Publication trends in telesupervision: A content analysis study

Inman, Arpana G.; Bashian, Hannah; Pendse, Asmita; Luu, Linh P.

doi:10.1080/07325223.2018.1528194

Cited by 28 publications

(58 citation statements)

References 38 publications

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“…Both these formats are available through accessing a secure server via the course platform, CourseSite. Skype has been used only in extreme situations but is typically avoided due to the lack of security and compliance with the requirements of Health Insurance Portability and Accountability Act of 1996 (see https://www.hipaajournal.com/the-use-of-technology-and-hipaa-compliance/) (Inman et al, ). Supervision sessions with local supervisees take place face‐to‐face in one of the counseling labs available in the Counseling Psychology department on campus.…”

Section: Lehigh University's Supervision Apprenticeship Training Modelmentioning

confidence: 99%

“…Telesupervision is defined as the interactions between supervisors and supervisees over the Internet to promote clinical guidance (Chapman, Baker, Nassar‐McMillian, & Gerler, ). In telesupervision, supervisors and supervisees meet asynchronously via e‐mail or webchat, or synchronously via videoconferencing (Kanz, ; Inman, Bashian, Pendse, & Luu, ). Not only does telesupervision remove time and space restrictions, important benefits of such an Internet‐based format include a cost‐effective outreach to supervisees in isolated, remote, rural, international, and underserved communities (Inman, Ngoubene, Ladany, & Mack, ).…”

Section: Introductionmentioning

confidence: 99%

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Telesupervision: Building bridges in a digital era

2018

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Technological advances have revolutionized the way we think of counseling and psychotherapy education. Not only are we able to reach trainees, counselors, and clients in the far corners of the world, but Internet-based educational processes have transformed the process by which we deliver curriculum and engage in supervision practices. This study highlights a training model that has been successfully used at one institution for preparing supervisors-in-training to engage in telesupervision. Through empirical data, we highlight lessons learned-challenges, benefits, ethical dilemmas, the impact of telesupervision practices on the supervisory working alliance, and attitudes towards and willingness to use telesupervision in the future. Implications for training and supervision in a global society are addressed. K E Y W O R D S distance learning, supervision and training, telesupervision

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Section: Lehigh University's Supervision Apprenticeship Training Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Telesupervision: Building bridges in a digital era

2018

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“…25 Studies in speech language pathology and related fields such as counseling also report positive outcomes related to student perception of supervisory working alliance and self-efficacy. [53][54][55][56] Finally, telesupervision also offers a potential solution to a critical shortage of SLP supervisors [57][58] which is a disproportionate dilemma in certain geographic regions, especially rural settings and developing countries. 27,57,59 Telesupervision allows supervisors greater scheduling efficiency by eliminating travel time and costs associated with visiting off-site placements.…”

Section: Clinical Supervisionmentioning

confidence: 99%

Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era

Beiting¹,

Nicolet²

2020

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The COVID-19 pandemic has upended traditional models of education and health care. Despite having a well-established evidence base, videoconferencing and related technology (i.e., “teletechnology”) were rarely utilized by most speech-language pathologists (SLPs) prior to March 2020. As operations were forced to move online, there was a rapid, unprecedented, and near-universal adoption of teletechnology for service delivery and clinical education. However, there was little time for program modification and training. Nine months later, we have settled into the transition and are able to reflect on the evidence base and potential benefits of operating through a new modality. This report begins by outlining commonalities in theoretical models of clinical supervision and early intervention service delivery. We discuss how teletechnology fits into—and potentially enhances—the framework. Next, we summarize the historical use of technology in SLP clinical training and service delivery, specifically, how it can be leveraged to support access, processes, and outcomes. Although SLPs are trained to serve the full range of clinical populations, we focus on their role in early intervention (i.e., services for children from birth to age five). Then, we expand upon the current research evidence with a practical discussion of quickly-developing anecdotal support for innovative practices, including “screenless coaching” and “silent supervision.” Although there are significant benefits to teletechnology, we conclude by recognizing potential limitations and discussing needs for future research. This report is written from the perspective of two experienced SLPs; however, the discussion is relevant to other therapeutic fields.

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“…Videoconferenced patient discussions and patient care would require HIPAA compliant or temporarily pandemic approved communication methods 40 . However, internet access is an identified issue in certain areas or times of day during periods of high demand, and the most significant complaint was connection delays 41 …”

Section: Commentarymentioning

confidence: 99%

“…Within psychology, remote supervision has been noted to help supervisees stay on task 40 . In regard to patient care, video supervision is preferred to supervision by audio or chat 41 . One study by Badowski et al describe an APPE in the provision of telemedicine to individuals with human immunodeficiency virus (HIV) within a state correctional system designed to expose learners to telemedicine 44 .…”

Section: Commentarymentioning

confidence: 99%

Forging ahead from adaptations of teaching during the COVID‐19 pandemic: Perspectives from multiple pharmacy programs

Higbea

Bald

Isaacs

et al. 2020

J Am Coll Clin Pharm

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The introduction of the coronavirus disease 2019 (COVID‐19) pandemic in the Spring semester of 2020 sent many educational units, elementary to higher education, scrambling to move content to remote learning. Within a professional program, this push highlighted gaps or potential pitfalls in preparing students to enter the health care field. This article highlights lessons learned in remote teaching during the pandemic from six unique colleges and schools of pharmacy: Auburn University, Drake University, Purdue University, University of Health Sciences and Pharmacy in St. Louis, Texas Tech University Health Science Center, and University of Utah. These lessons learned pertain to remote content delivery, student engagement, skill development, and assessments within the classroom and experiential settings. Within the classroom setting, the challenges, literature, personal experiences, and key recommendations for lecture‐based learning, group‐based learning, lab‐based learning, and assessments are described. Similarly, for the experiential setting, the challenges, literature, personal experiences, and key recommendations are also described, including training learners for remote patient care as well as examples for remote experiential activities and assessment. Forging ahead, there will be a continued need for future research for remote learning within pharmacy education.

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Publication trends in telesupervision: A content analysis study

Cited by 28 publications

References 38 publications

Telesupervision: Building bridges in a digital era

Telesupervision: Building bridges in a digital era

Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era

Forging ahead from adaptations of teaching during the COVID‐19 pandemic: Perspectives from multiple pharmacy programs

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