Harada Nancy D, Falco Kimberly, Bowman Marjorie, Byrne John M
U.S. Department of Veterans Affairs, Office of Academic Affiliations, University of California, Los Angeles, David Geffen School of Medicine, 810 Vermont Ave NW, Washington, D.C, 20420, USA.
U.S. Department of Veterans Affairs, Office of Academic Affiliations, Nevada State University, School of Nursing, 810 Vermont Ave NW, Washington, D.C, 20420, USA.
BMC Med Educ. 2025 Feb 26;25(1):314. doi: 10.1186/s12909-025-06698-7.
Telehealth and virtual supervision practices in health professions clinical education has grown rapidly, including in the Department of Veterans Affairs (VA) which oversees the largest interprofessional training effort in the United States. Telehealth is the provision of healthcare that is provided remotely through telecommunication technology, and virtual supervision is clinical supervision of health professions trainees (HPTs) that occurs through telecommunication technology. In this study we evaluate participation in telehealth and virtual supervision for physician, nursing, and associated health HPTs, and describe prevalent themes concerning HPT perceptions of telehealth and virtual supervision.
The survey study cohort included 10,865 HPTs that responded to the VA Trainee Satisfaction Survey in Academic Year 2023 (between July 2022 to June 2023). Descriptive and bivariate analyses were conducted to evaluate participation rates by profession. Responses to the open-ended question within the survey were coded and summarized using rapid qualitative analysis methods.
Participation rates for telehealth and virtual supervision were: Associated health HPTs (47.2% telehealth, 33.8% virtual supervision), physician residents (31.1% telehealth, 21.5% virtual supervision), and nursing HPTs (22.9% telehealth, 21.5% virtual supervision) (p < .001). HPTs of all professions expressed positive views on their experiences, with profession-specific differences noted in location, frequency and depth of these practices.
Participation in telehealth and virtual supervision was common and well received by HPTs across multiple professions in VA. HPT responses suggest additional efforts are needed to refine profession-specific instructional methods tailored for defined educational needs and goals.
卫生专业临床教育中的远程医疗和虚拟督导实践发展迅速，包括在美国退伍军人事务部（VA），该部门负责监督美国最大规模的跨专业培训工作。远程医疗是通过电信技术远程提供医疗保健服务，虚拟督导是通过电信技术对卫生专业学员（HPT）进行临床督导。在本研究中，我们评估了医生、护士和相关卫生专业HPT参与远程医疗和虚拟督导的情况，并描述了有关HPT对远程医疗和虚拟督导认知的普遍主题。
调查研究队列包括10865名在2023学年（2022年7月至2023年6月）回复VA学员满意度调查的HPT。进行描述性和双变量分析以评估各专业的参与率。使用快速定性分析方法对调查中开放式问题的回答进行编码和总结。
远程医疗和虚拟督导的参与率分别为：相关卫生专业HPT（远程医疗47.2%，虚拟督导33.8%）、医生住院医师（远程医疗31.1%，虚拟督导21.5%）和护士HPT（远程医疗22.9%，虚拟督导21.5%）（p <.001）。所有专业的HPT对他们的经历都表达了积极的看法，在这些实践的地点、频率和深度方面存在专业差异。
在VA，多个专业的HPT参与远程医疗和虚拟督导很常见且受到好评。HPT的回答表明，需要做出更多努力来完善针对特定教育需求和目标量身定制的专业教学方法。
