Phone It In: A Medical Student Primer on Telemedicine Consultation in Pediatrics
Lauren M. McDaniel,
Matthew Molloy,
Daniel J. Hindman,
Suzanne R. Kochis,
W. Christopher Golden,
Amit K. Pahwa,
Tina Kumra
Affiliations
Lauren M. McDaniel
Chief Resident, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore
Matthew Molloy
Chief Resident, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore
Daniel J. Hindman
Assistant Professor, Departments of Medicine and Pediatrics, Johns Hopkins University School of Medicine Baltimore
Suzanne R. Kochis
Fellow in Allergy and Immunology, Division of Allergy and Immunology, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore
W. Christopher Golden
Associate Professor, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore; Medical Director, Newborn Nursery, Johns Hopkins University School of Medicine Baltimore; Director, Pediatric Core Clerkship, Johns Hopkins University School of Medicine Baltimore
Amit K. Pahwa
Assistant Professor, Departments of Medicine and Pediatrics, Johns Hopkins University School of Medicine Baltimore; Director of Internal Medicine Subinternship and Assistant Director of Pediatric Core Clerkship, Johns Hopkins University School of Medicine Baltimore
Tina Kumra
Assistant Professor, Department of Pediatrics, Johns Hopkins University School of Medicine Baltimore; Medical Director, Johns Hopkins Community Physicians at Remington; Clinical Director, Bloomberg School of Public Health, General Preventative Medicine Residency
Introduction Telephone triage requires a unique skillset that is not universally taught in medical school. This curriculum was developed to introduce third- and fourth-year medical students participating in their pediatrics core clerkship to the benefits, challenges, and mechanics of telephone triage. Methods After completing a presession textbook reading and listening to a brief lecture, students participated in two telephone role-play scenarios with parents. The exercise required students to recognize the differences in acuity level of patients and provide appropriate guidance, management, and disposition instructions. Following the session, students completed a telephone note. Students evaluated this curriculum at the completion of the clerkship. Results The majority of the 74 students who completed the 5-point Likert scale evaluation felt that the curriculum met its stated objectives (a score of 4 or 5 given by 82%), increased their knowledge (73%), engaged them (86%), and was of high quality (82%). Students specifically commented that the experience was useful, interactive, and applicable to their clerkship experience and future career. The most common area of constructive feedback was not understanding the purpose of a telephone note. Discussion This easily implemented curriculum provided a foundational experience in the nuances of triaging and managing pediatric patients via the telephone. This serves as an important framework to prepare students for more complex telemedicine technology.
