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<p>The rapid proliferation of telemedicine, accelerated by global demands for decentralized healthcare, necessitates a paradigm shift in medical education. Traditional clinical training models, centered on in-person encounters, are increasingly misaligned with the realities of modern practice. This literature review explored main evidence to critically examine the transformation of medical training through telemedicine simulation and direct remote patient consultations. Moving beyond a mere catalog of tools, this review introduces a novel conceptual framework that categorizes educational innovations into three domains: Technical Proficiency (mastery of virtual platforms and digital diagnostics), Relational Competence (cultivating patient rapport and practicing “webside manner” in a disembodied context), and Systemic Integration (navigating telehealth workflows, interprofessional collaboration, and digital equity considerations). Our investigation reveals that high-fidelity tele-simulation effectively bridges the theory-practice gap, fostering competency in a risk-mitigated environment, while supervised remote consultations provide indispensable authentic experience. However, significant challenges persist, including the standardization of assessment, the “digital divide” exacerbating health inequities, and variable institutional readiness across different economic contexts. By integrating global insights from high-resource and low-and-middle-income countries, this review highlights disparate yet convergent evolutionary paths in telemedicine training, underscoring the critical role of context-specific implementation. We conclude that the future of medical education lies in a hybrid, digitally-fluent curriculum. To this end, we propose a forward-looking research agenda focused on longitudinal outcomes, the development of validated competency frameworks for virtual care, and the ethical imperatives of training inclusive, globally-aware healthcare providers equipped for the digital age.</p> Graphical abstract <p></p>

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Transforming medical training through telemedicine simulation and remote consultations with innovations, challenges, and global insights: a literature review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月12日

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  • Soroush Taherkhani,
  • Aidin Shahrezaei,
  • Golsa Gholampour,
  • Lili Dashti,
  • Farinaz Nasirinezhad

摘要

The rapid proliferation of telemedicine, accelerated by global demands for decentralized healthcare, necessitates a paradigm shift in medical education. Traditional clinical training models, centered on in-person encounters, are increasingly misaligned with the realities of modern practice. This literature review explored main evidence to critically examine the transformation of medical training through telemedicine simulation and direct remote patient consultations. Moving beyond a mere catalog of tools, this review introduces a novel conceptual framework that categorizes educational innovations into three domains: Technical Proficiency (mastery of virtual platforms and digital diagnostics), Relational Competence (cultivating patient rapport and practicing “webside manner” in a disembodied context), and Systemic Integration (navigating telehealth workflows, interprofessional collaboration, and digital equity considerations). Our investigation reveals that high-fidelity tele-simulation effectively bridges the theory-practice gap, fostering competency in a risk-mitigated environment, while supervised remote consultations provide indispensable authentic experience. However, significant challenges persist, including the standardization of assessment, the “digital divide” exacerbating health inequities, and variable institutional readiness across different economic contexts. By integrating global insights from high-resource and low-and-middle-income countries, this review highlights disparate yet convergent evolutionary paths in telemedicine training, underscoring the critical role of context-specific implementation. We conclude that the future of medical education lies in a hybrid, digitally-fluent curriculum. To this end, we propose a forward-looking research agenda focused on longitudinal outcomes, the development of validated competency frameworks for virtual care, and the ethical imperatives of training inclusive, globally-aware healthcare providers equipped for the digital age.

Graphical abstract