Presentation Description
Martin Klasen
Lina Vogt, Tobias Martin, Andreas Follmann, Michael Czaplik and Sasa Sopka
Background
Over the past years, telemedicine has become increasingly important in everyday clinical practice. In Germany, however, this is not reflected in the curricula for students of human medicine, who currently receive little or no training in telemedicine. Thus, there is a need for the development of a targeted telemedicine curriculum for medical students.
Summary of work
Aim of the present study was to assess relevant learning goals for a telemedicine curriculum for medical students in Germany. For this purpose, we collected expert assessments on the topic in a group concept mapping (GCM) study. Briefly, GCM is a mixed methods approach that combines qualitative data collection with quantitative analysis (Jackson & Trochim, 2002; Kane & Trochim, 2007; Rosas & Kane, 2012). GCM allows for a collection of statements and their clustering into thematic fields, as well as for rating them according to their importance and ease of implementation.
Results
In total, the expert group identified 47 relevant learning goals for the curriculum, which could be clustered into 6 thematic domains (Basics of telemedicine; Implementation of telemedicine; Legal principles; Communication in telemedicine; Application of technology; Technological principles). The more important a learning goal was perceived, the easier the perceived implementation.
In total, the expert group identified 47 relevant learning goals for the curriculum, which could be clustered into 6 thematic domains (Basics of telemedicine; Implementation of telemedicine; Legal principles; Communication in telemedicine; Application of technology; Technological principles). The more important a learning goal was perceived, the easier the perceived implementation.
Discussion
The identified domains and their learning goals cover theoretical knowledge as well as practical skills. Whereas the content of some domains seems to be universal (e.g., Basics of telemedicine), the content of others may depend more on local circumstances (e.g., Legal principles).
Conclusions
The study results can form the basis for a telemedicine curriculum for students of human medicine. Congruent ratings for importance and ease of implementation may guide the process by showing domains that should be prioritized.
The study results can form the basis for a telemedicine curriculum for students of human medicine. Congruent ratings for importance and ease of implementation may guide the process by showing domains that should be prioritized.
References (maximum three)
Jackson KM, Trochim WMK. Concept Mapping as an Alternative Approach for the Analysis of Open-Ended Survey Responses. Organ Res Methods. 2002;5(4):307-336. doi:10.1177/109442802237114
Kane M, Trochim WMK. Concept Mapping for Planning and Evaluation. Thousand Oaks: SAGE Publications, Inc.; 2007. https://www.amazon.com/Concept-Mapping-Planning- Evaluation-Research/dp/1412940281.
Rosas SR, Kane M. Quality and rigor of the concept mapping methodology: A pooled study analysis. Eval Program Plann. 2012;35(2):236-245. doi:10.1016/j.evalprogplan.2011.10.003