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Related Experiment Video

Updated: Jun 11, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Bridging the Telehealth Digital Divide With Collegiate Navigators: Mixed Methods Evaluation Study of a

Zakaria Nadeem Doueiri1, Rika Bajra2, Malathi Srinivasan2

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JMIR Medical Education
|October 1, 2024
PubMed
Summary

The Stanford Technology Access Resource Team (START) program successfully improved digital health access for 78.7% of patients needing support. Students gained valuable insights into health disparities and technology access barriers.

Keywords:
access to carecollegiate navigatorcommunity engagementdigital dividedigital healthdigital literacyeducationexperimentalhealth disparitieshealth equitymedical educationmobile phonequalitative analysisservice learningsocial determinants of healthstudenttechnologytelehealthtelemedicinevalue-added medical educationvulnerable populations

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Area of Science:

  • Health Informatics
  • Digital Health Equity
  • Medical Education

Background:

  • Limited digital literacy poses a significant barrier for vulnerable patient populations seeking healthcare services.
  • The digital divide in healthcare limits access to essential services like electronic medical records and telehealth.
  • Addressing social determinants of health is crucial for equitable healthcare delivery.

Purpose of the Study:

  • To evaluate the effectiveness of the Stanford Technology Access Resource Team (START) program in bridging the telehealth digital divide.
  • To assess the impact of student-led technical support on patient access to electronic medical records (EMRs) and video visits.
  • To understand student learning regarding social determinants of health and health disparities.

Main Methods:

  • The START program trained students to provide hands-on technical assistance to patients.
  • Students engaged with 1185 patients from academic medical centers and a federally qualified health center.
  • Patient outcomes measured by EMR enrollment and video visit setup; student outcomes by reflective analysis.

Main Results:

  • START students provided support to 141 patients requesting technical assistance, successfully enabling EMR accounts and video visits for 78.7% (111/141).
  • Patient feedback indicated high satisfaction, with 94.7% finding students helpful and 73.7% successfully connecting digitally with providers.
  • Barriers to access included lack of Wi-Fi/devices, absence of interpreters, and disabilities impacting video use.

Conclusions:

  • The START program effectively improved telehealth access for a significant majority of patients seeking assistance.
  • Student participants reported an enhanced understanding of health disparities and social determinants of health, influencing career aspirations.