Browsing by Subject "Scoping Review"

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    Formación en telemedicina en la educación médica depregrado: Una revisión sistemática exploratoria
    (Universidad de Murcia : servicio de publicaciones, 2026) David Alejandro Pérez Recabal; María Teresa Ruiz Pérez; Valentina Paz Vergara Villarroel; Álvaro Andrés Herrera Alcaíno; Catalina Ignacia Lobos Zárate; Sin departamento asociado
    Introduction: Telemedicine has established itself as a key tool in healthcare systems in the wake ofthe COVID-19 pandemic, creating a need to incorporate specific competencies into undergraduatemedical education. However, its integration into the curriculum is inconsistent and lackscomprehensive syntheses. Objective: To map the literature published between 2021 and 2026 ontelemedicine education for undergraduate medical students, identifying types of educationalinterventions, competencies addressed, assessment methods, trends, and knowledge gaps.Methods: A scoping review was conducted following the methodological framework of Arksey andO’Malley, the recommendations of Levac et al., and the guidelines of the Joanna Briggs Institute,reported in accordance with PRISMA-ScR. A systematic search was performed in PubMed, Scopus,Web of Science, and LILACS for the period January 2021–January 2026. Empirical and non-empirical studies related to telemedicine training in undergraduate medical education wereincluded. Selection was performed by independent reviewers. Data were extracted using a dataextraction matrix and synthesized descriptively and thematically. Results: A total of 35 studieswere included. The evidence reveals a heterogeneous level of curricular integration globally, with apredominance of studies from high-income countries. Educational interventions are primarilystructured around hybrid models that combine asynchronous learning, clinical simulation(including tele-OSCE), and supervised practice. The competencies most frequently addressed relateto virtual clinical communication and digital technical skills, while domains such as digitalprofessionalism and data security are underrepresented. Assessment methods rely predominantlyon perception surveys and self-confidence measures, with limited use of objective assessments.Significant gaps are identified, including a lack of curricular standardization, a scarcity oflongitudinal studies, and the absence of uniform competency frameworks. Conclusions:Telemedicine training in undergraduate medical education is an expanding field, with highvariability in its implementation and assessment. There is a need to move toward a more structuredcurricular integration, based on standardized competencies, with robust evaluation methodsadapted to different contexts. Future research should focus on longitudinal designs and theobjective assessment of the impact on clinical performance