Résumés
Abstract
The pandemic has led to further the importance of telemedicine, teleconsultation and technology as essential components for delivering of care in all settings. Prior to the pandemic, the instruction surrounding the safe delivery of virtual care in undergraduate medical education was sparse and informal. For care to be delivered to the high standards expected of Canadian physicians, the University of Ottawa undergraduate medical program (UGME) made the decision to define virtual care as a series of tools to facilitate and support the safe delivery of care. By focusing on virtual care as a set of tools, it provides the framework for skill development for future clinicians early in their careers and provides a critical thinking pathway to support the ever-evolving landscape of digital technology in the provision of safe, effective, timely and patient-centered care. This white paper shares our experience creating a virtual care curriculum and the possible implications for medical education.
Résumé
La pandémie a fait ressortir l’importance de la télémédecine, de la téléconsultation et de la technologie comme éléments essentiels de la prestation des soins de santé, et ce, dans tous les contextes. Avant la crise sanitaire, la prestation sécuritaire de soins virtuels n’était abordée que rarement et de façon informelle dans la formation de premier cycle. Pour garantir le respect des normes élevées en matière de prestation de soins auxquelles sont assujettis les médecins canadiens, le programme de formation prédoctorale de l’Université d’Ottawa a pris la décision de définir les soins virtuels comme une série d’outils destinés à faciliter et à appuyer la prestation sécuritaire des soins. En considérant les soins virtuels comme une série d’outils, il trace un cadre pour le développement des compétences des futurs cliniciens en début de carrière ainsi qu’une voie de réflexion critique pour accompagner l’évolution continue du numérique dans la prestation de soins sûrs, efficaces, opportuns et centrés sur le patient. Cet article présente notre expérience de la création d’un programme d’études en soins virtuels et ses implications potentielles pour l’éducation médicale.
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