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Training programs improve healthcare professional confidence and competence in video and text based consultationsTraining programs improve provider confidence in virtual and text consultations

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Key Takeaway
Note that training programs improve provider confidence and readiness for virtual consultations but lack long-term data.

This scoping review synthesizes 20 studies regarding training and education programs for healthcare professionals conducting video and text based consultations. The scope includes various modalities such as workshops, webinars, online modules, simulations, telehealth OSCEs, and hybrid programs.

The synthesis indicates that these educational interventions lead to positive learner focused outcomes. Specifically, participants reported improvements in confidence, perceived competence, and readiness to provide virtual care. These results suggest that structured training can prepare clinicians for the technical and communicative demands of remote consultations.

Several limitations were identified by the authors. The evidence is predominantly based on short-term self-reported measures rather than objective performance metrics. There is limited evidence regarding long-term skill retention, patient outcomes, and organizational impact. Furthermore, the review notes that evidence specifically for text-based consultation training is more limited compared to video-based consultations.

Clinicians may find these programs useful for initial preparation in virtual care. However, the lack of longitudinal data on skill retention and direct patient outcomes means the long-term efficacy of these specific educational interventions remains uncertain.

When a patient calls via video or sends a text message, the doctor needs to feel comfortable using those tools effectively. A review of 20 different studies looked at how training programs—like workshops, webinars, and simulations—help healthcare professionals master these digital consultations.

The research found that these educational programs successfully boost a provider's confidence and their sense of competence. These professionals reported feeling more ready to provide care through virtual platforms after completing the training modules. This helps them feel more prepared for the unique demands of remote medicine.

While the results are positive, there are some important gaps in what we know. Most of the data comes from short-term self-reports from the providers themselves. There is currently limited evidence on how well these skills last over time, how they actually affect patient outcomes, or how they impact the overall organization. Additionally, while video training is well-documented, there is much less information specifically about training for text-based consultations.

What this means for you:
Training programs help healthcare workers feel more confident and capable when using video and text to treat patients.

Common questions

Does training make doctors better at remote care?

Yes, the review of 20 studies found that training programs like workshops and simulations lead to improvements in confidence and perceived competence. These programs help healthcare professionals feel more ready to provide care through video and text-based consultations.

What kind of training methods are most common?

The review included various formats, including workshops, webinars, online modules, simulations, telehealth OSCEs (objective structured clinical examinations), and hybrid programs. These diverse methods were used to teach professionals how to handle video and text-based consultations.

Is there evidence that these programs help patients directly?

Currently, there is limited evidence regarding specific patient outcomes or the long-term retention of skills after training. Most findings are based on short-term self-reported measures from the healthcare professionals who took the courses.

Study Details

Study typeSystematic review
EvidenceLevel 1
PublishedJul 2026
View Original Abstract ↓
The rapid expansion of video- and text-based consultations has transformed healthcare delivery, particularly during and after the COVID-19 pandemic. As virtual care becomes embedded in routine practice, healthcare professionals require appropriate training to deliver safe and effective digital healthcare. This scoping review aimed to map and synthesize evidence on training and education programs designed to prepare healthcare professionals for video- and text-based consultations and to examine reported outcomes, facilitators, and barriers. This review followed Joanna Briggs Institute methodology and was reported in accordance with PRISMA-ScR and PRISMA-S guidelines. Multiple bibliographic databases and grey literature sources were searched for studies published between January 1, 2003, and December 24, 2024. Eligible studies included those involving healthcare professionals receiving training in video consultations or text-based communication. Two reviewers independently conducted study selection and data extraction. Findings were synthesized descriptively. Twenty studies were included. Training approaches varied considerably and included workshops, webinars, online modules, simulations, telehealth Objective Structured Clinical Examinations, and hybrid programs. Most studies reported improvements in confidence, perceived competence, and readiness to provide virtual care. However, outcomes were predominantly based on short-term self-reported measures, with limited evidence relating to long-term skill retention, patient outcomes, or organizational impact. Most included studies focused on video-based consultations, while evidence relating specifically to text-based consultation training was limited. Common challenges included virtual physical examinations, technological barriers, and maintaining patient engagement. Telehealth training programs are increasingly used to support healthcare professionals in delivering video- and text-based consultations. The available evidence is concentrated on learner-focused outcomes, whereas patient-level, organizational, and long-term outcomes remain underexplored. To our knowledge, this is the first scoping review to synthesize training approaches across both video- and text-based consultation modalities. Future research should prioritize longitudinal evaluation, patient and organizational outcomes, and modality-specific competency development to support sustainable digital healthcare delivery.
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