Notice bibliographique
Résumé
ABSTRACT
 BackgroundPatient-initiated virtual visit consultations in primary care are a new form of care that is increasingly available in parts of Canada. There is a need to develop an understanding of patient perspectives on virtual visits and how they affect patient experience, access to care, and health services utilization patterns from a system perspective. This paper will shed some light on this new form of patient care delivery.
 ApproachWe accessed fee-for-service physician payment data, patient and physician demographic data, and PharmaNet prescription data, from 2010/11–2013/14. We examined overall utilization of GP virtual visits defined by BC physician billing codes to understand the characteristics of providers and patients providing and using these services. We assessed the relationship of virtual visits with other types of care including referrals to specialist services, medication prescribing, and overall costs of physician care. We used a matched cohort and time series analysis to answer the question of whether virtual visits displace or add to other forms of patient care.
 ResultsWhile the growth in virtual visits has been rapid in BC, these services still represent a very small proportion of overall primary care. There are patient users in urban and rural regions of BC, but less than 1% of the BC population has had a virtual visit. Users of virtual visits tend to be younger and use is more likely for people with one or more major conditions (measured by ADGs). Only 144 primary care GPs (out of close to 5,000 in BC) provided virtual visits in 2013/14. About one-third of patients have a virtual visit with a physician already known to them, with the rest seeing a physician for the first time during their virtual visit. These visits do not appear to add costs to care, though there is a suggestion that it they are more effective as part of an ongoing therapeutic relationship.
 ConclusionVirtual visits are a small portion of total primary care but are expected to increase. In some cases virtual visits appear to supplement existing forms of access, offering a new means by which to interact with a known provider. In other cases virtual care is with a new provider, which may suggest walk-in clinic type of service use. The implications of these two scenarios are clearly different, and further research with longer follow-up will be helpful in understanding long-term implications.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».