RESUMO
In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration.
RESUMO
This article provides a road map, along with recommendations, for the adoption and implementation of telesimulation at a large scale. We provide tools for translating an in-presence simulation curriculum into a telesimulation curriculum using a combination off-the-shelf telecommunication platform. We also describe the roles and tasks that emerged within the simulation team when planning and delivering a telesimulation curriculum.
RESUMO
Este estudio presenta una revisión acerca de la utilización del Wisconsin Card Sorting Test en trastornos psiquiátricos, trastorno por déficit de atención con hiperactividad, autismo y vejez. Se revisaron más de 50 artículos publicados entre 1995 y 2005, en las bases de datos MEDLINE, ProQuest y EBSCO. Se seleccionaron y reseñaron 47 artículos. El 61.70 por ciento de los estudios incluyó el test en la evaluación del déficit atencional, el 19.15 por ciento en trastornos psiquiátricos, el 10.63 por ciento en autismo y el 8.51 por ciento en vejez. El 100 por ciento de los artículos presentó análisis de tipo cuantitativo, el 12.77 por ciento realizó variaciones en la aplicación del test (número de tarjetas o escenarios virtuales de aplicación). Nuestros hallazgos sugieren la necesidad de enriquecer los análisis cuantitativos con otros de carácter cualitativo.
This study presents a review about the uses of Wisconsin Card Sorting Test in psychiatry disorders, attention deficit hyperactivity disorder, autism and aging. We searched more than 50 articles in MEDLINE, ProQuest and EBSCO databases from 1995 to 2005. 47 articles were selected and reported. The test was included in 61.7 of the studies related to assessment in attention deficit hyperactivity disorder, 19.5 in psychiatry disorders, 10.63 in autism, and 8.51 in aging. 100 of the articles showed quantitative analyses, 12.77 exposed variations in the application of the test (number of cards or virtual sceneries applications). Our findings suggest the needed to complement the quantitative analyses with qualitative analyses.