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An Interdisciplinary, Multi-Institution Telehealth Course for Third-Year Medical Students.

Christopher E Jonas1, Steven J Durning, Catherine Zebrowski

  • 1C.E. Jonas is associate professor of family medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland. S.J. Durning is professor of medicine and pathology and director, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland. C. Zebrowski is senior analyst for telehealth and metrics and analysis, Connected Health, Defense Health Agency, Silver Spring, Maryland. F. Cimino is assistant professor of family medicine, Department of Family Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

Academic Medicine : Journal of the Association of American Medical Colleges
|March 15, 2019
PubMed
Summary

Medical students received innovative telehealth training, showing a 10.1% knowledge increase. Most students plan to practice telehealth, highlighting the need for such training in medical education.

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Area of Science:

  • Medical Education
  • Health Informatics
  • Telemedicine

Background:

  • Physician telehealth adoption is limited by a lack of training, despite high patient satisfaction.
  • The American Medical Association advocates for telehealth to be a core medical student competency.
  • No comprehensive U.S. undergraduate curriculum for telehealth principles has been published.

Purpose of the Study:

  • To evaluate an innovative telehealth training experience for third-year medical students.
  • To assess the impact of telehealth training on medical students' knowledge and future practice intentions.

Main Methods:

  • A six-segment learner-centered course was developed and delivered by the Uniformed Services University of the Health Sciences (USU).
  • The course included pre/posttests, asynchronous lectures, in-person instruction, mock patient encounters, and hands-on equipment use.
  • The pilot involved 149 third-year medical students, incorporating interinstitutional and interprofessional collaboration.

Main Results:

  • Students demonstrated a 10.1% average improvement in telehealth knowledge from pre- to posttest.
  • Competency-based checklists and post-course feedback confirmed knowledge and skill acquisition.
  • 80% of participating students expressed intent to practice telehealth in the future.

Conclusions:

  • The telehealth training course was effective in improving medical students' knowledge and confidence.
  • The findings support the integration of telehealth training into undergraduate medical education.
  • USU plans to integrate telehealth into clinical rotations and share lessons learned with other institutions.