Family Medicine, 12225University of Colorado School of Medicine, Aurora, CO, USA.
Office of Medical Education, 6797University of North Carolina School of Medicine, Chapel Hill, NC, USA.
J Telemed Telecare. 2022 Jul;28(6):464-468. doi: 10.1177/1357633X211058330. Epub 2021 Nov 13.
In response to the COVID pandemic and the rapid changes in delivery of and education on telehealth services, the Research Committee of the Alliance of Clinical Education (ACE) surveyed its multidisciplinary group of medical educators to determine how telehealth was being taught pre-COVID versus during-COVID.
An online survey was developed by the ACE Research Committee and sent via email to the ACE delegation. The objective of the survey was to determine changes in telehealth curriculum for medical students due to the rapid transition to telehealth, and the barriers for developing and delivering a telehealth curriculum.
Forty-nine percent of recipients (31/63) responded representing eight different disciplines in addition to institutional curriculum developers. Most programs had no formal didactics and no clinical experiences in telehealth prior to the pandemic. Most respondents added didactics and clinical telehealth encounters during COVID, although few schools required this of all students.
Given the barriers of faculty training to pivot to telehealth, and the potential benefits to healthcare cost and patient satisfaction, there is a need for more formal study on best practices for teaching telehealth to prepare our future physicians.
为应对新冠疫情和远程医疗服务交付及教育的快速变化，临床教育联盟（ACE）研究委员会对其多学科医学教育者小组进行了调查，以确定在新冠疫情之前和期间远程医疗教学的情况。
ACE 研究委员会开发了一个在线调查，并通过电子邮件发送给 ACE 代表。调查的目的是确定由于快速转向远程医疗，医学生远程医疗课程的变化，以及开发和提供远程医疗课程的障碍。
31/63 的收件人（占 49%）回复，代表除了机构课程开发者之外的八个不同学科。在疫情之前，大多数项目都没有正式的远程医疗教学和临床经验。大多数受访者在 COVID 期间增加了远程医疗教学和临床实习，尽管很少有学校要求所有学生都这样做。
鉴于教师转向远程医疗的培训障碍，以及对医疗成本和患者满意度的潜在好处，需要对远程医疗教学的最佳实践进行更多的正式研究，为我们未来的医生做好准备。
