Methods: Curriculum incorporated telemedicine content and simulation modules in 2 didactic and 2 practicum Psych/Mental Health courses, with identified goals and course outcomes. Information and resources regarding effective distance learning practices and course delivery was provided, and existing telemedicine departments at local facilities were contacted to establish opportunities hands-on clinical learning experiences. The courses were designed to provide didactic learning and practical experience to compare and contrast telemedicine with traditional healthcare services, identifying where it can be used, and learning best practices. Students need effective strategies to communicate with patients electronically. Content for these courses include differences between electronic and traditional encounters, such as how to conduct an encounter without the physical exam, and overviews of available health technologies. A field experience offered in the final course allowed students to apply learning to practice.
Due to the overwhelming demand for mental health care services in the U.S., assignments were targeted to simulate mental health care experiences for patients/families via telecommunications. This project was a dynamic process of curriculum revision to sustain training, allowing instruction to meet ever-evolving advances, supporting teaching and assessment of telemedicine knowledge, skills, and competencies, while providing state-of-the-art skills.
Results: Ongoing evaluation occurs during class activities at the Simulation Center, with instructor summative end-of-course reports. Faculty assess students using rubrics and student/faculty satisfaction include evaluations of technology interface; usability for assessment, education, nursing care, clinical measures, and care delivered via simulation.
Conclusion: As telemedicine evolves, healthcare providers must interact with this system. Formal education is thought to be the best way to teach how to approach challenges and opportunities in telemedicine. Students must navigate ethical and legal issues found with telemedicine, including HIPPA, licensing law restrictions, and malpractice. Revenue from telemedicine is projected to be 20-30 billion dollars by 2020, with more than 100 million distance appointments annually. Half of the hospitals in the U.S. use telemedicine, thus warranting telemedicine courses. Even though many of the graduates are “digital natives”, the practice of telemedicine may not be intuitive. (494/500)