Telebehavioral Health Competencies in Interprofessional Education and Training: a Pathway to Interprofessional Practice

Toward proficiency in telebehavioral health: applying interprofessional competencies in couple and family therapy

“…A fresh look at C/MFT training might reflect the learnings and suggestions from the CTiBS telebehavioral health interprofessional competencies. While the challenge is great both within and between professions, the telebehavioral health competency framework offers a possible path to greater interprofessional collaboration [see Drude et al (2020) for details in achieving interprofessional collaboration]. This may foster greater consistency and clarity regarding both in‐person and telebehavioral health practice between licensing boards, policy developers, therapists, and other stakeholders.…”

“…To provide the best care in a competitive workplace, couple and family therapists are embracing the potential of providing therapy through telebehavioral health. Obtaining telebehavioral health competencies will shift couple and family therapy toward further engagement in interprofessional and collaborative practices (Drude et al, 2020), potentially bringing benefits to couple and family therapy. The integration of these competencies is a relatively easy way for COAMFTE training programs to move toward the demonstration of telebehavioral health competence without reinventing the wheel or introducing drastic changes to their programs.…”

“What Next?”: Toward telebehavioral health sustainability in couple and family therapy

“…(Alicata et al, 2016) Organizations must advocate for interprofessional training opportunities. They can do so through hosting seminars for interprofessional collaboration and education with graduate students, and the development of interdisciplinary TBH practice groups (Drude et al, 2020).…”

“…Second, exposure to interprofessional values and behaviors through work in interprofessional educational TBH teams can shift toward a model of lifelong learning, which is “…essential, given the short half‐life of telepractice knowledge and practices due to the rapid changes in technology and continually evolving telepractice” (Drude et al, 2020, p. 36). According to Drude et al (2020):…”

“…First, the interprofessional TBH competencies developed by Maheu, Drude, Hertlein, et al (2020) and Maheu, Drude, Merrill, et al (2020) were based on the work of an interdisciplinary work group, and therefore can be taught to learners from different professions. Second, exposure to interprofessional values and behaviors through work in interprofessional educational TBH teams can shift toward a model of lifelong learning, which is “…essential, given the short half‐life of telepractice knowledge and practices due to the rapid changes in technology and continually evolving telepractice” (Drude et al, 2020, p. 36). According to Drude et al (2020):…”