Akademik Veri Yönetim Sistemi
International Journal of Health Governance, ss.1-17, 2026 (ESCI, Scopus)
Purpose – Telehealth is increasingly recognized as a transformative tool in healthcare delivery, particularly in low-resource settings. However, empirical evidence on its impact, especially in educational contexts within developing countries, remains limited. This study’s objective is to investigate the influence of telemedicine and telehealth education on healthcare outcomes from the perspective of postgraduate students in Nigeria's first-generation universities. Design/methodology/approach – A mixed-methods design was employed, integrating quantitative survey data from 380 postgraduate students and qualitative insights from 38 Key Informant Interviews (KIIs). The Perceived Impact of Telemedicine Questionnaire (PITQ) assessed perceptions across three domains: healthcare outcomes, telemedicine usage, and telehealth education. Quantitative data were analyzed using descriptive statistics and logistic regression, while qualitative data underwent thematic analysis guided by the Consolidated Framework for Implementation Research (CFIR). Findings – Participants reported generally high levels of perceived impact across all domains (mean scores: 2.85–2.93). Logistic regression indicated positive but statistically non-significant effects of both telemedicine (p = 0.071; OR = 1.76) and telehealth education (p = 0.118; OR = 1.54) on healthcare outcomes. Thematic analysis revealed strong support for digital health integration, alongside barriers such as infrastructure limitations and policy gaps. Research limitations/implications – Several limitations affect the study's findings. This may reflect limited statistical power, possibly due to a small sample size or data collection constraints. Wide confidence intervals including the value of 1 (see Table 8) suggest the effects may lack robustness across contexts. The use of self-reported data introduces subjectivity, potentially affecting accuracy. Additionally, focusing on first-generation university students in a developing country limits generalizability. Future research should use larger, more diverse samples, include objective measures, and explore broader populations to better assess telehealth effectiveness. Practical implications – Although statistical evidence of impact was inconclusive, both telemedicine and telehealth education show promise in enhancing healthcare access and professional preparedness. The findings underscore the need for expanded digital health infrastructure and curriculum integration to support Sustainable Development Goals (SDGs) on health and education in low-resource settings. Social implications – Strengthening telehealth education within universities has important social implications for healthcare delivery and workforce preparedness. Incorporating practical, hands-on training and simulation-based learning can help bridge the gap between theoretical knowledge and real-world clinical practice. Improved telehealth literacy among future healthcare professionals could contribute to more equitable access to care, particularly in underserved and remote communities. Addressing technical limitations, internet connectivity challenges, and user training needs through collaborative efforts between academic institutions and healthcare providers may further enhance the societal acceptance and sustainability of telemedicine services. Originality/value – This study adds value to the existing literature by examining telemedicine from an educational and outcome-oriented perspective, highlighting the relationship between telehealth training, user perceptions, and healthcare delivery effectiveness. Unlike prior studies that focus primarily on clinical implementation, this research emphasizes the role of structured telehealth education in shaping acceptance and utilization trends. The findings provide novel insights into the potential yet currently statistically limited impact of telemedicine, underscoring the need for system-level improvements in infrastructure, training, and interdisciplinary collaboration.