Allied health students’ experience of a rapid transition to telerehabilitation clinical placements as a result of COVID-19

• Published in: Australian Journal of Clinical Education (Online) Vol. 10; no. 1
• Main Authors: Ross, Megan H, Whitehead, Andrea, Jeffery, Lauren, Hill, Annie, Hartley, Nicole, Russell, Trevor
• Format: Journal Article
• Language: English
• Published: Bond University 22-02-2022
• ISSN: 2207-4791; 2207-4791
• DOI: 10.53300/001c.32992

Introduction: This study explores allied health students’ experience with and perceptions of telerehabilitation prior to and following the rapid transition of university clinical placements to telerehabilitation due to COVID-19. Methods: Semi-structured interviews were conducted with allied health students who had completed a clinical placement (between March and September 2020) at the University of Queensland that was rapidly transitioned to telerehabilitation due to COVID-19. Students were asked to report on their pre-conceptions, lived experience and post placement reflections of delivering consultations via telerehabilitation rather than in-person. Qualitative data were analysed using thematic content analysis. Results: 18 students (72% female, 20 to 31 years of age) from speech pathology (39%), physiotherapy (39%), occupational therapy (11%) and audiology (11%) conducted telerehabilitation consultations. Reflections on preconceptions of telerehabilitation nested under four themes: clinical effectiveness, interacting/communicating via telerehabilitation, technology and anticipation about a telerehabilitation placement. Experiences during placement clustered under similar topics of clinical effectiveness, interacting/communicating, practical aspects and technology. Reflections upon completion of placements related to experience in a global pandemic, benefits of combining technology and telerehabilitation, convenience, future use and knowledge, skills, and confidence with telerehabilitation. Conclusion: Despite initial concerns, students were able to rapidly transition to telerehabilitation and effectively deliver quality care, modify techniques, and achieve positive client outcomes. Student skills, knowledge and confidence improved with rapid exposure through learning “on the go”, and many indicated willingness to continue to use telerehabilitation in the future.