Melissa Fitzgerald1, Avni Bhatt2, Lindsay A Thompson3, Alan Schwartz4, Aaron O Thomas5, Dana A Schinasi6, Jaclyn Otero3, Pamela Carpenter7, Julie S Thomas8, Nicole Paradise Black3. 1. University of Florida, Department of Pediatrics (M Fitzgerald, LA Thompson, J Otero, NP Black), Gainesville, Fla. Electronic address: Mjean328@ufl.edu. 2. University of California, Davis, School of Medicine (A Bhatt), Sacramento, Calif. 3. University of Florida, Department of Pediatrics (M Fitzgerald, LA Thompson, J Otero, NP Black), Gainesville, Fla. 4. University of Illinois Chicago, Department of Pediatrics (A Schwartz), Chicago, Ill. 5. University of Florida, Information Technology (AO Thomas), Gainesville, Fla. 6. Northwestern University Feinberg School of Medicine (DA Schinasi), Chicago, Ill. 7. University of Utah/Primary Children's Hospital (P Carpenter), Salt Lake City, Utah. 8. University of Florida, UF Health Cancer Center, Clinical Research Office (JS Thomas), Gainesville, Fla.
Abstract
PURPOSE: To describe the current state of telemedicine within pediatric training programs to inform development of a national telemedicine training curriculum for pediatric trainees. METHODS: We conducted an anonymous cross-sectional survey of pediatric residency (Fall 2020) and fellowship program directors (Spring 2021) on their current telemedicine practices in pediatric post-graduate training. RESULTS: Forty-eight US pediatric residency programs (n = 48/198, 24%) and 422 fellowship programs completed the survey (n = 422/872, 48%); combined response rate 44% (n = 470/1070). Pre-COVID-19, 12% (n = 57/470) of programs surveyed reported using telemedicine in their training program, but during the pandemic 71% (n = 334/470) reported telemedicine use with trainees. Over 71% (n = 334/470) agreed that a formalized curriculum is important, yet 69% (n = 262/380) of programs reporting telemedicine use either did not have a curriculum or were unsure if one existed at their program. Respondents who were unsure/not likely to add a telemedicine curriculum and/or indicated that a telemedicine curriculum would not be important (52% n = 243/470), cited "time" (55%, n = 136/243) most frequently as a barrier. CONCLUSIONS: Our needs assessment indicates marked increase in use of telemedicine with trainees by respondent pediatric training programs, with fewer than 50% reporting a formalized training curriculum and most agreeing that a curriculum is important.
PURPOSE: To describe the current state of telemedicine within pediatric training programs to inform development of a national telemedicine training curriculum for pediatric trainees. METHODS: We conducted an anonymous cross-sectional survey of pediatric residency (Fall 2020) and fellowship program directors (Spring 2021) on their current telemedicine practices in pediatric post-graduate training. RESULTS: Forty-eight US pediatric residency programs (n = 48/198, 24%) and 422 fellowship programs completed the survey (n = 422/872, 48%); combined response rate 44% (n = 470/1070). Pre-COVID-19, 12% (n = 57/470) of programs surveyed reported using telemedicine in their training program, but during the pandemic 71% (n = 334/470) reported telemedicine use with trainees. Over 71% (n = 334/470) agreed that a formalized curriculum is important, yet 69% (n = 262/380) of programs reporting telemedicine use either did not have a curriculum or were unsure if one existed at their program. Respondents who were unsure/not likely to add a telemedicine curriculum and/or indicated that a telemedicine curriculum would not be important (52% n = 243/470), cited "time" (55%, n = 136/243) most frequently as a barrier. CONCLUSIONS: Our needs assessment indicates marked increase in use of telemedicine with trainees by respondent pediatric training programs, with fewer than 50% reporting a formalized training curriculum and most agreeing that a curriculum is important.