Lisa Zickuhr, Alberto Sobrero, Daniel Albert, Amanda S Alexander, Tami Bonnett-Ami, Sarah Dill, Sharon Dowell, Elizabeth D Ferucci, Connie Herndon, Bharat Kumar, David Leverenz, Jennifer Mandal, Amaad Rana, Irene J Tan, Swamy Venuturupalli, Tiffany Westrich-Robertson, Marcy B Bolster, Jason Kolfenbach
{"title":"风湿病远程医疗反馈表单的开发、可用性和有效性证据。","authors":"Lisa Zickuhr, Alberto Sobrero, Daniel Albert, Amanda S Alexander, Tami Bonnett-Ami, Sarah Dill, Sharon Dowell, Elizabeth D Ferucci, Connie Herndon, Bharat Kumar, David Leverenz, Jennifer Mandal, Amaad Rana, Irene J Tan, Swamy Venuturupalli, Tiffany Westrich-Robertson, Marcy B Bolster, Jason Kolfenbach","doi":"10.1002/acr.25552","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Rheumatology telehealth is widespread, making it essential that rheumatology fellows-in-training (FITs) achieve competence delivering telehealth care before entering the workforce. Feedback enhances telehealth skill development. This study develops a Rheumatology Telehealth Feedback Form (RTFF) that incorporates existing data and expertise as well as gathers validity evidence supporting its use.</p><p><strong>Methods: </strong>The American College of Rheumatology Workforce Solutions Committee formed a Working Group with expertise in rheumatic diseases, telehealth, and medical education. The Working Group conducted a modified Delphi and focus groups to define content grounded in Rheumatology Telehealth Competencies and evidence-based practice as well as develop the RTFF. Rheumatology educators and FITs piloted the RTFF during patient care and simulated telehealth encounters, rating the helpfulness of the RTFF and providing data to calculate intraclass correlation coefficients (ICC).</p><p><strong>Results: </strong>The modified Delphi identified 16 skills essential to conducting rheumatology telehealth encounters, which were converted into 17 items on the RTFF. Comment boxes prompted supplementary narrative. Five educators and ten FITs piloted the materials. All (5/5) \"agreed\" or \"strongly agreed\" that the RTFF helped teach rheumatology telehealth skills. ICCs calculated from two simulated telehealth encounters demonstrated moderately-to-strongly supportive interrater reliability (ICC=0.857 and 0.632).</p><p><strong>Conclusion: </strong>The RTFF incorporates evidence-based, expert consensus of the skills most essential for rheumatology telehealth encounters. Educators can use the RTFF as a guide for observing FITs delivering telehealth care, providing formative feedback, and helping FITs develop their skills before entering the workforce. The RTFF is the first direct observation formative assessment tool designed for teaching rheumatology telehealth skills.</p>","PeriodicalId":8406,"journal":{"name":"Arthritis Care & Research","volume":" ","pages":""},"PeriodicalIF":3.7000,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Development, Usability, and Validity Evidence of a Rheumatology Telehealth Feedback Form.\",\"authors\":\"Lisa Zickuhr, Alberto Sobrero, Daniel Albert, Amanda S Alexander, Tami Bonnett-Ami, Sarah Dill, Sharon Dowell, Elizabeth D Ferucci, Connie Herndon, Bharat Kumar, David Leverenz, Jennifer Mandal, Amaad Rana, Irene J Tan, Swamy Venuturupalli, Tiffany Westrich-Robertson, Marcy B Bolster, Jason Kolfenbach\",\"doi\":\"10.1002/acr.25552\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Rheumatology telehealth is widespread, making it essential that rheumatology fellows-in-training (FITs) achieve competence delivering telehealth care before entering the workforce. Feedback enhances telehealth skill development. This study develops a Rheumatology Telehealth Feedback Form (RTFF) that incorporates existing data and expertise as well as gathers validity evidence supporting its use.</p><p><strong>Methods: </strong>The American College of Rheumatology Workforce Solutions Committee formed a Working Group with expertise in rheumatic diseases, telehealth, and medical education. The Working Group conducted a modified Delphi and focus groups to define content grounded in Rheumatology Telehealth Competencies and evidence-based practice as well as develop the RTFF. Rheumatology educators and FITs piloted the RTFF during patient care and simulated telehealth encounters, rating the helpfulness of the RTFF and providing data to calculate intraclass correlation coefficients (ICC).</p><p><strong>Results: </strong>The modified Delphi identified 16 skills essential to conducting rheumatology telehealth encounters, which were converted into 17 items on the RTFF. Comment boxes prompted supplementary narrative. Five educators and ten FITs piloted the materials. All (5/5) \\\"agreed\\\" or \\\"strongly agreed\\\" that the RTFF helped teach rheumatology telehealth skills. ICCs calculated from two simulated telehealth encounters demonstrated moderately-to-strongly supportive interrater reliability (ICC=0.857 and 0.632).</p><p><strong>Conclusion: </strong>The RTFF incorporates evidence-based, expert consensus of the skills most essential for rheumatology telehealth encounters. Educators can use the RTFF as a guide for observing FITs delivering telehealth care, providing formative feedback, and helping FITs develop their skills before entering the workforce. The RTFF is the first direct observation formative assessment tool designed for teaching rheumatology telehealth skills.</p>\",\"PeriodicalId\":8406,\"journal\":{\"name\":\"Arthritis Care & Research\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.7000,\"publicationDate\":\"2025-04-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Arthritis Care & Research\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1002/acr.25552\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"RHEUMATOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Arthritis Care & Research","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1002/acr.25552","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"RHEUMATOLOGY","Score":null,"Total":0}
Development, Usability, and Validity Evidence of a Rheumatology Telehealth Feedback Form.
Objective: Rheumatology telehealth is widespread, making it essential that rheumatology fellows-in-training (FITs) achieve competence delivering telehealth care before entering the workforce. Feedback enhances telehealth skill development. This study develops a Rheumatology Telehealth Feedback Form (RTFF) that incorporates existing data and expertise as well as gathers validity evidence supporting its use.
Methods: The American College of Rheumatology Workforce Solutions Committee formed a Working Group with expertise in rheumatic diseases, telehealth, and medical education. The Working Group conducted a modified Delphi and focus groups to define content grounded in Rheumatology Telehealth Competencies and evidence-based practice as well as develop the RTFF. Rheumatology educators and FITs piloted the RTFF during patient care and simulated telehealth encounters, rating the helpfulness of the RTFF and providing data to calculate intraclass correlation coefficients (ICC).
Results: The modified Delphi identified 16 skills essential to conducting rheumatology telehealth encounters, which were converted into 17 items on the RTFF. Comment boxes prompted supplementary narrative. Five educators and ten FITs piloted the materials. All (5/5) "agreed" or "strongly agreed" that the RTFF helped teach rheumatology telehealth skills. ICCs calculated from two simulated telehealth encounters demonstrated moderately-to-strongly supportive interrater reliability (ICC=0.857 and 0.632).
Conclusion: The RTFF incorporates evidence-based, expert consensus of the skills most essential for rheumatology telehealth encounters. Educators can use the RTFF as a guide for observing FITs delivering telehealth care, providing formative feedback, and helping FITs develop their skills before entering the workforce. The RTFF is the first direct observation formative assessment tool designed for teaching rheumatology telehealth skills.
期刊介绍：
Arthritis Care & Research, an official journal of the American College of Rheumatology and the Association of Rheumatology Health Professionals (a division of the College), is a peer-reviewed publication that publishes original research, review articles, and editorials that promote excellence in the clinical practice of rheumatology. Relevant to the care of individuals with rheumatic diseases, major topics are evidence-based practice studies, clinical problems, practice guidelines, educational, social, and public health issues, health economics, health care policy, and future trends in rheumatology practice.
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