Wright Hattie H, O'Shea Marie-Claire, Sekula Julia, Mitchell Lana J
School of Health and Behavioural Sciences, University of the Sunshine Coast, Maroochydore, QLD, Australia.
Sunshine Coast Health Institute, Britinya, QLD, Australia.
Front Med (Lausanne). 2022 Aug 1;9:841309. doi: 10.3389/fmed.2022.841309. eCollection 2022.
The main aim of this study was to explore the views and perceptions of dietetic educators on their ability to assess communication skills of undergraduate student dietitians in a telehealth setting. A secondary aim was to provide recommendations to educators when assessing these skills using telehealth.
A descriptive qualitative study design was used. Australian and New-Zealand dietetic educators used a validated global communication rating scale to evaluate three pre-recorded telehealth encounters. Educators then answered a series of open-ended questions on their ability to assessed communication skills in the telehealth environment.
Inductive analysis allowed the emergence of themes and sub-themes independent of a specific framework or theory. Peer debriefing and triangulation increased research rigor.
Twenty-four educators were included in this study with the majority (87.5%) having > 10 years experience as a dietetic educator, and 41.6% ( = 10) with experience in assessing dietetics student using telehealth. Most (76%) educators reported the assessment of non-verbal communication skills were challenging in the telehealth environment. Five themes and 15 subthemes emerged relating to advice for students and educators when assessing communication skills and a checklist was developed from recommendations that students and educators can use when preparing, planning, implementing, and assessing telehealth consultations.
Assessing student communication skills telehealth provides a useful opportunity with the growing use of the online environment, however, it also presents challenges that must be taken into consideration. While verbal communication skills are easier to assess than non-verbal, both need to be adapted for the telehealth setting.
本研究的主要目的是探讨营养教育工作者对其在远程医疗环境中评估本科营养专业学生沟通技巧能力的看法和认知。次要目的是为教育工作者在使用远程医疗评估这些技能时提供建议。
采用描述性定性研究设计。澳大利亚和新西兰的营养教育工作者使用经过验证的全球沟通评分量表来评估三段预先录制的远程医疗会诊。教育工作者随后回答了一系列关于他们在远程医疗环境中评估沟通技巧能力的开放式问题。
归纳分析使主题和子主题得以独立于特定框架或理论而出现。同行汇报和三角互证增加了研究的严谨性。
本研究纳入了24名教育工作者，其中大多数（87.5%）有超过10年的营养教育工作经验，41.6%（n = 10）有使用远程医疗评估营养学学生的经验。大多数（76%）教育工作者报告称，在远程医疗环境中评估非语言沟通技巧具有挑战性。出现了五个主题和15个子主题，涉及评估沟通技巧时对学生和教育工作者的建议，并根据学生和教育工作者在准备、规划、实施和评估远程医疗会诊时可使用的建议制定了一份清单。
随着在线环境使用的增加，在远程医疗中评估学生的沟通技巧提供了一个有用的机会，但同时也带来了必须考虑的挑战。虽然言语沟通技巧比非言语沟通技巧更容易评估，但两者都需要适应远程医疗环境。
