远程医疗物理治疗的教育能力：一项修改后的德尔菲法研究结果。

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

机构信息

Department of Physical Therapy, University of the Pacific, Stockton, CA, USA.

Mount Saint Mary's University, Los Angeles, CA, USA.

出版信息

Work. 2024;79(3):1531-1549. doi: 10.3233/WOR-230618.

DOI:10.3233/WOR-230618

PMID:38393878

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11613078/

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.

摘要

背景

远程医疗在物理治疗中越来越普遍，涉及到一系列临床服务。这些服务通常是在没有远程医疗结构化培训的情况下提供的，目前也没有为此目的制定正式课程。

目的

制定一套教育能力（ECs），以指导入门级课程（即物理治疗博士）、现有课程（即住院医师和研究员课程）以及特定于远程医疗物理治疗的潜在未来研究生课程中与远程医疗相关技能的教学。

方法

邀请来自不同地理位置和实践领域的物理治疗师和物理治疗助理参加专家小组。然后，使用改良 Delphi 过程来评估由指导小组从现有文献中收集的草案 EC 的可接受性。将草案 EC 呈现在问卷上，让专家小组成员根据适用性和清晰度对每个草案 EC 进行评分。如果草案 EC 符合事先确定的可接受性和清晰度标准，则被接受。指导小组根据答卷人的开放性意见修订未被认可的 EC，并在随后的一轮中提出。进行了三轮调查。

结果

38 名参与者组成了专家小组；38 名参与者完成了第一轮调查，28 名参与者完成了第二轮调查，24 名参与者完成了第三轮调查。德尔菲小组的成员在第一轮中批准了 48 项 EC，在第二轮中批准了 23 项 EC，在第三轮中批准了 2 项 EC。经过改良 Delphi 过程后，仍有 4 项 EC 未被认可。认可的 EC 涵盖了 7 个概念领域。独特的 EC 集分别描述了第一专业学位、现有住院医师和研究员课程以及潜在的未来远程医疗物理治疗研究生课程的预期终点。