Accepted for/Published in: JMIR Medical Education
Date Submitted: May 14, 2021
Open Peer Review Period: May 14, 2021 - Jul 9, 2021
Date Accepted: Sep 20, 2021
Date Submitted to PubMed: Dec 23, 2021
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Simulation-based teaching of telemedicine for future users of teleconsultation and tele-expertise: Feasibility study
ABSTRACT
Background:
Healthcare professionals are increasingly required to include telemedicine in their daily practices in the context of increasing willingness by medical establishments to treat aging populations and the development and acceptance of communication technologies. Despite this, there is a lack of specialized training, which could be remedied by simulation-based learning.
Objective:
We aimed to investigate whether simulation-based learning is suitable and effective in teaching telemedicine practices, and if so, under what conditions. We also aimed to investigate whether simulation training could respond to the particular needs of staff who are involved in a telemedicine project.
Methods:
We observed 5 telemedicine training sessions in a simulation laboratory at the University of Franche-Comté, involving a total of 29 participants. We assessed the effectiveness of the simulation-based training by evaluating the participants' understanding of the possibilities of telemedicine in their daily practices.
Results:
The participants' feedback on the training sessions was extremely positive, with the majority of participants recognizing the effectiveness of first-hand experience in improving their understanding of the advantages and disadvantages of telemedicine. A small minority remained hesitant about putting telemedicine into practice in a real-life situation.
Conclusions:
Telemedicine, particularly teleconsultation, is a source of concern for many healthcare professionals. A major advantage of teaching in a simulation laboratory is that it allows the participants to tackle their questions head-on by experiencing the reality of telemedicine in a secure environment. This means that they have a fuller picture of telemedicine, and are better able to envisage using it in practice.
Citation
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.