Educational competencies for telehealth physical therapy: Results of a modified Delphi process.

Autor:	Davenport TE; Department of Physical Therapy, University of the Pacific, Stockton, CA, USA., Lee AC; Mount Saint Mary's University, Los Angeles, CA, USA., Raja B; Department of Physical Therapy, University of the Pacific, Stockton, CA, USA., Stark ML; Kaiser Permanente, Oakland, CA, USA., Reed C; Agile Physical Therapy, Palo Alto, CA, USA., Magnusson DM; Physical Therapy Program, University of Colorado - Anschutz Medical Campus, Aurora, CO, USA.
Jazyk:	angličtina
Zdroj:	Work (Reading, Mass.) [Work] 2024; Vol. 79 (3), pp. 1531-1549.
DOI:	10.3233/WOR-230618
Abstrakt:	Background: Telehealth is becoming more prevalent in physical therapy, involving a whole host of clinical services. These services are often provided without structured training in telehealth, and no formal curricula currently exist for this purpose. Objective: To develop a set of educational competencies (ECs) to guide instruction of telehealth-related skills in entry-level programs (i.e., Doctor of Physical Therapy), existing programs (i.e., residencies and fellowships), and potential future post-graduate programs specific to telehealth physical therapy. Methods: Physical therapists and physical therapist assistants from diverse geographic locations and practice areas were invited to participate on an expert panel. A modified Delphi process was then used to evaluate the acceptability of draft ECs gathered from the extant literature by a steering group. Draft ECs were presented to the expert panel on a questionnaire, which asked expert participants to rate each draft EC according to applicability and clarity. Draft ECs were accepted if they met a priori established criteria for acceptability and clarity. Unendorsed ECs were revised by the steering group according to open-ended comments from respondents and presented during a subsequent round. Three rounds of surveys were undertaken. Results: Thirty-eight participants formed the expert panel; 38 participants completed the Round 1 survey, 28 participants completed the Round 2 survey, and 24 participants completed the Round 3 survey. Delphi group members approved 48 ECs in the first round, 23 ECs in the second round, and 2 ECs in the third round. There were 4 ECs that remained unendorsed after the modified Delphi process. Endorsed ECs spanned 7 conceptual areas. Distinct sets of ECs characterized expected end points of first professional degree, existing residency and fellowship, and potential future telehealth physical therapy post-graduate program. Conclusions: Consensus-based ECs identified in this study may guide instruction in knowledge and skills relevant to physical therapy telehealth.
Databáze:	MEDLINE
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