| Autor: |
Lesselroth B; University of Oklahoma-Tulsa, School of Community Medicine, USA.; School of Health Information Sciences, University of Victoria, Canada., Monkman H; University of Oklahoma-Tulsa, School of Community Medicine, USA.; School of Health Information Sciences, University of Victoria, Canada., Palmer R; MKP Creative, Chicago, Il, USA., Liew A; University of Oklahoma-Tulsa, School of Community Medicine, USA., Kendrick C; University of Oklahoma-Tulsa, School of Community Medicine, USA., Kollaja L; University of Oklahoma-Tulsa, School of Community Medicine, USA., Ijams S; University of Oklahoma-Tulsa, School of Community Medicine, USA., Homco J; University of Oklahoma-Tulsa, School of Community Medicine, USA., Soo E; University of Oklahoma-Tulsa, School of Community Medicine, USA., Foulks K; University of Oklahoma-Tulsa, School of Community Medicine, USA., Wen F; University of Oklahoma-Tulsa, School of Community Medicine, USA. |
| Abstrakt: |
Given the importance of telemedicine in improving healthcare access for underserved patients, professional students need experience using virtual clinical workflows. We developed an educational workshop with (1) readings, (2) a knowledge assessment test, (3) dermatology and teledermatology lectures, (5) a telemedicine simulation with a standardized patient, and (6) a debriefing session. The simulation included a "hybrid" workflow with live videoconferencing and store-and-forward image review. We measured student performance using three American Association of Medical Colleges (AAMC) Telemedicine Competencies for medical education. Ninety-eight medical and physician assistant students completed this workshop between 2021 and 2022, and 80% were entrustable or approaching entrustment in each competency. Some students struggled with data collection and technology use. Our results suggest that this workshop offers a practical and generalizable way to teach about multiple virtual workflows and strengthen students' telemedicine competencies. |
