JMIR Publications

ABSTRACT

Background:

Telehealth training is increasingly incorporated into educational programs for health professions students and practicing clinicians. However, many health care professionals remain uncertain about how to foster empathetic connections during video conferencing visits (VV). Existing competencies and standards primarily address VV logistics, diagnostic modifications, and etiquette, often lacking comprehensive guidance on adapting interpersonal skills to convey empathy, cultural humility, and trust in virtual settings. Building rapport in VV requires specific knowledge, skills, and attitudes, supported by teaching strategies that promote relationship-based care.

Objective:

This study aimed to establish consensus on the knowledge, skills, and attitudes required for health professions students and clinicians to build rapport with patients in telehealth VV, and to identify teaching strategies that best support these educational goals.

Methods:

An e-Delphi study was conducted using a panel of 12 interprofessional experts in telehealth and telehealth education. Round 1 involved interviews, followed by anonymous surveys in Rounds 2-4 to build consensus.

Results:

All 12 experts participated in Rounds 1-3. In Round 1, 19 themes related to rapport-building (e.g., empathy, virtual communication) and 75 specific curriculum items were identified. Two additional items emerged in Round 2, resulting in 77 items, all achieving the established level of consensus.

Conclusions:

Using a competency-based education framework, this study offers a practical resource for health professions educators. Organizing the findings by cognitive (knowledge), psychomotor (skills), and affective (attitudes) domains enhances their applicability for integration into existing telehealth curricula. Future research is needed to test the feasibility, acceptability, and effectiveness of curricula based on these competencies. Additionally, evaluating the effectiveness of the recommended teaching strategies, particularly in relation to the three learning domains, is essential. Clinical Trial: Registration in Open Science Framework (OSF) completed on January 22, 2025.