Remote patients’ evaluation |
[11,12,21,22,23,24] |
Misdiagnosis or delay in diagnosis because of lack of a physical examination |
[55,56] |
Reduction of the exposure to COVID-19 by limiting personal contact |
[7,20,32,33] |
Lack of learning of clinical, practical, and hands-on medical skills by medical staff and students |
[49] |
Triage acceleration |
[6,11,12] |
Lack of health care providers’ preparation and professional scepticism |
[58,60] |
Reduction of the overcrowding in EDs |
[10] |
Lack of patient readiness and low patient satisfaction |
[58] |
Saving personal protective equipment |
[18,20] |
No access to digital tools |
[54] |
Telemedical support of medical caregivers and decision-making processes |
[16,17,30,31,50] |
Problems with protecting the privacy and confidentiality of patient data |
[61] |
Fast communication with foreign-speaking patients |
[21,22] |
Lack of telehealth in the curricula study programs |
[62] |
Closer and permanent patient monitoring in ICUs and at home. |
[25,26,28,29,36,37] |
Regulatory, legal, and administrative barriers |
[58,60,63] |
Better coordination of emergency systems |
[45] |
Low financing for telehealth appointments |
[63] |
Supervision of healthcare providers |
[34,52] |
Huge costs of cybersecurity and the protection of personal health information |
[61] |
Virtual visitors—substitution of in-person visits by remote contact between family members |
[35] |
Difficulties in the creation of doctor-patient relationships. |
[58] |
Continuation of student and health care providers’ medical education and patient health education. |
[45,46,47,48] |
No possibility of assessing practical medical skills |
[44,45,48] |