Scandiffio Jillian, Zhang Melody, Karsan Inaara, Charow Rebecca, Anderson Melanie, Salhia Mohammad, Wiljer David
University Health Network, Toronto, ON, Canada.
Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.
Digit Health. 2024 Mar 7;10:20552076241238075. doi: 10.1177/20552076241238075. eCollection 2024 Jan-Dec.
Mentoring and coaching practices have supported the career and skill development of healthcare professionals (HCPs); however, their role in digital technology adoption and implementation for HCPs is unknown. The objective of this scoping review was to summarize information on healthcare education programs that have integrated mentoring or coaching as a key component.
The search strategy and keyword searches were developed by the project team and a research librarian. A two-stage screening process consisting of a title/abstract scan and a full-text review was conducted by two independent reviewers to determine study eligibility. Articles were included if they: (1) discussed the mentoring and/or coaching of HCPs on digital technology, including artificial intelligence, (2) described a population of HCPs at any stage of their career, and (3) were published in English.
A total of 9473 unique citations were screened, identifying 19 eligible articles. 11 articles described mentoring and/or coaching programs for digital technology adoption, while eigth described mentoring and/or coaching for digital technology implementation. Program participants represented a diverse range of industries (i.e., clinical, academic, education, business, and information technology). Digital technologies taught within programs included electronic health records (EHRs), ultrasound imaging, digital health informatics, and computer skills.
This review provided a summary of the role of mentoring and/or coaching practices within digital technology education for HCPs. Future training initiatives for HCPs should consider appropriate resources, program design, mentor-learner relationship, security concerns and setting clear expectations for program participants. Future research could explore mentor/coach characteristics that would facilitate successful skill transfer.
指导和辅导实践有助于医疗保健专业人员（HCPs）的职业发展和技能提升；然而，它们在HCPs采用和实施数字技术方面的作用尚不清楚。本范围综述的目的是总结将指导或辅导作为关键组成部分的医疗保健教育项目的相关信息。
项目团队和一名研究馆员制定了搜索策略和关键词搜索。由两名独立评审员进行两阶段筛选过程，包括标题/摘要扫描和全文评审，以确定研究的合格性。如果文章符合以下条件则被纳入：（1）讨论了HCPs在数字技术（包括人工智能）方面的指导和/或辅导，（2）描述了处于职业生涯任何阶段的HCPs群体，（3）以英文发表。
共筛选了9473条独特的引文，确定了19篇符合条件的文章。11篇文章描述了数字技术采用的指导和/或辅导项目，而8篇描述了数字技术实施的指导和/或辅导。项目参与者代表了各种行业（即临床、学术、教育、商业和信息技术）。项目中教授的数字技术包括电子健康记录（EHRs）、超声成像、数字健康信息学和计算机技能。
本综述总结了指导和/或辅导实践在HCPs数字技术教育中的作用。未来针对HCPs的培训计划应考虑适当的资源、项目设计、导师与学习者的关系、安全问题以及为项目参与者设定明确的期望。未来的研究可以探索有助于成功技能转移的导师/教练特征。
