Journal of clinical nursing · 2026
Education and Training Programmes for Health Professionals' Competence in Virtual Consultations: A Scoping Review.
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Lisbjerg Britt Holst, Mathiesen Louise Meyer Wind, Bagger Bettan, Berring Lene Lauge, Høgsgaard Ditte, Andersen Heidi Myglegård, Thestrup Hansen Stine, Hägi-Pedersen Mai-Britt
Аннотация
AIMS: To map and synthesize which education and training programmes are available for current and future health professionals' competence in virtual consultations, with a special focus on training elements and structure.
DESIGN: Scoping review following the PRISMA-ScR framework.
METHODS: Studies describing structured education or training in synchronous virtual consultations were included. Data were charted and synthesised to map training modes, educational elements, and terminology.
DATA SOURCES: MEDLINE, CINAHL and Scopus (September 2024; updated September 2025). Grey literature was also screened.
RESULTS: Twenty-one studies were included. Five training modes were identified: simulation with standardised participants, avatar simulation, peer simulation, in situ training and Objective Structured Clinical Examination. A 5-stage curriculum framework emerged: pre-assess, prepare, conduct, follow-up and post-assess, followed by a catalogue of 34 diverse educational elements. Sixteen different terms were used to describe virtual consultations.
CONCLUSION: Evidence demonstrates an increasing focus on virtual consultation training, and a descriptive framework for organising training emerged, however, no consensus exists regarding specific elements, curriculum structure, terminology, or outcome evaluation.
IMPLICATIONS FOR THE PROFESSION AND/OR THE PATIENT CARE: The identified framework may guide curriculum development and support competence building across health professions.
IMPACT: This review addresses the lack of an overview of how virtual consultation training is structured. It identifies 34 core educational elements and a 5-stage framework. The findings support educators and clinicians implementing training in digital care.
REPORTING METHOD: Reported in accordance with PRISMA-ScR and EQUATOR guidelines.
PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.
DESIGN: Scoping review following the PRISMA-ScR framework.
METHODS: Studies describing structured education or training in synchronous virtual consultations were included. Data were charted and synthesised to map training modes, educational elements, and terminology.
DATA SOURCES: MEDLINE, CINAHL and Scopus (September 2024; updated September 2025). Grey literature was also screened.
RESULTS: Twenty-one studies were included. Five training modes were identified: simulation with standardised participants, avatar simulation, peer simulation, in situ training and Objective Structured Clinical Examination. A 5-stage curriculum framework emerged: pre-assess, prepare, conduct, follow-up and post-assess, followed by a catalogue of 34 diverse educational elements. Sixteen different terms were used to describe virtual consultations.
CONCLUSION: Evidence demonstrates an increasing focus on virtual consultation training, and a descriptive framework for organising training emerged, however, no consensus exists regarding specific elements, curriculum structure, terminology, or outcome evaluation.
IMPLICATIONS FOR THE PROFESSION AND/OR THE PATIENT CARE: The identified framework may guide curriculum development and support competence building across health professions.
IMPACT: This review addresses the lack of an overview of how virtual consultation training is structured. It identifies 34 core educational elements and a 5-stage framework. The findings support educators and clinicians implementing training in digital care.
REPORTING METHOD: Reported in accordance with PRISMA-ScR and EQUATOR guidelines.
PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.