Telemedicine Training in Undergraduate Medical Education: A Scoping Review.
Abstract
Introduction: Telemedicine has established itself as a key tool in healthcare systems in the wake of the COVID-19 pandemic, creating a need to incorporate specific competencies into undergraduate medical education. However, its integration into the curriculum is inconsistent and lacks comprehensive syntheses. Objective: To map the literature published between 2021 and 2026 on telemedicine education for undergraduate medical students, identifying types of educational interventions, competencies addressed, assessment methods, trends, and knowledge gaps. Methods: A scoping review was conducted following the methodological framework of Arksey and O’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 were included. Selection was performed by independent reviewers. Data were extracted using a data extraction matrix and synthesized descriptively and thematically. Results: A total of 35 studies were included. The evidence reveals a heterogeneous level of curricular integration globally, with a predominance of studies from high-income countries. Educational interventions are primarily structured around hybrid models that combine asynchronous learning, clinical simulation (including tele-OSCE), and supervised practice. The competencies most frequently addressed relate to virtual clinical communication and digital technical skills, while domains such as digital professionalism and data security are underrepresented. Assessment methods rely predominantly on perception surveys and self-confidence measures, with limited use of objective assessments. Significant gaps are identified, including a lack of curricular standardization, a scarcity of longitudinal studies, and the absence of uniform competency frameworks. Conclusions: Telemedicine training in undergraduate medical education is an expanding field, with high variability in its implementation and assessment. There is a need to move toward a more structured curricular integration, based on standardized competencies, with robust evaluation methods adapted to different contexts. Future research should focus on longitudinal designs and the objective assessment of the impact on clinical performance.
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