The rapid adoption of telehealth during the COVID-19 pandemic brought about a significant shift in healthcare delivery, particularly in Australia. Within months, over 90% of general practices embraced this new mode of consultation, with an estimated 21% of GP registrar consultations taking place via telehealth during 2020-21.
But here's where it gets controversial: the impact of telehealth on the education of GP registrars in training. A recent study by the RACGP's GP Training Research team, published in Medical Education, sheds light on this issue.
The research, based on interviews with registrars, supervisors, and medical educators, revealed that telehealth disrupted the usual learning environment. Registrars found it challenging to involve supervisors during consultations, opting instead to seek advice post-consultation. This delay concerned educators, as it reduced opportunities for immediate feedback.
And this is the part most people miss: the shift to telehealth also led to a decrease in in-person clinical education. Consultations became simpler, focusing on repeat prescriptions, certificates, and follow-ups, leaving less room for complex, hands-on learning.
Co-author Parker Magin highlights that these findings align with the ReCEnT project, which showed shorter consultation durations, less frequent supervisory assistance, and fewer problems addressed per consultation.
The study's authors emphasize that these lessons are not just relevant to Australia but also to other countries that have rapidly increased their use of telehealth. They argue that the "in-practice social space" of registrars' learning has been altered, and as telehealth continues to be utilized, there's a need for specific training to maximize registrar learning during consultations.
Dr. Linda Klein, the study's senior author and manager of RACGP's GP Training Research team, initiated this investigation in 2022. She believes that while telehealth offers benefits, it must be carefully considered, especially when training registrars. She suggests that first-year registrars might benefit more from in-person supervision initially.
Associate Professor James Brown, RACGP's Director of Medical Education, underscores the importance of practice-focused research during times of disruption, stating that this project has provided the necessary insights to maintain effective training despite major changes to the training environment.
So, what are your thoughts? Do you think the benefits of telehealth outweigh the challenges it poses to medical education? Share your opinions in the comments below!
