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Daniel A Ostrovsky,1 Mitchell T Heflin,2 Margaret T Bowers,3 Nicholas M Hudak,4 Erin R Leiman,5 Tracy Truong,6 Kathleen Waite7 1Departments of Internal Medicine and Pediatrics, Duke University, Durham, NC, USA; 2Department of Medicine, Duke University, Durham, NC, USA; 3Department of Cardiology, Duke University, Durham, NC, USA; 4Department of Family and Community Medicine, Duke University, Durham, NC, USA; 5Department of Emergency Medicine, Duke University, Durham, NC, USA; 6Department of Biostatistics and Bioinformatics, Duke University, Durham, NC, USA; 7Department of Internal Medicine, Duke University, Durham, NC, USACorrespondence: Daniel A Ostrovsky, Email daniel.ostrovsky@duke.eduPurpose: Several national health profession organizations endorse or have developed competencies for telehealth, yet there is no standardized curriculum for teaching telehealth to health professions students. Additionally, implementing telehealth curricula is challenging due to limited curricular space and differing needs of various health profession programs. We describe the development, implementation, and pilot assessment of an online, modular telehealth curriculum for health professions students.Methods: An online, modular telehealth curriculum for health professions students was developed in 2021– 2022. Nine modules were created, focusing on the logistics of performing a telehealth visit and system-based virtual assessments. In academic year 2022– 2023, course directors from the Duke doctor of medicine (MD), physician assistant (PA), and nurse practitioner (NP) programs utilized modules in their courses. For modules taken, students were surveyed and self-assessed their confidence, knowledge gained, and likelihood of utilizing the telehealth skills taught in the module(s).Results: During the 2022– 2023 academic year, MD, NP, and PA students at Duke participated in one or more of the telehealth modules in an existing course. The median responses to self-assessed confidence questions for all health profession students to be in the “moderately” or “very confident” range. Similarly, students reported a median response of “moderate knowledge gained” for each module taken. NP students reported slightly lower levels of confidence and likelihood of utilizing telehealth skills than other professions. No other significant differences in the remainder of responses were observed between health professions.Conclusion: Exposure of health professions students to telehealth through utilization of online, interactive modules may result in increased telehealth skill confidence and knowledge, and furthermore, a belief that they will utilize these skills in future practice. Larger scale implementation of the telehealth curriculum and development of outcome measures which assess clinical application of skills conveyed will provide more information about the efficacy of the curriculum.Keywords: interprofessional education, web-based education, asynchronous education, curricula innovation |
