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"Building the boat while sailing" - adapting towards telementoring literacy
Martien H Humblet1,2, Esmee M R Jacobs3, Godfrey Bagenda4
1Department of Pediatrics, Maastricht University Medical Centre, MosaKids Children's Hospital, Maastricht, the Netherlands. martien.humblet@mumc.nl.
BMC Medical Education
|June 14, 2026
Summary
Telementoring literacy, the adaptive capacity for virtual clinical training, was developed through enhanced awareness, refined feedback, and scaffolded complexity in a Point-of-Care Ultrasound program. This concept is crucial for effective telementoring implementation.
Area of Science:
- Medical Education Technology
- Digital Health Implementation
- Clinical Competency Development
Background:
- Telemedicine and telementoring are essential for modern healthcare, requiring new clinician skill sets.
- Telementoring offers remote expert guidance, potentially reducing global health disparities, but learning dynamics are unclear.
- This study investigates telementoring's impact on clinician competency using a theory-informed case study of a Point-of-Care Ultrasound (POCUS) program in a resource-limited setting.
Purpose of the Study:
- To explore how telementoring shapes clinician competency development in a real-world setting.
- To understand the adaptive learning trajectories of trainees and mentors in virtual clinical training.
- To identify factors influencing effective telementoring implementation for skill acquisition.
Main Methods:
- A design-based research approach was used in two Ugandan healthcare centers.
- Iterative design and evaluation of telementoring sessions followed initial in-person Point-of-Care Ultrasound (POCUS) training for 24 clinicians.
- Data collection involved field notes, observations, and interviews with trainees, department heads, and mentors, analyzed using reflexive thematic analysis.
Main Results:
- Clinician trainees and mentors exhibited adaptive learning trajectories, described as 'building a boat while sailing'.
- Adaptive capacity was enhanced through improved situational/socio-cultural awareness, refined feedback/mentorship, and scaffolded technological/task complexities.
- Telementoring showed limitations in adaptability and competency development concerning task complexity.
Conclusions:
- Introduced 'telementoring literacy': the adaptive capacity of clinicians to engage effectively in telementored training and care.
- Refining telementoring literacy components can improve implementation across diverse settings.
- This concept is vital for optimizing virtual clinical education and patient care delivery.
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