Preparing Future Physicians for Digital Practice: Evaluation of a Structured Telemedicine Education Program

Abstract Background: The rapid digital transformation of healthcare highlights telemedicine as an essential component of clinical practice. However, insufficient training during undergraduate medical education remains a critical barrier to its widespread implementation. This study aimed to evaluate the effects of a structured telemedicine education program on medical students’ telemedicine knowledge and consultation skills and to assess students’ perceptions of the program. Methods: A quasi-experimental pretest–posttest control group study was conducted with 68 third-year medical students (intervention, n = 36; control, n = 32). The intervention group participated in a 15-week structured telemedicine education program developed using the ADDIE instructional design model. The program included theoretical sessions, observation of real telemedicine consultations, simulated patient encounters, and structured multisource feedback. The control group received a one-hour introductory session on telemedicine. Telemedicine knowledge was assessed using pre- and posttests, and consultation performance was evaluated at the end of the intervention period through standardized simulated patient encounters using a 20-item structured checklist. Students in the intervention group also completed a feedback form. Results: Baseline knowledge scores did not differ significantly between the groups (p = 0.166). Knowledge scores increased significantly in the intervention group (p < 0.001), and the median change score was greater in the intervention group than in the control group (2 [0–7] vs. 0 [− 8–4], p < 0.001). Telemedicine consultation performance was also significantly higher in the intervention group (median 19 [17–20]) than in the control group (median 10 [7–16], p < 0.001). Among intervention participants, 88.5% considered the program beneficial, 88.6% reported improvements in clinical and patient communication skills, and 74.3% intended to integrate telemedicine into their future clinical practice. Simulated patient encounters and structured feedback were particularly valued by students. Conclusions: A systematically structured, experiential telemedicine training program significantly enhances medical students’ clinical consultation competence and knowledge. Integrating practice-oriented, simulation-based telemedicine modules longitudinally into the undergraduate curriculum prepares future physicians for effective and safe digital healthcare delivery. Trial registration ClinicalTrials.gov Identifier NCT07838467. Registered on 23 September 2026. Retrospectively registered.