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

Issue title: Special Section: Advancements in Telehealth

Guest editors: Gholamreza Hassanzadeh, Albert T. Anastasio, Shamsul Bahri Mohd Tamrin and Ardalan Shariat

Article type: Research Article

Authors: Davenport, Todd E.^{a; *} | Lee, Alan C.^b | Raja, Bhavana^a | Stark, Matthew L.^c | Reed, Christopher^d | Magnusson, Dawn M.^e

Affiliations: [a] Department of Physical Therapy, University of the Pacific, Stockton, CA, USA | [b] Mount Saint Mary’s University, Los Angeles, CA, USA | [c] Kaiser Permanente, Oakland, CA, USA | [d] Agile Physical Therapy, Palo Alto, CA, USA | [e] Physical Therapy Program, University of Colorado – Anschutz Medical Campus, Aurora, CO, USA

Correspondence: [*] Address for correspondence: Dr. Todd E. Davenport, Department of Physical Therapy, University of the Pacific, Stockton, CA, USA. E-mail:[email protected].

Abstract: 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.

Keywords: Mobile health, virtual medicine, ehealth, telecare, competency based education, education, delphi study, consensus development

DOI: 10.3233/WOR-230618

Journal: Work, vol. 79, no. 3, pp. 1531-1549, 2024