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

Todd E Davenport; Alan C Lee; Bhavana Raja; Matthew L Stark; Christopher Reed; Dawn M Magnusson

doi:10.3233/WOR-230618

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

Work. 2024 Feb 21. doi: 10.3233/WOR-230618. Online ahead of print.

Authors

Todd E Davenport¹, Alan C Lee², Bhavana Raja¹, Matthew L Stark³, Christopher Reed⁴, Dawn M Magnusson⁵

Affiliations

¹ Department of Physical Therapy, University of the Pacific, Stockton, CA, USA.
² Mount Saint Mary's University, Los Angeles, CA, USA.
³ Kaiser Permanente, Oakland, CA, USA.
⁴ Agile Physical Therapy, Palo Alto, CA, USA.
⁵ Physical Therapy Program, University of Colorado - Anschutz Medical Campus, Aurora, CO, USA.

PMID: 38393878
DOI: 10.3233/WOR-230618

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; competency based education; consensus development; delphi study; education; ehealth; telecare; virtual medicine.