Telehealth use in rural and remote health practitioner education: an integrative review

Calleja, Pauline; Wilkes, Susan; Spencer, Melinda; Woodbridge, Steven

doi:10.22605/rrh6467

Cited by 10 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…14 and may change with the increased uptake of virtual care as more consistent approaches to education and training become likely. 19 Expansion of virtual care education will also require evaluation of programs, including care recipients' experiences of virtual care, 8,12,23 clinician attitudes, 7 knowledge acquisition, 14,24 impact on practice, 8,15,23 and clinician feedback on the curricula. 22 At this early stage, assessment and evaluation of education programs report mixed results and no solid evidence, 12,23 and in many cases, feedback is anecdotal only.…”

Section: Discussionmentioning

confidence: 99%

“…Waseh and Dicker, 9 Hui et al, 14 Chike-Harris et al, 15 Rutledge et al, 17 Hilty et al, 19 Echelard et al, 20 Saeed et al, 21 Stovel et al, 22 Calleja et al, 23 Hamilton and Aselton 24…”

Section: Interprofessional Collaboration/trainingmentioning

confidence: 99%

“…Tomlinson et al, 8 Waseh and Dicker, 9 Hilty et al, 19 Saeed et al, 21 Stovel et al, 22 Calleja et al, 23 Hamilton and Aselton 24 Care recipient safety for example, emergencies…”

Section: Clinical Skillsmentioning

confidence: 99%

“…Waseh and Dicker, 9 Chike-Harris et al, 15 Gartz and O'Rourke 18 Case studies Waseh and Dicker, 9 Edirippulige and Armfield, 16 Calleja et al 23…”

Section: Student-led Projectsmentioning

confidence: 99%

See 3 more Smart Citations

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

Palesy

Forrest

Crowley

2022

Home Health Care Management & Practice

View full text Add to dashboard Cite

The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O’Malley’s five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering ‘the basics’ of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Waseh and Dicker, 9 Hui et al, 14 Chike-Harris et al, 15 Rutledge et al, 17 Hilty et al, 19 Echelard et al, 20 Saeed et al, 21 Stovel et al, 22 Calleja et al, 23 Hamilton and Aselton 24…”

Section: Interprofessional Collaboration/trainingmentioning

confidence: 99%

“…Tomlinson et al, 8 Waseh and Dicker, 9 Hilty et al, 19 Saeed et al, 21 Stovel et al, 22 Calleja et al, 23 Hamilton and Aselton 24 Care recipient safety for example, emergencies…”

Section: Clinical Skillsmentioning

confidence: 99%

“…Waseh and Dicker, 9 Chike-Harris et al, 15 Gartz and O'Rourke 18 Case studies Waseh and Dicker, 9 Edirippulige and Armfield, 16 Calleja et al 23…”

Section: Student-led Projectsmentioning

confidence: 99%

See 2 more Smart Citations

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

Palesy

Forrest

Crowley

2022

Home Health Care Management & Practice

View full text Add to dashboard Cite

show abstract

“…In recent research with rural and remote allied health professionals, the most cited factors that negatively influence retention were lack of professional development opportunities, professional isolation and insufficient supervision (Campbell et al, 2012;Cosgrave, 2020). For rural and remote clinicians, quality education is often difficult to access because of geographic isolation, travel, time, expense constraints and lack of an onsite educator (Calleja et al, 2022).…”

Section: Introduction To This Special Issuementioning

confidence: 99%

Guest editorial: Digital solutions to bridging the gap between health services and workforce in rural areas

Ramsden¹,

Lincoln

2022

View full text Add to dashboard Cite

Barriers and facilitators to utilizing digital health technologies by healthcare professionals

Borges do Nascimento,

Abdulazeem,

Vasanthan

et al. 2023

npj Digit. Med.

View full text Add to dashboard Cite

Digital technologies change the healthcare environment, with several studies suggesting barriers and facilitators to using digital interventions by healthcare professionals (HPs). We consolidated the evidence from existing systematic reviews mentioning barriers and facilitators for the use of digital health technologies by HP. Electronic searches were performed in five databases (Cochrane Database of Systematic Reviews, Embase®, Epistemonikos, MEDLINE®, and Scopus) from inception to March 2023. We included reviews that reported barriers or facilitators factors to use technology solutions among HP. We performed data abstraction, methodological assessment, and certainty of the evidence appraisal by at least two authors. Overall, we included 108 reviews involving physicians, pharmacists, and nurses were included. High-quality evidence suggested that infrastructure and technical barriers (Relative Frequency Occurrence [RFO] 6.4% [95% CI 2.9–14.1]), psychological and personal issues (RFO 5.3% [95% CI 2.2–12.7]), and concerns of increasing working hours or workload (RFO 3.9% [95% CI 1.5–10.1]) were common concerns reported by HPs. Likewise, high-quality evidence supports that training/educational programs, multisector incentives, and the perception of technology effectiveness facilitate the adoption of digital technologies by HPs (RFO 3.8% [95% CI 1.8–7.9]). Our findings showed that infrastructure and technical issues, psychological barriers, and workload-related concerns are relevant barriers to comprehensively and holistically adopting digital health technologies by HPs. Conversely, deploying training, evaluating HP’s perception of usefulness and willingness to use, and multi-stakeholders incentives are vital enablers to enhance the HP adoption of digital interventions.

show abstract

Telehealth use in rural and remote health practitioner education: an integrative review

Cited by 10 publications

References 0 publications

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

Guest editorial: Digital solutions to bridging the gap between health services and workforce in rural areas

Barriers and facilitators to utilizing digital health technologies by healthcare professionals

Contact Info

Product

Resources

About