Kimberly Brown Dahlman, Matthew B Weinger, Kimberly D Lomis, Lillian Nanney, Neil Osheroff, Donald E Moore, Lourdes Estrada, William B Cutrer
Integrating Foundational Sciences in a Clinical Context in the Post-Clerkship Curriculum
Medical science educator
introduction despite growth telecommunication applications provide clinical healthcare services little attention pedagogical framework needed train healthcare students deliver services methods exploratory investigation perceptions speechlanguage pathologytherapy slpslt faculty n 31 graduate students n 16 telehealth telepractice clinicians n 16 examined 15item survey regarding 1 comparative pedagogical importance four skills common telepractice facetoface service f2f delivery 2 relative pedagogical value seven skills competencies unique telepractice results statistical analyses revealed nonverbal communication skills knowledge literature related service delivery methods important telepractice f2f service delivery among seven skills unique telepractice participants believed important solving problems related internet recommended least two hours instruction telepractice technology patient confidentiality roleplaying telepractice results suggest slpslt students may need additional andor focused academic training nonverbal communication telepractice literature solving connectivity issues enter telepractice marketplace sufficient preparation discussion study needed compare relative importance additional slpslt skills competencies describe components effective healthcare training telepractice programs explore effective pedagogical strategies healthcare telepractice instruction