Interprofessional Medication Error Disclosure Training Using a Telehealth Consultation Simulation

Telehealth Training and Education for Allied Health Professionals: A Scoping Review

Background

With the growing adoption of telehealth in allied health disciplines, establishing clear training and education standards is crucial. This review aims to map the current training and education that has been delivered to support development of telehealth competencies in allied health professionals. This scoping review extends our previous review with an updated search.

Methods

The Population Concept Context framework was used, and the following databases were searched: MEDLINE, CINAHL, PsychInfo, Cochrane, EMBASE, Web of Science, PEDro, United Kingdom Health Forum, WHO, Health Education England, and all U.K. and Australian Allied Health Profession (AHP) professional bodies.

Results

Out of 1,05,980 articles, 12 met the inclusion criteria. Training and education differed greatly, with no definite pattern in teaching approaches. Three articles used standardized questionnaires for training and education assessment, while the remaining articles used author-designed assessments. Eight articles reported that participants achieved the targeted telehealth competencies, and five reported improved attitudes toward telehealth following training and education. Articles recommended various factors that may improve telehealth training and education outcomes, which included a combination of online and face-to-face methods, interprofessional training, consolidation of their skills through supervised clinical work, and separating video and telehealth competencies.

Discussion

This scoping review represents the first comprehensive exploration of telehealth training and education across allied health disciplines. While articles yielded generally positive outcomes, the absence of standardized methods prompts questions about its efficacy. Research should focus on developing evidence-based curriculums informed by pedagogic practices tailored to allied health needs.

Impact of Just-in-Time TeamSTEPPS Training on Team Performance in a Pediatric Escape Room Interprofessional Experience

OBJECTIVE

To compare differences in observed and self-reported team dynamics between those who received versus those who did not receive TeamSTEPPS training prior to an interprofessional escape room scenario.

METHODS

Final-year pharmacy (N = 27) and physician assistant (N = 88) students participated in an escape room featuring pediatric dosing, asthma, otitis media, type 1 diabetes, and vaccine fundamentals. In total, 29 teams were randomized to control (14) or intervention arm (15). The control group went to the escape room and then returned to the classroom for a team-building module including TeamSTEPPS training. The intervention group started with the team-building module then went to the escape room. One faculty observer was assigned to each team and utilized the Performance Assessment Communication and Teamwork (PACT) expert-observer form to assess team performance. Post-event, students completed an abbreviated PACT post-assessment and a self-reflection on the prompt "What were the most important takeaways from today's interprofessional education experience?"

RESULTS

On the PACT expert-observer form, significantly higher global scores were noted for the intervention arm on all items except situation monitoring. On the aggregate observer data from all stations, leadership emerged as statistically different between the 2 groups. On the PACT post-assessment, the intervention arm reported significantly more leadership during the simulation. On the self-reflections, 70.9% versus 64% in the control arm recognized the importance of teamwork in managing patients.

CONCLUSIONS

Just-in-time TeamSTEPPS training improved observed and to a lesser extent, self-reported teamwork and communication skills. Incorporating TeamSTEPPS training immediately prior to an interprofessional education experience may enhance team performance.