ArticleJournal of medical education and curricular development
A Mixed Methods Evaluation Finds Virtual Training Among Health Professions Education Trainees and Supervisors as Effective as In-Person Training.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
Funding
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Abstract
Objectives: The COVID-19 pandemic led to a rapid adoption of telehealth technologies, particularly in terms of treatment delivery and trainee education. Prior work has found that virtual training (in which supervisors and trainees are not co-located and interact via virtual communication platforms) is well-received and supports effective supervisor/trainee working relationships. However, there is limited assessment of the effectiveness of virtual training in supporting clinical skill development or working relationships. Given the growing adoption of telehealth in health professional education, an evaluation was conducted in collaboration with the Clinical Resource Hubs (CRH), a national telehealth program within the Veterans Health Administration (VHA) offering clinical training opportunities within a virtual work environment. Methods: Survey instruments were developed and administered to CRH trainees and supervisors. Information was collected related to trainee and supervisor demographics, CRH training experiences, perceived quality of training and supervision, supervisor/trainee relationships, and perspectives on virtual training. Results: Trainees and supervisors perceived virtual supervisor/trainee interactions to be equivalent or superior to in-person interactions in supporting the development of clinical competencies and experienced effective supervisory working relationships in a virtual environment. Trainees and supervisors differed in their preferences for virtual versus in-person training and views on the ideal combination of these modalities to support skill development. Conclusion: Results suggest that virtual supervisor/trainee interactions can effectively support trainee clinical skill development and effective supervisor/trainee relationships. For many aspects of training, virtual training for health profession trainees within large healthcare settings can provide an effective experience that is an acceptable and viable alternative to in-person training.
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