Health Professions Education

The Need to Implement and Evaluate Telehealth Competency Frameworks to Ensure Quality Care across Behavioral Health Professions

“…The most influential papers about TBH over the past two decades are on the following themes: (1) effectiveness [14], (2) guidelines by the American Telemedicine Association (ATA) [15,16], (3) summary of outcomes including randomized controlled trials [17], (4) models of service delivery [18], (5) hybrid models of care [19], and (6) interventions with population-level impact [20]. Evaluation of TBH has gone through three phases related to effectiveness: ability to increase access to care, validity and reliability compared to inperson services, and delivery models for complex populations [14][15][16][20][21][22].…”

“…The hope is that what is measured has fidelity to actual practice and verifiable competencies. Other forms of review in medicine (e.g., peer review, morbidity/mortality conferences) are meaningful but do not reduce the rate of medical errors [5,37]. A longitudinal approach is needed for skills and teaching with attention to transitions-from training to ongoing practice [38][39][40][41] (e.g., in psychology, there are categories for entry level supervised, advanced level supervised, entry to practice through 3 years, and after 3 years of practice) [42].…”

“…Competency may be defined as a measurable human capability required for effective performance [4]. The Institute of Medicine (IOM) [5] suggested three key elements for patient-centered care: skills-focused education, interdisciplinary team-based care, and a technology/informaticsoriented administrative approach.A key premise of telepsychiatric competencies published in 2015 [6] is that faculty clinicians and educators have to first improve their care via clinical and technological competence, in order to then oversee trainees' use of technologies in clinical care. Fundamental steps to this work are the alignment of clinical outcomes with teaching/supervisory methods, evaluation, and feedback [6,7].…”

“…Competency may be defined as a measurable human capability required for effective performance [4]. The Institute of Medicine (IOM) [5] suggested three key elements for patient-centered care: skills-focused education, interdisciplinary team-based care, and a technology/informaticsoriented administrative approach.…”

Health professions students’ attitudes and perceptions of interprofessional biases

“…The Institute of Medicine published a report in 2003, Health Professions Education: A Bridge to Quality, which stressed the need to develop interprofessional teams during the educational process, before future health professionals begin clinical work. [2] The Interprofessional Education Collaborative (IPEC) was formed to encourage health professions educators to foster relationships and teamwork in a patient-centred environment that maximizes each member's knowledge and skills. [1] The collaborative consists of representatives from the American Association of Schools of Nursing, American Association of Colleges of Pharmacy and others.…”