In-demand, interactive and an appetite for more: Analysis of learner enrolments and feedback in an open-access introductory telehealth course during COVID-19

Claire Ellen Seaman; Elyce Green; Jennifer Cox; Kate Freire; Jacki Mansfield

doi:10.11157/fohpe.v24i1.550

Authors

Claire Ellen Seaman Charles Sturt University https://orcid.org/0000-0003-1565-4130
Elyce Green Charles Sturt University https://orcid.org/0000-0002-7291-6419
Jennifer Cox Charles Sturt University https://orcid.org/0000-0002-6916-5204
Kate Freire Charles Sturt University https://orcid.org/0000-0001-5932-741X
Jacki Mansfield Charles Sturt University

DOI:

https://doi.org/10.11157/fohpe.v24i1.550

Keywords:

telemedicine, education, COVID-19, health occupations

Abstract

Introduction: The use of telehealth has accelerated with health service delivery restrictions experienced during the COVID-19 pandemic. This research assessed learner enrolments and feedback in an introductory, online, open-access, rural-focused telehealth training course to inform future telehealth education design.

Methods: Differences in enrolled learner demographics “before” (n = 331) and “after” (n = 3,776) COVID-19-related changes in Australia were assessed. Content analysis of learner feedback was conducted to understand the beneficial aspects of the course and to inform future telehealth education and training development.

Results: Concurrent with telehealth changes announced in Australia in March 2020, enrolments in the course sharply increased. While students comprised most enrolments, initial growth was strongest amongst health educators and health professionals. More learners enrolled from major city areas and other countries. User feedback indicated the flexible delivery mode, policy, links to resources and multimedia content were the most beneficial aspects of the course. Learners would like more client perspectives as well as discipline- and context-specific information. There is also an appetite for more practice-based telehealth education.

Conclusions: Growth in demand for the course and positive learner feedback showed it was filling an important introductory training gap. Learner feedback also highlighted several perceived barriers among learners in being able to implement best-practice telehealth in their current or future practice. This feedback could be used to inform the design of further telehealth training for health professionals and students to, ultimately, enhance the use of telehealth technologies.

Author Biography

Claire Ellen Seaman, Charles Sturt University

Research Fellow, Program Evaluator

References

Australian Bureau of Statistics. (2018). Australian Statistical Geographic Standard (ASGS): Volume 5—Remoteness structure, July 2016 (Cat No. 1270.0.55.005). https://www.abs.gov.au/ausstats/abs@.nsf/mf/1270.0.55.005

Commonwealth of Australia. (2022). MBS online. Retrieved March 24, 2022, from http://www.mbsonline.gov.au/internet/mbsonline/publishing.nsf/Content/Home

COVID-19 National Incident Room Surveillance Team. (2021). COVID-19 Australia: Epidemiology Report 36: Reporting period ending 28 February 2021. Communicable Diseases Intelligence, 45. https://www1.health.gov.au/internet/main/publishing.nsf/Content/C50CAE02452A48A7CA2587320081F7BF/$File/covid_19_australia_epidemiology_report_36_reporting_period_ending_28_february_2021.pdf

Cox, J. L., Seaman, C. E., Hyde, S., Freire, K. M., & Mansfield, J. (2022). Co-designing multidisciplinary telehealth education for online learning. Health Education, 122(2), 164–179. https://doi.org/10.1108/HE-10-2020-0098

Daniel, M., Gordon, M., Patricio, M., Hider, A., Pawlik, C., Bhagdev, R., Ahmad, S., Alston, S., Park, S., Pawlikowska, T., & Rees, E. (2021). An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review (BEME Guide No. 64). Medical Teacher, 43(3), 253–271. https://doi.org/10.1080/0142159X.2020.1864310

Edirippulige, S., & Armfield, N. R. (2017). Education and training to support the use of clinical telehealth: A review of the literature. Journal of Telemedicine and Telecare, 23(2), 273–282. https://doi.org/10.1177/1357633X16632968

Edirippulige, S., Brooks, P., Carati, C., Wade, V. A., Smith, A. C., Wickramasinghe, S., & Armfield, N. R. (2018). It's important, but not important enough: eHealth as a curriculum priority in medical education in Australia. Journal of Telemedicine and Telecare, 24(10), 697–702. https://doi.org/10.1177/1357633x18793282

Edirippulige, S., Smith, A. C., Armfield, N. R., Bensink, M., & Wootton, R. (2012). Student perceptions of a hands-on practicum to supplement an online eHealth course. Journal of Medical Internet Research, 14(6), Article e18. https://doi.org/10.2196/jmir.2029

Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93–99. https://doi.org/10.1016/j.afjem.2017.08.001

Filbay, S., Hinman, R., Lawford, B., Fry, R., & Bennell, K. (2021). Telehealth by allied health practitioners during the COVID-19 pandemic: An Australian wide survey of clinicians and clients. The University of Melbourne. Melbourne, Australia. https://healthsciences.unimelb.edu.au/departments/physiotherapy/chesm/research-overview/allied-health-telehealth

Hovaguimian, A., Joshi, A., Onorato, S., Schwartz, A. W., & Frankl, S. (2021). Twelve tips for clinical teaching with telemedicine visits. Medical Teacher, 44(1), 19–25. https://doi.org/10.1080/0142159X.2021.1880558

Maleka, N. H., & Matli, W. (2022). A review of telehealth during the COVID-19 emergency situation in the public health sector: Challenges and opportunities. Journal of Science and Technology Policy Management. Advanced online publication. https://doi.org/10.1108/JSTPM-08-2021-0126

Martin, R., Mandrusiak, A., Lang, R., Forbes, R., & Russell, T. (2022). A telehealth curriculum: A pre-post study of physiotherapy students’ perceived knowledge, self-efficacy and intentions for future use. Focus on Health Professional Education, 23(3), 56–72. https://doi.org/10.11157/fohpe.v23i3.595

Prime Minister of Australia. (2020). $2.4 Billion health plan to fight COVID-19 [Media release]. Retrieved February10, 2023, from https://parlinfo.aph.gov.au/parlInfo/search/display/display.w3p;query=Id%3A%22media%2Fpressrel%2F7234737%22

Reeves, S., Fletcher, S., McLoughlin, C., Yim, A., & Patel, K. D. (2017). Interprofessional online learning for primary healthcare: Findings from a scoping review. BMJ Open, 7(8), Article e016872. https://doi.org/10.1136/bmjopen-2017-016872

Royal Australian College of General Practitioners (RACGP) (2020). RACGP urges government to introduce telehealth Medicare rebate for GPs to support COVID-19 patients [Media release]. Retrieved February 10, 2023 from https://www.racgp.org.au/gp-news/media-releases/2020-media-releases/march-2020/racgp-urges-government-to-introduce-telehealth

Rutledge, C., Hawkins, E. J., Bordelon, M., & Gustin, T. S. (2020). Telehealth education: An interprofessional online immersion experience in response to COVID-19. Journal of Nursing Education, 59(10), 570–576. https://doi.org/10.3928/01484834-20200921-06

Rutledge, C. M., O'Rourke, J., Mason, A. M., Chike-Harris, K., Behnke, L., Melhado, L., Downes, L., & Gustin, T. (2021). Telehealth competencies for nursing education and practice: The four P's of telehealth. Nurse Educator, 46(5), 300–305. https://doi.org/10.1097/NNE.0000000000000988

Smith, A. C., Thomas, E., Snoswell, C. L., Haydon, H., Mehrotra, A., Clemensen, J., & Caffery, L. J. (2020). Telehealth for global emergencies: Implications for coronavirus disease 2019 (COVID-19). Journal of Telemedicine and Telecare, 26(5), 378–380. https://doi.org/10.1177/1357633X20916567

Smith, L. J., Ascione, F. J., & Ruffolo, M. C. (2019). Large-scale asynchronous online interprofessional learning experience. Journal of Allied Health, 48(4), e123–e129.

Snoswell, C. L., Caffery, L. J., Hobson, G., Taylor, M. L., Haydon, H. M., Thomas, E., & Smith, A. C. (2021). Key statistics for March 2021: Medicare benefits schedule (MBS), Australia telehealth summary. Retrieved May 25, 2021, from https://coh.centre.uq.edu.au/telehealth-and-coronavirus-medicare-benefits-schedule-mbs-activity-australia

Stovel, R. G., Gabarin, N., Cavalcanti, R. B., & Abrams, H. (2020). Curricular needs for training telemedicine physicians: A scoping review. Medical Teacher, 42(11), 1234–1242. https://doi.org/10.1080/0142159x.2020.1799959

Thomas, E. E., Haydon, H. M., Mehrotra, A., Caffery, L. J., Snoswell, C. L., Banbury, A., & Smith, A. C. (2020). Building on the momentum: Sustaining telehealth beyond COVID-19. Journal of Telemedicine and Telecare, 28(4), 301–308. https://doi.org/10.1177/1357633X20960638

Warr, D., Luscombe, G., & Couch, D. (2021). Hype, evidence gaps and digital divides: Telehealth blind spots in rural Australia. Health. Advance online publication. https://doi.org/10.1177/13634593211060763

World Health Organisation (WHO). (2020). Implementing telemedicine services during COVID-19: Guiding principles and considerations for a stepwise approach. WHO Regional Office for the Western Pacific, Manila. Retrieved May 25, 2021, from https://apps.who.int/iris/handle/10665/336862