Bridging the Telehealth Digital Divide With Collegiate Navigators: Mixed Methods Evaluation Study of a Service-Learning Health Disparities Course

• Published in: JMIR medical education Vol. 10; p. e57077
• Main Authors: Doueiri, Zakaria Nadeem, Bajra, Rika, Srinivasan, Malathi, Schillinger, Erika, Cuan, Nancy
• Format: Journal Article
• Language: English
• Published: Canada JMIR Publications 01.10.2024
• Subjects: Adult; COVID-19; Curriculum; Digital Divide; Electronic Health Records; Female; Health care access; Health disparities; Health Services Accessibility; Healthcare Disparities; Humans; Male; Original Paper; Telemedicine; United States > US; telemedicine; social determinants of health; education; service learning; medical education; student; digital divide; health equity; experimental; access to care; technology; collegiate navigator; community engagement; digital health; health disparities; mobile phone; telehealth; qualitative analysis; value-added medical education; digital literacy; vulnerable populations
• ISSN: 2369-3762; 2369-3762
• DOI: 10.2196/57077

Limited digital literacy is a barrier for vulnerable patients accessing health care. The Stanford Technology Access Resource Team (START), a service-learning course created to bridge the telehealth digital divide, trained undergraduate and graduate students to provide hands-on patient support to improve access to electronic medical records (EMRs) and video visits while learning about social determinants of health. START students reached out to 1185 patients (n=711, 60% from primary care clinics of a large academic medical center and n=474, 40% from a federally qualified health center). Registries consisted of patients without an EMR account (at primary care clinics) or patients with a scheduled telehealth visit (at a federally qualified health center). Patient outcomes were evaluated by successful EMR enrollments and video visit setups. Student outcomes were assessed by reflections coded for thematic content. Over 6 academic quarters, 57 students reached out to 1185 registry patients. Of the 229 patients contacted, 141 desired technical support. START students successfully established EMR accounts and set up video visits for 78.7% (111/141) of patients. After program completion, we reached out to 13.5% (19/141) of patients to collect perspectives on program utility. The majority (18/19, 94.7%) reported that START students were helpful, and 73.7% (14/19) reported that they had successfully connected with their health care provider in a digital visit. Inability to establish access included a lack of Wi-Fi or device access, the absence of an interpreter, and a disability that precluded the use of video visits. Qualitative analysis of student reflections showed an impact on future career goals and improved awareness of health disparities of technology access. Of the patients who desired telehealth access, START improved access for 78.7% (111/141) of patients. Students found that START broadened their understanding of health disparities and social determinants of health and influenced their future career goals.