Telehealth Competencies: Training Physicians for a New Reality?
In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-12-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/12/1/93 |
| _version_ | 1797358800388227072 |
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| author | Ilian Cruz-Panesso Issam Tanoubi Pierre Drolet |
| author_facet | Ilian Cruz-Panesso Issam Tanoubi Pierre Drolet |
| author_sort | Ilian Cruz-Panesso |
| collection | DOAJ |
| description | In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration. |
| first_indexed | 2024-03-08T15:06:24Z |
| format | Article |
| id | doaj.art-76319cde61a24888bc16f36057aa770c |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-08T15:06:24Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Healthcare |
| spelling | doaj.art-76319cde61a24888bc16f36057aa770c2024-01-10T14:57:33ZengMDPI AGHealthcare2227-90322023-12-011219310.3390/healthcare12010093Telehealth Competencies: Training Physicians for a New Reality?Ilian Cruz-Panesso0Issam Tanoubi1Pierre Drolet2Medical Simulation Centre, Centre d’Apprentissage des Attitudes et Habiletés Cliniques (CAAHC), University of Montreal, Montreal, QC H3T 1J4, CanadaMedical Simulation Centre, Centre d’Apprentissage des Attitudes et Habiletés Cliniques (CAAHC), University of Montreal, Montreal, QC H3T 1J4, CanadaMedical Simulation Centre, Centre d’Apprentissage des Attitudes et Habiletés Cliniques (CAAHC), University of Montreal, Montreal, QC H3T 1J4, CanadaIn North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration.https://www.mdpi.com/2227-9032/12/1/93telehealthtelehealth competenciestelesimulation |
| spellingShingle | Ilian Cruz-Panesso Issam Tanoubi Pierre Drolet Telehealth Competencies: Training Physicians for a New Reality? Healthcare telehealth telehealth competencies telesimulation |
| title | Telehealth Competencies: Training Physicians for a New Reality? |
| title_full | Telehealth Competencies: Training Physicians for a New Reality? |
| title_fullStr | Telehealth Competencies: Training Physicians for a New Reality? |
| title_full_unstemmed | Telehealth Competencies: Training Physicians for a New Reality? |
| title_short | Telehealth Competencies: Training Physicians for a New Reality? |
| title_sort | telehealth competencies training physicians for a new reality |
| topic | telehealth telehealth competencies telesimulation |
| url | https://www.mdpi.com/2227-9032/12/1/93 |
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