USF Telehealth Etiquette Training for Medical Students
Spring 2025 | Canvas, Google Workspace, Adobe Illustrator, Adobe Photoshop, Research
What is this project?
As part of my graduate studies at the University of Tampa, I co-developed "Telehealth Etiquette Training for Medical Students" to address a critical proficiency gap at the USF Morsani College of Medicine. While the institution is a premier medical school, the traditional curriculum lacked formal training for the digital patient encounter. This project provided a scalable, asynchronous solution to ensure future physicians could deliver high-quality virtual care. We focused on the contemporary shift in healthcare where telemedicine has doubled as an active skill, requiring students to master competencies including professional telepresence, technical troubleshooting, HIPAA consideration in digital environments, and more.
How did I prepare?
To prepare this project, I prioritized Universal Design for Learning (UDL) and accessibility to accommodate the high-stakes and ever-busy environment of a medical school and its students. Following Gagné’s Nine Events of Instruction, my partner and I conducted a thorough task analysis to scaffold complex procedural knowledge into five manageable modules. We intentionally designed the content for the Canvas LMS to ensure cross-device compatibility and cohesion with other USF classes. This approach recognized that medical students often engage with learning materials in short bursts between clinical hours. Our preparation involved a needs analysis that leveraged scholarly sources to gain a deep understanding of the target learners, context, educational content, and knowledge gap.
How did I put my plan into action?
My partner and I put the plan into action by developing a Canvas course environment that moved beyond passive textbook consumption. We designed each module with the audience's environments and learning preferences in mind. For example, we implemented infographics, visual analogies, engaging video media, and interaction opportunities throughout the modules. Additionally, to ensure ample opportunity for medical students' real-world practice and repetition, we designed a simulation prototype that would act as the course's final assessment and application of knowledge. The planned simulation guides learners through the entire telehealth process, offering numerous realistic opportunities for active practice. The resulting design included scenarios that touched on each of the 5 course focuses, such as telepresence and professionalism, resolving technical glitches, and managing difficult patient conversations through a screen. By facilitating a safe-to-fail digital space, we allowed students to practice active listening and professional body language in a virtual context. This implementation ensured that the learning was not just theoretical but directly applicable to the digital medical landscape they will inherit.
What were my results and lessons?
The project was a success, receiving a 100% score for its instructional integrity and alignment with modern distance learning standards. The outcome was a comprehensive USF Medical Canvas course including a detailed syllabus, instructor guides, engaging content presentation, community conversation opportunities, and interactive assessments. This experience demonstrated my ability to collaborate, use research to further my understanding of an instructional subject, and deliver evidence-based, neuro-inclusive, and accessible learning solutions that meet the rigorous demands of professional medical education.