Hoffman Bryn, Braund Heather, McKeown Sandra, Dalgarno Nancy, Godfrey Christina, Appireddy Ramana
Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada.
School of Medicine, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada.
JBI Evid Synth. 2022 Dec 1;20(12):3045-3057. doi: 10.11124/JBIES-21-00481.
The objective of this review is to synthesize and appraise the available research on educational strategies required to prepare medical learners for engaging in telemedicine and virtual care.
The COVID-19 pandemic has resulted in significant uptake of virtual care and telemedicine, highlighting the growing need for health care organizations and medical institutions to support physicians and learners navigating this new model of health care delivery, clinical learning, and assessment. Developing a better understanding of how best to prepare medical trainees across the continuum of undergraduate, postgraduate, and continuing professional development to engage in virtual care is critical in ensuring our continued ability to meet educational mandates and provide ambulatory care that is safe, efficient, and timely.
Eligible studies will include medical learners who receive education on how to deliver telemedicine. The quantitative component of the review will compare learners exposed to educational interventions with learners not exposed to an intervention, or to a different intervention. Outcomes will include competencies in telemedicine delivery, knowledge, and behaviors. The qualitative component of the review will explore learners' experiences with the delivery of educational strategies that address telemedicine.
Embase, MEDLINE, Evidence-Based Medicine Reviews: Cochrane Central Register of Controlled Trials, Web of Science Core Collection, Education Source, and ProQuest Dissertations and Theses Global will be searched to identify published and unpublished studies. No date or language restrictions will be applied. This systematic review will be conducted in accordance with the JBI methodology for mixed methods systematic reviews using a convergent segregated approach. Titles and abstracts of potential studies will be screened, and potentially relevant studies will undergo full-text review for eligibility and critical appraisal of the study methodology. Data will be extracted from those studies selected for inclusion. Findings will be described relating to the effectiveness of educational curricula, initiatives, and best practices in trainee engagement in telemedicine and virtual care.
PROSPERO CRD42021264332.
本综述的目的是综合和评估关于使医学学习者为参与远程医疗和虚拟护理做好准备所需的教育策略的现有研究。
新冠疫情导致虚拟护理和远程医疗的大量采用，凸显了医疗保健组织和医疗机构越来越需要支持医生和学习者应对这种新的医疗服务、临床学习和评估模式。更好地理解如何最好地让本科、研究生和继续职业发展各阶段的医学实习生参与虚拟护理，对于确保我们持续满足教育要求并提供安全、高效和及时的门诊护理的能力至关重要。
符合条件的研究将包括接受过如何提供远程医疗教育的医学学习者。综述的定量部分将比较接受教育干预的学习者与未接受干预或接受不同干预的学习者。结果将包括远程医疗服务能力、知识和行为。综述的定性部分将探讨学习者在实施针对远程医疗的教育策略方面的经历。
将检索Embase、MEDLINE、循证医学综述：Cochrane对照试验中心注册库、科学网核心合集、教育资源库以及ProQuest全球学位论文和博硕士论文数据库，以识别已发表和未发表的研究。不设日期或语言限制。本系统综述将按照JBI混合方法系统综述方法，采用收敛性分离法进行。将筛选潜在研究的标题和摘要，对可能相关的研究进行全文审查，以确定其是否符合纳入标准并对研究方法进行批判性评估。将从选定纳入的研究中提取数据。将描述有关教育课程、举措以及实习生参与远程医疗和虚拟护理的最佳实践的有效性的研究结果。
PROSPERO CRD42021264332。
