Frontiers in health services · 2026
Professionalism on camera: results of a telehealth etiquette pilot curriculum on health profession students' competency.
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Pittmann Rachel, Herring Esther, Pennington Suzanne, Simms Rachel, Sabo Kathy
Аннотация
INTRODUCTION: Telehealth etiquette refers to professional behaviors that support effective virtual communication between patients and providers. While telehealth has become a lasting part of healthcare delivery, most health professions programs have been slow to respond to the changing healthcare landscape through curricular updates. This pilot study explored the impact of a novel telehealth etiquette curriculum on graduate health professions students' competencies and on patient satisfaction ratings utilizing proxy ratings from simulated participants (SP).
METHODS: Using a mixed-methods design, eight graduate students (four nurse practitioner, four speech-language pathology) participated in the curriculum, inclusive of asynchronous training, precepted practice, telesimulations with an SP, and weekly self-reflections in a student-led university clinic. Pre- and post-intervention data included student surveys and weekly journal reflections as well as SP ratings.
RESULTS: Students increased their application of etiquette skills significantly (z = 2.52, p = .008, r = .892), reflecting an 18% improvement based on the Telehealth Etiquette Competency Checklist. Analysis of qualitative content from weekly student self-reflections revealed that eye contact, nonverbal empathy, environmental control, and structured visit closure were the telehealth etiquette skills most positively influencing client-clinician relationships. All students noted that applying telehealth etiquette skills fostered positive relationships with their clients when conducting virtual sessions. SP satisfaction ratings did not significantly change.
DISCUSSION: The telehealth etiquette curriculum improved students' growth in patient-centered videoconferencing-based virtual care communication, thereby optimizing the digital readiness of these future health professionals. Although improvements in proxy patient satisfaction were not found, students consistently described stronger connections with clients. Future studies with larger, multi-site cohorts and validated patient satisfaction tools are needed to better understand the impact of telehealth etiquette training and to further guide its integration into health professions curricula.
METHODS: Using a mixed-methods design, eight graduate students (four nurse practitioner, four speech-language pathology) participated in the curriculum, inclusive of asynchronous training, precepted practice, telesimulations with an SP, and weekly self-reflections in a student-led university clinic. Pre- and post-intervention data included student surveys and weekly journal reflections as well as SP ratings.
RESULTS: Students increased their application of etiquette skills significantly (z = 2.52, p = .008, r = .892), reflecting an 18% improvement based on the Telehealth Etiquette Competency Checklist. Analysis of qualitative content from weekly student self-reflections revealed that eye contact, nonverbal empathy, environmental control, and structured visit closure were the telehealth etiquette skills most positively influencing client-clinician relationships. All students noted that applying telehealth etiquette skills fostered positive relationships with their clients when conducting virtual sessions. SP satisfaction ratings did not significantly change.
DISCUSSION: The telehealth etiquette curriculum improved students' growth in patient-centered videoconferencing-based virtual care communication, thereby optimizing the digital readiness of these future health professionals. Although improvements in proxy patient satisfaction were not found, students consistently described stronger connections with clients. Future studies with larger, multi-site cohorts and validated patient satisfaction tools are needed to better understand the impact of telehealth etiquette training and to further guide its integration into health professions curricula.