Telemedicine and remote training: the impact on obstetrics and gynaecology training

• Published in: The obstetrician & gynaecologist 2024-01, Vol.26 (1), p.44-50
• Main Authors: Murugesu, Sughashini, Saso, Srdjan, Barcroft, Jennifer, Visvanathan, Shankar, Bourne, Tom, Joash, Karen
• Format: Article
• Language: English
• Subjects: Clinical medicine; Gynecology; medical education; Obstetrics; remote learning; Supervision; Telemedicine; telementoring; telesimulation; Ultrasonic imaging
• ISSN: 1467-2561; 1744-4667
• DOI: 10.1111/tog.12908

Key content The use of telemedicine in obstetrics and gynaecology clinical practice increased significantly during the COVID‐19 pandemic. This article presents a framework to ensure training opportunities continue during telemedicine consultations, allowing trainees to develop their skills within the framework of telemedicine to optimise consultations and safe clinical practice. Remote teaching offers several advantages and disadvantages over face‐to‐face teaching. The value of each teaching method needs to be considered for the specific setting and the content tailored accordingly. Hybrid delivery is an option now that the infrastructure is in place. Telementoring includes remote supervision of clinics and expert review of, for example, colposcopy and ultrasound images. The technology is available for live‐stream remote supervision of ultrasound and surgery, allowing expert input out of hours or in geographically isolated areas. Telesimulation training can occur remotely and offers the possibility of remote assessment with artificial intelligence. The use of simulation technology may facilitate the standardisation of practical skills assessment in obstetrics and gynaecology. Learning objectives To consider a framework to ensure training opportunities and safe clinical practice during telemedicine consultations. To understand the range of remote training modalities available to improve accessibility to practical skills training and wider access to theoretical knowledge. Ethical issues How can we provide adequate supervision during telemedicine and is there an effect on patient safety? How can trainers and trainees optimise continuing postgraduate learning opportunities as telemedicine and telementoring are established in mainstream clinical practice?