Through the Webcam: Impact of Telehealth on Developmental and Behavioral Pediatric Fellowship Training

• Published in: Journal of developmental and behavioral pediatrics Vol. 44; no. 4; pp. e263 - e268
• Main Authors: Hung, Kimberly T., Branch, Jacqueline M., McManus, Mark D., Brown, Miraides, Langkamp, Diane L.
• Format: Journal Article
• Language: English
• Published: United States Lippincott Williams & Wilkins 01-05-2023; Lippincott Williams & Wilkins Ovid Technologies
• Subjects: Child; COVID-19; Education, Medical, Graduate; Fellowships and Scholarships; Humans; Pandemics; Pediatrics; Surveys and Questionnaires; Telemedicine
• ISSN: 0196-206X; 1536-7312
• DOI: 10.1097/DBP.0000000000001177

The purpose of this study was to examine how fellowship program directors (PDs) and their fellows perceived the impact of telehealth on fellowship education in developmental behavioral pediatrics (DBP) during the COVID-19 pandemic.
Two surveys were designed targeting DBP PDs and fellows and were distributed by e-mail from January to May 2021. Surveys consisted of closed-ended and open-ended questions about telehealth's impact on didactics, clinical teaching, and clinical experience. Analyses included descriptive statistics, Fisher's exact test, χ 2 test, and qualitative classical content analysis.
A total of 31 PDs (82%) and 62 fellows (51%) responded. Before the pandemic, 0% of programs had fellows do telehealth visits at least weekly vs during the pandemic, and 85% of the programs had fellows conduct telehealth video visits at least once/week ( p < 0.001). PDs and fellows agreed on many advantages of learning through telehealth particularly preceptors giving "real-time" feedback by private text messages and being able to observe fellow-run encounters unobtrusively. Ninety-four percent of fellows and 100% of fellowship directors believe that telehealth should be a formal part of DBP fellowship training even if in-clinic visits are available.
Prepandemic and pandemic learning experiences differed significantly. PDs and fellows shared similar perceptions on how telehealth affected fellow education, except how telehealth affected didactics. Institutions varied in how telehealth was used to teach fellows, but many reported they found benefit in giving real-time feedback using chat functions during telehealth appointments. DBP fellowship programs should consider providing specific guidance to effectively teach telehealth to fellows.