Importance and Uses of Telemedicine in Physiotherapeutic Healthcare System: A Scoping Systemic Review

Kumar, Saurabh; Sharma, Aakanksha; Rishi, Priyanka

doi:10.1007/978-981-16-2641-8_39

Cited by 1 publication

(1 citation statement)

References 37 publications

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“…Over the past decade, evidence to support the efficacy and acceptability of physiotherapy care delivered via telehealth has been growing (Kumar et al., 2022; Seron et al., 2021; Suso‐Martí et al., 2021; Zischke et al., 2021). Although telehealth may encompass care delivered via wearable devices and virtual reality and other technologies (Suso‐Martí et al., 2021), most physiotherapy research to date has focussed on real‐time (synchronous) consultations between a physiotherapist and a patient via telephone or videoconferencing as this reflects how most telehealth‐delivered physiotherapy care occurs in practice (Bennell et al., 2021; Cottrell & Russell, 2020; Hasani et al., 2021; Wong et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Telehealth education and training in entry‐to‐practice physiotherapy programs in Australian universities: A qualitative study with university educators

Davies

Lawford

Bennell

et al. 2022

Musculoskeletal Care

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Background To explore attitudes to telehealth education and experiences incorporating telehealth education into entry‐to‐practice physiotherapy programs in Australia, from the perspective of university educators. Methods Qualitative design based on a constructivist paradigm and a phenomenological approach. Sixteen university educators (who had a responsibility for telehealth curriculum or oversight of the broader curriculum in an entry‐to‐practice physiotherapy programme at an Australian university) were recruited. Individual semi‐structured interviews were conducted via Zoom. Interviews were recorded, transcribed verbatim, and analysed thematically using an inductive approach. Results Three themes (with associated subthemes) were identified: (i) telehealth education has a role in contemporary physiotherapy practice (COVID‐19 pandemic was a driver for telehealth education, acknowledgement that telehealth is here to stay and identified areas of focus for telehealth education and training); (ii) telehealth education and training vary substantially (content delivered and assessment of telehealth competency is ad hoc and student exposure to telehealth on clinical placements is inconsistent); (iii) challenges in telehealth education (finding space and time in the curriculum, as well as insufficient knowledge and expertise of staff, are challenges for implementation of telehealth education, however, course and subject development and/or reviews provide opportunities for implementing telehealth education and training). Conclusion Current content and volume of telehealth education and training in entry‐to‐practice physiotherapy programs across Australia varies substantially. Although educators believe telehealth is an important component of contemporary physiotherapy practice, many barriers exist for including telehealth training into the curriculum.

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