NDLI: Teaching telehealth consultation skills.

Please wait, while we are loading the content...

Year: 2017 Volume: 14

Year: 2016 Volume: 13

Year: 2016 Volume: 13 Issue: 6

Year: 2016 Volume: 13 Issue: 5

Year: 2016 Volume: 13 Issue: 4

Year: 2016 Volume: 13 Issue: 3

Year: 2016 Volume: 13 Issue: 2

Recruitment and retention of junior clinical teachers.

Confessions of a clinical teaching fellow.

Bedside teaching: specialists versus non-specialists.

Teaching telehealth consultation skills.

The PAUL Suit(©) : an experience of ageing.

Expanding aged care clinical education.

Test anxiety and United States Medical Licensing Examination scores.

Teaching the breast examination using critiques.

What kind of doctor would you like me to be?

Role-play as a learning modality in Pakistan.

Learning in underserved UK areas: a novel approach.

Exploring the potential of sequential simulation.

Role modelling in medical education: the importance of teaching skills.

The challenge of authenticity for medical students.

Empathy and the clinical teacher.

Developing and implementing a patient safety curriculum.

Integrating paediatrics into student assistantships.

Interprofessional mentorship for final-year medical students.

Response to Ten steps to health professional education research.

Year: 2016 Volume: 13 Issue: 1

Year: 2015 Volume: 12

Year: 2014 Volume: 11

Year: 2013 Volume: 10

Year: 2012 Volume: 9

Year: 2011 Volume: 8

Year: 2010 Volume: 7

Teaching telehealth consultation skills.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Rienits, Helen Teuss, Greg Bonney, Andrew
Description	Country affiliation: Australia Author Affiliation: Rienits H ( Graduate School of Medicine, University of Wollongong, New South Wales, Australia.); Teuss G ( Graduate School of Medicine, University of Wollongong, New South Wales, Australia.); Bonney A ( Graduate School of Medicine, University of Wollongong, New South Wales, Australia.)
Abstract	BACKGROUND: Although teleconsultations have been used for many years in Australia, there has been a recent increase following new government incentives. There is a paucity of literature on enabling medical students to acquire the relevant skills. With a focus on equipping students for practice in rural and remote areas, our medical school has developed an innovative clinical skills lesson to prepare our students for their rural practice placements. METHODS: This lesson was delivered to all students in their third year of training in small groups to enable interactive learning. The objectives of the lesson were to familiarise students with: the various methods of conducting teleconsultations currently in use; the legal and ethical considerations; the technical and procedural issues; and the barriers and benefits for patients and doctors. Students rotated through four different stations over 2 hours and the lesson was evaluated using a student survey. RESULTS: Medical students self-reported statistically significant improvements in understanding the issues and procedures, and in confidence in conducting a telehealth consultation. DISCUSSION: Analysis of the results and student comments demonstrated that students recognise the value of telemedicine learning, and benefit from formal teaching on all aspects of telemedicine, including technology, ethics and protocols. Interestingly, the students found the opportunity to discuss areas such as the ethics of, and barriers to, the use of teleconsultations to be the most challenging and helpful of all of the stations. There is a paucity of literature on enabling medical students to acquire the relevant [teleconsultation] skills.
File Format	HTM / HTML
ISSN	17434971
Issue Number	2
Journal	The Clinical Teacher
Volume Number	13
e-ISSN	1743498X
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2016-04-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Clinical Competence
Content Type	Text
Resource Type	Article
Subject	Medicine Review and Exam Preparation

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in