Telemedicine education for medical students and residents worldwide: A scoping review protocol
6 affiliations
- 1Virginia Commonwealth University School of Medicine, Richmond, Virginia, United States of America
- 2University of California, San Francisco School of Medicine, San Francisco, California, United States of America
- 3College of Health Sciences, VinUniversity, Gia Lam, Hanoi, Vietnam
- 4Department of Surgery, Vietnam National Children’s Hospital, Dong Da, Hanoi, Vietnam
- 5The Royal College of Surgeons in Ireland and University College Dublin Malaysia Campus, George Town, Penang, Malaysia
- 6Innovations in Health Sciences, VinUniversity, Gia Lam, Hanoi, Vietnam
Abstract
Telemedicine has become an increasingly important component of contemporary health care delivery, yet its integration into undergraduate and graduate medical education remains variable and insufficiently standardized. Although individual studies have described telemedicine training initiatives, the literature remains fragmented across disciplines, learner groups, and geographic settings, limiting understanding of how telemedicine is taught, learned, assessed, and implemented for medical trainees worldwide. This scoping review aims to map the characteristics of telemedicine education for medical students enrolled in undergraduate or graduate entry physician training programs and for resident physicians, examine variation across learner groups, specialties, and geographic contexts, and identify reported implementation factors, barriers, facilitators, and evidence gaps. The review will follow Joanna Briggs Institute methodology for scoping reviews. A comprehensive search will be conducted in MEDLINE, Embase, the Cochrane Central Register of Controlled Trials, Education Resources Information Center, Web of Science, and the Cumulative Index to Nursing and Allied Health Literature, with additional studies identified through reference list screening of included articles. Two reviewers will independently screen titles, abstracts, and full-texts against predefined eligibility criteria and will extract data using a structured, piloted form. Findings will be synthesized descriptively in tabular and narrative formats to characterize curricular content, teaching methods, assessment strategies, and contextual influences on implementation. By providing a comprehensive map of the existing literature, this review will inform future curriculum development, educational research, and policy related to telemedicine training in medical education. Review registration: Open Science Framework (OSF) (https://osf.io/jxudv).
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BibTeX
@article{vo2026telemedicine,
title = {{Telemedicine education for medical students and residents worldwide: A scoping review protocol}},
author = {Joshua Vo and Tina Mai and Nhi Yen Bui and Dang Ngoc Khoi and Minh Phan Ngoc Nguyen and Quang Thanh Nguyen},
journal = {PLOS One},
year = {2026},
month = oct,
doi = {10.1371/journal.pone.0359776},
url = {https://doi.org/10.1371/journal.pone.0359776},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Telemedicine education for medical students and residents worldwide: A scoping review protocol
AU - Joshua Vo
AU - Tina Mai
AU - Nhi Yen Bui
AU - Dang Ngoc Khoi
AU - Minh Phan Ngoc Nguyen
AU - Quang Thanh Nguyen
PY - 2026
DA - 2026/10/01
JO - PLOS One
DO - 10.1371/journal.pone.0359776
UR - https://doi.org/10.1371/journal.pone.0359776
AB - Telemedicine has become an increasingly important component of contemporary health care delivery, yet its integration into undergraduate and graduate medical education remains variable and insufficiently standardized. Although individual studies have described telemedicine training initiatives, the literature remains fragmented across disciplines, learner groups, and geographic settings, limiting understanding of how telemedicine is taught, learned, assessed, and implemented for medical trainees worldwide. This scoping review aims to map the characteristics of telemedicine education for medical students enrolled in undergraduate or graduate entry physician training programs and for resident physicians, examine variation across learner groups, specialties, and geographic contexts, and identify reported implementation factors, barriers, facilitators, and evidence gaps. The review will follow Joanna Briggs Institute methodology for scoping reviews. A comprehensive search will be conducted in MEDLINE, Embase, the Cochrane Central Register of Controlled Trials, Education Resources Information Center, Web of Science, and the Cumulative Index to Nursing and Allied Health Literature, with additional studies identified through reference list screening of included articles. Two reviewers will independently screen titles, abstracts, and full-texts against predefined eligibility criteria and will extract data using a structured, piloted form. Findings will be synthesized descriptively in tabular and narrative formats to characterize curricular content, teaching methods, assessment strategies, and contextual influences on implementation. By providing a comprehensive map of the existing literature, this review will inform future curriculum development, educational research, and policy related to telemedicine training in medical education. Review registration: Open Science Framework (OSF) (https://osf.io/jxudv).
SN - 1932-6203
ER -