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Background <p>Telemedicine has become an integral component of modern healthcare, enhancing access, efficiency, and continuity of care. Current medical curricula often lack structured telemedicine training, creating a gap between international advancements and educational needs. This study aimed to develop a contextually adapted telemedicine curriculum for undergraduate medical students, integrating global competencies with local priorities.</p> Methods <p>A qualitative study was conducted combining a targeted review of international telemedicine curricula with semi-structured interviews of 14 experts in clinical practice, medical education, and health IT. Data were analyzed using directed content analysis with iterative coding in MAXQDA. Two independent coders reviewed all transcripts, resolving discrepancies through consensus. Data collection continued until thematic saturation was reached.</p> Results <p>Three core domains emerged: (1) Learning objectives, emphasizing telemedicine’s role in healthcare delivery, professional competencies, and digital literacy; (2) Instructional strategies, highlighting blended learning, interactive case-based exercises, simulation-based teleconsultations, and interprofessional collaboration; and&#xa0;(3) Curricular content, encompassing legal and ethical frameworks, virtual communication skills, telehealth technologies, clinical applications across diverse patient populations, and preparedness for public health emergencies.</p> Conclusions <p>The proposed curriculum provides a contextually relevant yet globally aligned framework for telemedicine education. While it shows potential for scalability, pilot implementation and systematic evaluation are required to assess its effectiveness in enhancing student competencies and contributing to health system outcomes.</p>

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Developing a structured telemedicine curriculum for medical students: a qualitative study based on expert interviews

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月5日

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  • Sajad Moeini,
  • Mohammad Reza Honarvar,
  • Mehdi Aarabi,
  • Mohammad Javad Kabir,
  • Mohsen Aarabi

摘要

Background

Telemedicine has become an integral component of modern healthcare, enhancing access, efficiency, and continuity of care. Current medical curricula often lack structured telemedicine training, creating a gap between international advancements and educational needs. This study aimed to develop a contextually adapted telemedicine curriculum for undergraduate medical students, integrating global competencies with local priorities.

Methods

A qualitative study was conducted combining a targeted review of international telemedicine curricula with semi-structured interviews of 14 experts in clinical practice, medical education, and health IT. Data were analyzed using directed content analysis with iterative coding in MAXQDA. Two independent coders reviewed all transcripts, resolving discrepancies through consensus. Data collection continued until thematic saturation was reached.

Results

Three core domains emerged: (1) Learning objectives, emphasizing telemedicine’s role in healthcare delivery, professional competencies, and digital literacy; (2) Instructional strategies, highlighting blended learning, interactive case-based exercises, simulation-based teleconsultations, and interprofessional collaboration; and (3) Curricular content, encompassing legal and ethical frameworks, virtual communication skills, telehealth technologies, clinical applications across diverse patient populations, and preparedness for public health emergencies.

Conclusions

The proposed curriculum provides a contextually relevant yet globally aligned framework for telemedicine education. While it shows potential for scalability, pilot implementation and systematic evaluation are required to assess its effectiveness in enhancing student competencies and contributing to health system outcomes.