Rebecca G Stovel1,2,3, Nadia Gabarin1, Rodrigo B Cavalcanti1,2,4, Howard Abrams1,4,5. 1. Department of Medicine, University of Toronto, Toronto, Canada. 2. HoPingKong Centre for Excellence in Education and Practice (CEEP), Toronto, Canada. 3. Department of Medicine, Women's College Hospital, Toronto, Canada. 4. Department of Medicine, University Health Network, Toronto, Canada. 5. OpenLab, University Health Network, Toronto, Canada.
Abstract
PURPOSE: The use of telemedicine, a part of 'Virtual Care', is rapidly entering mainstream clinical practice. The ideal curriculum for educating physicians to practice in this emerging field has not been established. We examined the literature to evaluate published curricula for quality and comprehensiveness through the lens of Competency-Based Medical Education (CBME). METHODS: We performed a scoping review using CanMEDS as a framework. Peer-reviewed articles describing telemedicine training curricula were identified. Trainee population, curricular points, stage of implementation, evaluation depth, country, and citations (a marker of quality) were examined. RESULTS: Forty-three curricula from 11 countries were identified, addressing all training levels and covering multiple specialties. Instructional methods included lectures (60.5%), hands-on experiences (76%), directed reading (24%), online modules (21%), reflection (13%), simulation (34%), and group discussions (16%). Hands-on curricula covered all CanMEDS roles more often. Twenty-nine of the implemented curricula were evaluated; 83% were rated positively. CONCLUSIONS: Our scoping review helps inform more comprehensive and efficacious curricula for teaching telemedicine. We suggest centering curricula on a competency-based, outcomes-oriented framework such as CanMEDS with multiple teaching modalities complementing hands-on experiences. This will facilitate rigorous telemedicine training to deliver on the promise of high-quality patient care.
PURPOSE: The use of telemedicine, a part of 'Virtual Care', is rapidly entering mainstream clinical practice. The ideal curriculum for educating physicians to practice in this emerging field has not been established. We examined the literature to evaluate published curricula for quality and comprehensiveness through the lens of Competency-Based Medical Education (CBME). METHODS: We performed a scoping review using CanMEDS as a framework. Peer-reviewed articles describing telemedicine training curricula were identified. Trainee population, curricular points, stage of implementation, evaluation depth, country, and citations (a marker of quality) were examined. RESULTS: Forty-three curricula from 11 countries were identified, addressing all training levels and covering multiple specialties. Instructional methods included lectures (60.5%), hands-on experiences (76%), directed reading (24%), online modules (21%), reflection (13%), simulation (34%), and group discussions (16%). Hands-on curricula covered all CanMEDS roles more often. Twenty-nine of the implemented curricula were evaluated; 83% were rated positively. CONCLUSIONS: Our scoping review helps inform more comprehensive and efficacious curricula for teaching telemedicine. We suggest centering curricula on a competency-based, outcomes-oriented framework such as CanMEDS with multiple teaching modalities complementing hands-on experiences. This will facilitate rigorous telemedicine training to deliver on the promise of high-quality patient care.
Authors: Simon P Rowland; J Edward Fitzgerald; Matthew Lungren; Elizabeth Hsieh Lee; Zach Harned; Alison H McGregor Journal: NPJ Digit Med Date: 2022-10-20
Authors: Yan Zhou; Agnes D Diemers; Jasperina Brouwer; Friso L H Muntinghe; Robbert J Duvivier; Jan Pols; A Debbie C Jaarsma; Nicolaas A Bos Journal: BMC Med Educ Date: 2020-10-08 Impact factor: 2.463
Authors: Su-Ann Yeoh; Kristen Young; Michael Putman; Sebastian Sattui; Richard Conway; Elizabeth Graef; Adam Kilian; Maximilian Konig; Jeffrey Sparks; Manuel Ugarte-Gil; Laura Upton; Francis Berenbaum; Suleman Bhana; Wendy Costello; Jonathan Hausmann; Pedro Machado; Philip Robinson; Emily Sirotich; Paul Sufka; Jinoos Yazdany; Jean Liew; Rebecca Grainger; Zachary Wallace; Arundathi Jayatilleke Journal: ACR Open Rheumatol Date: 2021-11-17