• Susan Wearne, Tim Dornan, Pim W Teunissen, and Timothy Skinner.
• Flinders University , Australia.
• Med Teach. 2013 Nov 1;35(11):891-4.

AbstractDoctors-in-training can now be supervised remotely by specialist clinicians using information and communication technology. This provides an intermediate stage of professional development between on-site supervision and independent medical practice. Remote supervision could increase training capacity, particularly in underserved areas and ensure doctors are willing and able to practice where they are needed once qualified. Remotely supervised doctors learn via virtual autonomy in clinical decision making and working at the limits of their abilities. It suits experienced registrars with resilience, insight into their strengths and weaknesses, capacity to self-monitor and correct, and willingness to seek help. These doctors benefit from remote supervisors who facilitate their learning, monitor their well-being, and support them holistically. Educational organisations need to oversee remote placements and match the right registrar, to the right placement with the right supervisor. We outline in our twelve tips how to set up remote supervision in order to maximise the educational benefits and minimise the risks.

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