Reply: Addressing the Surgical Training Gaps Caused by the COVID-19 Pandemic: An Opportunity for Implementing Standards for Remote Surgical Training

Abstract

Sir: We would like to thank Dr. Hamidian Jahromi et al. for their thoughtful and well-written commentary on our Viewpoint article.1 We strongly agree that the implementation of a texting-based distribution of educational materials by smartphones is an excellent way to enhance remote learning.2 Moreover, surgical videos, webinars, and surgical training software are also exceptional ways to maximize education for trainees. Lastly, we concur with the fact that the advantages of telemedicine, including decreased costs, increased access to underserved communities, and excellent satisfaction measures, have become more important than ever before during the coronavirus disease of 2019 pandemic. The relaxation of Health Insurance Portability and Accountability Act restrictions and the widespread utilization of videoconference platforms will likely lead to permanent changes in both surgical education and patient care. Wide implementation of the various telecommunication technologies will eventually lead to their acceptance by providers and patients and will lead to innovations in a variety of sectors in patient care and surgical education. While our original Viewpoint article focused on the promotion of current Web-based technologies to enhance distant learning objectives, Hamidian Jahromi et al. expanded the discussion to include the many benefits of telemedicine to patient care. Klaassen et al.2 differentiated telemedicine into three modalities: (1) consultation, (2) remote monitoring, and (3) remotely supervised treatment or training. Remote monitoring, such as the use of physiological sensors (diabetes management, remote cardiac monitoring, sleep apnea diagnostics, free flap perfusion surveillance,3 and so on), has revolutionized health care and improved patient care. While Hamidian Jahromi et al. highlighted many benefits to telemedicine appointments, challenges, such as concern for data security, lack of acceptance by health professionals and patients, and low user competence, are crucial to acknowledge.4 It is essential to utilize platforms such as this Journal to heighten awareness of the currently available technologies that are able to enrich surgical education and patient care. To this effect, we would also like to bring attention to some of the online resources available to help enhance the educational experience, as summarized by Ali et al.5 In addition, broadening our utilization and implementation of online communication platforms, with the goal of increasing research opportunities for aspiring plastic surgeons, may help to promote diversity, collaboration, and the process of publishing high-quality data to advance our field.6 Through this communication, we would also like to encourage medical education organizations such as the Accreditation Council for Graduate Medical Education to establish curriculum standards for remote surgical education. Factors such as consent processing and standards for image quality may be delineated in such guidelines. Moreover, our society would benefit greatly from maintaining an online peer-reviewed database with the latest resources, advances, and techniques for remote surgical learning. By implementing guidelines and encouraging the use of the myriad of ever-improving online communication platforms, we are optimistic that as telecommunication technologies advance, the quality of patient care and resident education will surely advance. DISCLOSURE The authors have no financial interests to declare in relation to the content of this communication. No funding was received for the creation of this work. James C. Yuen, M.D.Plastic Surgery DivisionDepartment of SurgeryUniversity of Arkansas for Medical SciencesLittle Rock, Ark. Santiago R. Gonzalez, M.D., M.P.H.Division of Plastic and Reconstructive SurgeryDepartment of SurgeryUniversity of California, San FranciscoSan Francisco, Calif.

Ähnliche Arbeiten