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Advisor: John McAna, Jefferson College of Population Health, Jefferson University, Philadelphia, PA


Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the healthcare environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing healthcare expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States in order to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. A mixed-methods review was performed, starting with a literature review via SCOPUS and an outreach effort utilizing telemedicine curriculum data gathered by the LCME. This outreach included seventy institutions and yielded seven interviews, four peer-reviewed research papers, six online documents, and three completed survey responses. This review found that some medical schools are incorporating telemedicine training into undergraduate medical education in a variety of creative ways, ranging from standardized patient encounters to didactic-based lessons to telemedicine clerkships and rotations. However, many medical schools still remain to benefit from incorporating telemedicine competencies into their curricula in a meaningful measure. As telemedicine continues to expand in the United States, undergraduate medical education will serve as an important training point for training future physicians to be effective healthcare providers through telemedical technology.

Presentation: 9:40