USF Telehealth Etiquette Training for Medical Students
Summer 2025 | Canvas, Google Workspace, Adobe Illustrator, Adobe Photoshop, Research, Canva, Simulation Design
The Challenge: Despite ranking as a premier medical school, the USF Morsani College of Medicine curriculum lacked formal training for the digital patient encounter, leaving medical students unprepared for the rapid expansion of telemedicine.
Audience | Tools Used | My Role |
|---|---|---|
USF Morsani College of Medicine students
(Master's and Doctoral candidates)
Elective Credit
Canvas LMS
Adobe Illustrator
Adobe Photoshop
Camtasia
Canva
Google Workspace
Microsoft Office
Instructional Designer
Distance Learning Specialist
Project Manager
Primary Deliverables
Visual Storyboard
Needs Analysis
Curriculum Storyboard
Syllabus Design
Problem & Solution Alignment (The Strategy)
The Business Problem
Following the COVID-19 pandemic, telemedicine expanded rapidly across healthcare systems, with physicians reporting telemedicine as an active skill, doubling from 20% to nearly 40% (Shaver, 2022). However, medical students at the University of South Florida Morsani College of Medicine faced a critical professionality and telehealth training gap. While 90.5% of medical students felt telehealth training should be included in their education (Albahri et al., 2023), students enduring rigorous 12-hour schedules filled with coursework and clinical hours (Cisneros et al., 2015) lacked formal preparation for the digital patient encounter, including professional telepresence, technical troubleshooting, and digital HIPAA compliance.
The Instructional Solution
To solve this, we implemented Gagné’s Nine Events of Instruction, an instructional model frequently utilized in medical education because it promotes specific learning outcomes such as attitudes, motor skills, recall, learning strategies, and complex procedural knowledge while creating a consistent structure for curriculum evaluation (Cheung, 2016). The solution was structured into a fully asynchronous, self-paced 1–2 hour training course hosted on the college's Canvas LMS, heavily prioritizing accessibility and low cognitive load to accommodate students' busy schedules.
Module 0 & 1 (Introduction & History): Leveraged steps 1–3 of Gagné’s Nine Events to gain student attention, inform them of objectives, and stimulate recall of prior learning using interactive introductory videos and infographics.
Modules 2–4 (Tech Basics, Professionalism, & Communication): Introduced new content regarding software options, HIPAA security, professional environment/attire, and challenging patient communication scenarios using visual aids, video lectures, animations, and non-examples to guide students, followed by multiple-choice knowledge checks and interactive drag-and-drop activities.
Module 5 (Real-World Simulations): Utilized steps 6–9 of Gagné’s model to elicit performance and provide live feedback, engaging students in a repeatable, interactive virtual patient simulation where they applied telehealth best practices to realistic clinical scenarios.
Supplemental Descriptive Project Review
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.