Abstract
Introduction
The COVID-19 pandemic significantly impacted the way health-related services are delivered, rapidly shifting from in-person to telehealth visits. To ensure that future healthcare providers are fully prepared to deliver services to families of youth with neurodevelopmental disabilities (NDD), understanding telehealth’s advantages and barriers is vital. To this end, data were gathered to inform the development of a nationally available telehealth curriculum aimed at training future healthcare professionals from the Leadership Education in Neurodevelopmental Disabilities (LEND) network.
Methods
Surveys were sent out nationally to current LEND trainees, practicing healthcare professionals, and family members of youth with NDD in November of 2020. Multiple choice and free response questions were completed and analyzed. A total of N = 208 surveys were completed (88 LEND trainees, 94 practicing professionals, 23 family members).
Results
Most survey respondents reported having positive experiences with telehealth. LEND trainees and current healthcare professionals cited increased access to care and engagement as the top benefit of telehealth. Most family members reported using telehealth services (78%) and felt it was superior to in-person visits in terms of location of visit, scheduling, and meeting transportation needs. Trainees and professionals agreed the top barriers to telehealth for families were lack of broadband access and complexity of implementation and use. LEND trainees agreed telehealth basics should be included in LEND curriculum.
Discussion
Trainees, professionals, and family members all agreed that knowing the basics of telehealth is essential for effective telehealth service delivery. Emerging healthcare professionals need to understand how those they will be serving engage with technology, their levels of experience in this area, and effective strategies for engaging children and youth with NDD through telehealth. This will bridge the engagement gap many families of children with disabilities face when not meeting in person. Findings from this study contributed to the design of learning materials that currently support LEND trainees across the country in developing these skills.
Significance
What is already known? The COVID-19 pandemic forced the increased use of telehealth to deliver essential healthcare services. Families of children and adolescents with disabilities typically have an elevated need for services and little is known about their telehealth experiences.
What does this study add? The current study reports on the telehealth experiences of healthcare professionals and families of children and adolescents with disabilities to inform the training of future healthcare professionals.
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Data Availability
Data and material can be requested of the lead author.
Code Availability
Not applicable.
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Funding
This resource was developed through a subaward with the American Academy of Pediatrics through the “Supporting Providers and Families to Access Telehealth and Distant Care Services for Pediatric Care” project. This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $6,000,000 with no percentage financed with nongovernmental sources. The contents are those of the authors and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.
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Prior to data collection, the study was approved for Exemption by the Wayne State University Institutional Review Board (IRB).
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Bray, M., Turner, J., Jones, S. et al. Developing Workforce Skills and Capacity in Telehealth: What LEND Trainees Need to Know. Matern Child Health J 28, 240–245 (2024). https://doi.org/10.1007/s10995-023-03794-2
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DOI: https://doi.org/10.1007/s10995-023-03794-2