It\u2019s not just FaceTime: core competencies for the Medical Virtualist

Rahul Sharma,Michael Nochomovitz,Karina W Davidson,Sapir Nachum

doi:10.1186/s12245-019-0226-y

Rahul Sharma, Michael Nochomovitz + Show 2 more

Open Access

https://doi.org/10.1186/s12245-019-0226-y

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Abstract

New applications for virtual healthcare have resulted in an expansion of medical care beyond traditional healthcare settings. However, the rapid development of telemedicine as a field has resulted in poor standardization of the care provided through this new medium. The authors outline core competencies to be used in developing training programs for practicing physicians, medical students, and other clinicians using telemedicine as a medium for providing patient care. These competencies aim to provide a framework for defining a standard of care in telemedicine and the ultimate development of a certification in the field.

Highlights

Licensed medical professionals are trained for the conventional practice of medicine
Core competencies and curricula for medical virtualism have evolved from early adopters, but have been based on experiential learning
We recommend a formal investigation into the core competencies needed, the innovative education training and delivery systems to be used, and the learners who need this formal recognition of their competency

Summary

Background

The exponential growth in the use of digital devices and digital-savvy patients’ demand for convenience and cost savings is driving the adoption of and demand for virtual health ahead of the maturation of training and standards. Core competencies and curricula for medical virtualism have evolved from early adopters, but have been based on experiential learning It is incumbent on those at the edge of new technologies and services to share their experiences to advance a new field. Telehealth, or telemedicine has only recently entered the mainstream of medical practice, care delivery, and medical literature, with an explosion of recently presented concepts, use cases, and models of care [1, 2] This evolving practice broadly includes digital communication by clinicians, supported by homecare, emergency services, and remote monitoring. Healthcare as part of the required curriculum for all incoming medical students We anticipate that these competencies will serve as a framework for certification in the field of virtual care as an evolving discipline integrated into the care continuum

Main text

Conclusions and next steps