smout; Allison Crawford; Marlene M Maheu; Kenneth P Drude; Steven Chan; Peter M Yellowlees; Elizabeth A Krupinski Journal: J Med Internet Res Date: 2022-05-25 Impact factor: 7.076
Authors: Monica K Lieng; Magi S Aurora; Young Kang; Joseph M Kim; James P Marcin; Steven R Chan; Jamie L Mouzoon; Daniel J Tancredi; Michelle Parish; Alvaro D Gonzalez; Lorin Scher; Glen Xiong; Robert M McCarron; Peter Yellowlees Journal: Telemed J E Health Date: 2021-11-02 Impact factor: 5.033
Authors: Donald M Hilty; Christina M Armstrong; Amanda Edwards-Stewart; Melanie T Gentry; David D Luxton; Elizabeth A Krupinski Journal: J Technol Behav Sci Date: 2021-01-22
Authors: Melanie T Gentry; Andrew P Murray; Steven I Altchuler; Alastair J McKean; Jeremiah B Joyce; Donald M Hilty Journal: Acad Psychiatry Date: 2022-08-02