Associate Professor, Department of Neurology, University of California, San Francisco, School of Medicine.
Associate Professor, Division of Palliative Medicine, Department of Medicine, University of California, San Francisco, School of Medicine.
MedEdPORTAL. 2021 Jul 16;17:11171. doi: 10.15766/mep_2374-8265.11171. eCollection 2021.
In response to the COVID-19 pandemic and the need for social distancing, medical education curricula across the country had to be quickly transitioned from in-person experiences to remote sessions. Simultaneously, use of telemedicine in clinical practice skyrocketed. Despite telemedicine expansion and the opportunity afforded to teach these skills virtually, many institutions lacked telemedicine curricula.
We developed and evaluated a foundational telemedicine workshop during a pandemic (158 students in 28 groups) guided by principles to maximize learner engagement during remote learning, including use of discrete, time-limited activities (self-assessment, templated group exercises, review of brief multimedia, and active role-play.).
Students completed pre- and postsession surveys to assess session impact. Of 158 students, 92 (58%) completed the presession survey, and 36 (23%) completed the postsession survey. There was an increase in confidence in all areas, particularly in skills related to starting the encounter, minimizing barriers, and taking the medical history. Learners reported the physical examination content as more useful than any other area and valued the exemplar videos provided.
The pandemic highlighted our own institution's need to develop telemedicine curricula to prepare medical students to provide this increasingly essential service. We developed a foundational telemedicine skills session that increased students' reported confidence in their telemedicine knowledge and skills. The session could be easily adapted by other schools interested in incorporating telemedicine into their preclerkship curriculum. Additional experiences providing opportunities to practice and receive feedback on telemedicine skills with standardized and real patients are warranted.
为应对 COVID-19 大流行和保持社交距离的需要，全国各地的医学教育课程不得不迅速从面对面教学转变为远程教学。与此同时，远程医疗在临床实践中的应用也迅速增加。尽管远程医疗得到了扩展，并且有机会通过虚拟方式教授这些技能，但许多机构缺乏远程医疗课程。
我们在大流行期间（28 个小组，158 名学生）开发并评估了一门基础远程医疗研讨会，该研讨会遵循原则，最大限度地提高远程学习中学生的参与度，包括使用离散、限时活动（自我评估、模板小组练习、简要多媒体复习和积极角色扮演）。
学生完成了课前和课后调查，以评估课程的影响。在 158 名学生中，有 92 名（58%）完成了课前调查，36 名（23%）完成了课后调查。所有领域的信心都有所增强，特别是在开始就诊、尽量减少障碍和进行病史采集方面的技能。学习者报告说，体检内容比其他任何领域都更有用，并且重视提供的范例视频。
大流行凸显了我们自己机构开发远程医疗课程的必要性，以培养医学生提供这项日益重要的服务的能力。我们开发了一门基础远程医疗技能课程，提高了学生对远程医疗知识和技能的信心。其他学校如果有兴趣将远程医疗纳入预科课程，可以轻松采用本课程。需要提供更多机会，让学生通过标准化和真实患者练习和获得远程医疗技能反馈。
