Budakoğlu Işıl İrem, Sayılır Mustafa Ünal, Kıyak Yavuz Selim, Coşkun Özlem, Kula Serdar
Department of Medical Education and Informatics, Faculty of Medicine, Gazi University, Ankara, Turkey.
Faculty of Medicine, Gazi University, Ankara, Turkey.
Health Technol (Berl). 2021;11(4):773-781. doi: 10.1007/s12553-021-00559-1. Epub 2021 May 10.
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.
通过远程医疗进行的患者与医生预约数量已经超过了面对面预约。尽管如此，本科医学教育中的远程医疗课程是否通过这些方法的有效性反映其真正重要性尚不清楚。我们旨在系统地搜索和回顾关于本科远程医疗课程的研究。我们使用远程医疗、医学教育和课程等关键词在科学网、PubMed和Scopus上进行搜索。我们的搜索限于2000年1月1日至2020年2月1日之间的出版日期。我们获取了课程在其国家、参与者、目的或目标、教学方法以及有效性评估方面的信息。我们还使用乔安娜·布里格斯研究所定性评估和审查工具评估了研究的质量。在461项研究中，根据选择标准选出了7篇文章进行进一步审查。这些研究大多来自美国。参与者人数在7到268之间。有几种授课方式，但讲座和患者接触是最常用的。在四项研究中，仅通过满意度调查评估有效性，结果令人满意。一项研究报告了技能的获得和应用情况。本科阶段没有成熟的远程医疗课程。方法各不相同，但教育项目的有效性缺乏有力的证据基础。显然，本科医学教育需要一个有关于其有效性的强有力科学数据支持的课程。
