Table_1_Building Virtual Health Training Tools for Residents: A Design Thinking Approach.DOCX

The COVID-19 pandemic drove a rapid transition to virtual care experiences for graduate medical trainees. Core training competencies have expanded to incorporate virtual contexts, however there is limited knowledge of the optimal design of virtual care training tools for learners. In this study, we describe the application of a Design Thinking approach to the identification and co-design of novel training tools to support residents and precepting attending physicians in virtual ambulatory care practice. We applied the model of “Empathize, Define, Ideate, Prototype, and Test” via a mixed methods approach to (1) explore the needs, preferences, and concerns of Internal Medicine residents and outpatient precepting attendings regarding virtual ambulatory care training environments, and (2) evaluate, prototype, and test potential training tools. Eleven residents and eight attending physicians participated. Identified learner needs and problem areas included: improving virtual visit technical skills; acquiring virtual communication skills; adapting to the loss of shared in-person learning space and optimizing virtual learning environments; remediating non-virtual procedural competencies; and educating on new documentation requirements. Key solution areas included: virtual precepting support tools; digital information and education dissemination tools; and strategies for management of technical issues. Several prototypes were proposed, with a single tool (a virtual preceptor tip sheet) deployed in clinical practice. Residents found the workshop program improved their understanding of Design Thinking and its relevance to healthcare. Ultimately, Design Thinking can be deployed to engage medical trainees and precepting attendings in the effective development of novel educational tools for the virtual care learning environment.

COVID-19疫情加速了研究生医学实习生向虚拟护理体验的快速转变。核心培训能力已扩展至融入虚拟环境，然而关于为学习者设计虚拟护理培训工具的优化方案，知识尚显匮乏。在本研究中，我们通过设计思维方法对新型培训工具的识别与共同设计进行了阐述，旨在支持住院医师和带教医师在虚拟门诊护理实践中的工作。我们采用“同理心、定义、创意、原型设计、测试”的模型，通过混合方法研究，旨在（1）探讨内科住院医师和门诊带教医师对虚拟门诊护理培训环境的需求、偏好和关切，以及（2）评估、原型设计和测试潜在培训工具。共有11名住院医师和8名带教医师参与。识别出的学习者需求和问题领域包括：提高虚拟会诊的技术技能；获取虚拟沟通技能；适应失去面对面学习空间并优化虚拟学习环境；补救非虚拟操作能力；以及对新文档要求的教育。关键解决方案领域包括：虚拟带教支持工具；数字信息和教育传播工具；以及技术问题管理策略。提出了多个原型，并在临床实践中部署了一个单一工具（虚拟带教提示单）。住院医师发现，研讨会项目提高了他们对设计思维及其在医疗保健中的相关性的理解。最终，设计思维可以应用于激发医学实习生和带教医师参与虚拟护理学习环境新型教育工具的有效开发。