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How to incorporate learners in telehealth encounters
Telehealth use increased significantly over the last year due to the COVID-19 pandemic, and its success promises long-term incorporation into health care delivery. In the physical clinical environment, the participation of students and trainees is an established part of the workflow. However, such workflows are not yet well established for telehealth services. It can be challenging for clinicians—who themselves are learning this new way to provide care—to juggle technology and clinical duties and maintain a teaching role. Proper training and programmatic alignment to systematically include learners in telehealth encounters, as we would in other clinical encounters, will enable medical educators to leverage telehealth to foster competency development and assessment during clinical rotations and allow trainees to develop telehealth-specific skills.

Attend this American Medical Association webinar and be able to:
• Consider strategies to incorporate telehealth as a core element of the clinical curriculum at your institution
• Describe the typical flow of a telemedicine encounter and points at which learners can be engaged, taught and assessed
• Discuss key faculty development needs to promote active teaching, including assessment and feedback, during such encounters


Heather Billings, PhD
Director, faculty development
Assistant professor, medical education
Mayo Clinic College of Medicine and Science

Julian Genkins, MD
Fellow, clinical informatics
Department of Medicine
Stanford University

Vimal Mishra, MD
Director, digital health, AMA
Associate professor, medicine
Medical director, telehealth and informatics, VCU Health

Richard Van Eck, PhD
Monson Endowed Chair for Medical Education
Associate dean, teaching and learning
University of North Dakota School of Medicine and Health Sciences


Maya M. Hammoud, MD, MBA
Senior adviser, medical education innovation


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