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Telemedicine and Medical Education in the Age of COVID-19.
Acad Med. 2020 12; 95(12):1838-1843.AM

Abstract

The COVID-19 pandemic has offered medical schools an opportunity to incorporate telemedicine training into the curricula in a timely and practical manner. Telemedicine has grown exponentially in the United States, and the shift toward remote care to align with social distancing guidelines is fueling this growth. Training medical students to deliver high-quality, secure, and personalized health care through telemedicine will prepare the next generation of physicians to conscientiously use these technologies and meet a growing need for telehealth services. Telemedicine-specific educational goals can be incorporated into curricula and integrated with existing clinical experiences to provide students with core telemedicine and clinical skills to prepare them for current and future pandemics. Medical educators could explore 5 major telemedicine domains: (1) access to care, (2) cost, (3) cost-effectiveness, (4) patient experience, and (5) clinician experience. Schools could use the following learning vehicles to help medical students explore these domains: (1) asynchronous lectures covering telehealth history; (2) discussions on applications, ethics, safety, etiquette, and patient considerations; (3) faculty-supervised standardized patient telehealth encounters; and (4) hands-on diagnostic or therapeutic procedures using telehealth equipment. Incorporating telemedicine into the medical school curriculum exposes students to the application of telemedicine across specialties as well as its limitations.

Authors+Show Affiliations

O. Jumreornvong is a third-year student, Icahn School of Medicine at Mount Sinai, New York, New York; ORCID: https://orcid.org/0000-0001-7327-9514.E. Yang is a fourth-year student, Icahn School of Medicine at Mount Sinai, New York, New York; ORCID: https://orcid.org/0000-0001-8966-9971.J. Race is a fourth-year student, Icahn School of Medicine at Mount Sinai, New York, New York; ORCID: https://orcid.org/0000-0001-9077-5085.J. Appel is assistant professor, Departments of Psychiatry and Medical Education, Icahn School of Medicine at Mount Sinai, New York, New York; ORCID: https://orcid.org/0000-0003-3523-9145.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

32889946

Citation

Jumreornvong, Oranicha, et al. "Telemedicine and Medical Education in the Age of COVID-19." Academic Medicine : Journal of the Association of American Medical Colleges, vol. 95, no. 12, 2020, pp. 1838-1843.
Jumreornvong O, Yang E, Race J, et al. Telemedicine and Medical Education in the Age of COVID-19. Acad Med. 2020;95(12):1838-1843.
Jumreornvong, O., Yang, E., Race, J., & Appel, J. (2020). Telemedicine and Medical Education in the Age of COVID-19. Academic Medicine : Journal of the Association of American Medical Colleges, 95(12), 1838-1843. https://doi.org/10.1097/ACM.0000000000003711
Jumreornvong O, et al. Telemedicine and Medical Education in the Age of COVID-19. Acad Med. 2020;95(12):1838-1843. PubMed PMID: 32889946.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Telemedicine and Medical Education in the Age of COVID-19. AU - Jumreornvong,Oranicha, AU - Yang,Emmy, AU - Race,Jasmine, AU - Appel,Jacob, PY - 2020/9/6/pubmed PY - 2020/12/15/medline PY - 2020/9/5/entrez SP - 1838 EP - 1843 JF - Academic medicine : journal of the Association of American Medical Colleges JO - Acad Med VL - 95 IS - 12 N2 - The COVID-19 pandemic has offered medical schools an opportunity to incorporate telemedicine training into the curricula in a timely and practical manner. Telemedicine has grown exponentially in the United States, and the shift toward remote care to align with social distancing guidelines is fueling this growth. Training medical students to deliver high-quality, secure, and personalized health care through telemedicine will prepare the next generation of physicians to conscientiously use these technologies and meet a growing need for telehealth services. Telemedicine-specific educational goals can be incorporated into curricula and integrated with existing clinical experiences to provide students with core telemedicine and clinical skills to prepare them for current and future pandemics. Medical educators could explore 5 major telemedicine domains: (1) access to care, (2) cost, (3) cost-effectiveness, (4) patient experience, and (5) clinician experience. Schools could use the following learning vehicles to help medical students explore these domains: (1) asynchronous lectures covering telehealth history; (2) discussions on applications, ethics, safety, etiquette, and patient considerations; (3) faculty-supervised standardized patient telehealth encounters; and (4) hands-on diagnostic or therapeutic procedures using telehealth equipment. Incorporating telemedicine into the medical school curriculum exposes students to the application of telemedicine across specialties as well as its limitations. SN - 1938-808X UR - https://www.unboundmedicine.com/medline/citation/32889946/Telemedicine_and_Medical_Education_in_the_Age_of_COVID_19_ L2 - https://doi.org/10.1097/ACM.0000000000003711 DB - PRIME DP - Unbound Medicine ER -