This document discusses teaching and learning telepractice, which is the delivery of healthcare via videoconferencing. It identifies some challenges and opportunities in implementing telepractice curriculum for health professional education. The document defines telepractice and provides learning objectives around discussing telepractice competency, identifying barriers and facilitators, and distinguishing telepractice from telesupervision. Key points discussed include the need to teach telepractice competencies to learners to ensure they can integrate technology into healthcare practice and the importance of clinical teachers incorporating these competencies into learners' clinical education experiences.

1. Teaching & Learning Telepractice:
Challenges and Opportunities
Muster PeArLs
October 29, 2014

2. Faculty/Presenter Disclosure
• Faculty: Sue Berry, Lee Rysdale,
Marion Briggs
• Relationships with commercial
interests:
– We have no conflict of interest to
declare regarding relationship
with commercial interests

3. Learning Objectives
• To discuss telepractice competency in health
professional education, training and continuing
professional development.
• To identify barriers and facilitators in the
implementation of telepractice curriculum in
these various contexts.
• To distinguish the similarities and differences
between telepractice and telesupervision.

4. Defining Tele-Practice
• Telepractice or telemedicine is the delivery of
health care and exchange of health information
over distances including diagnosis, treatment and
prevention of disease, continuing education of
health care providers and consumers, and
research and evaluation
Using Videoconferencing in Practice: NOSM
Health Sciences Competency Checklist
http://www.nosm.ca/uploadedFiles/Educati
on/Health_Sciences_and_Interprofessional_
Education/Preceptor_Resources/VC%20Impl
ementation%20Toolkit_Appendix%20D_Com
petency%20Checklist_Aug2014_final(1).pdf

5. Where is NOSM?
nosmsp2020.ca

6. Learners of Tele-Practice
• Access and equity of health care
• Teaching competencies during pre-licensure
to ensure their confidence and
abilities to integrate technology into their
health care practice
• Clinical teachers integrating these
competencies into the learners’ clinical
education experiences

7. Technology-mediated
clinical practice
1. Using the selected competency checklist,
what are 2 key tele-practice competencies
that learners must demonstrate during
their professional training in a rural setting?
2. What barriers do you forsee?

8. Technology-mediated
preceptorship
1. What do you forsee as a limitation(s) in
applying telesupervision for learners? How
could you resolve these barriers?