Transdisciplinary Care Observation CREATING A TELEHEALTH FIELDWORK EXPEREINCE Amy B. VanCamp, OTD, OTR/L ✦ Tracey Ellis OTR/L, MPH ✦ Kathryn Holloran, MA, BCBA Background Level I Fieldwork Objectives Telehealth is revolutionizing the way healthcare providers deliver services, but are we as educators providing opportunities for our fieldwork students to be comfortable in telehealth? Creating unique fieldwork experiences that prepare students for entry level practice while reflecting current practice trends is a top priority for OT programs across the country.  UNH OT teamed up with Tracey Ellis, UNH OT alumni and founder of International Diagnostic Solutions (IDS), to create an opportunity to see pediatric OT in a teletherapy clinic providing live, online therapy solutions to children, families, and schools across the globe.   Professional Behaviors Interpretations A Snapshot in Telehealth Setting Rationale Telehealth FW provides the same breadth of experience as a traditional Level 1, resulting in the student’s ability to:: Articulate links between OT theory and practice Interpret the results of client evaluation/intervention Identify FOR used in practice Describe clinical reasoning process Identify & describe therapeutic value of various interpersonal styles with clients Additional value: Enhanced understanding of global reach of OT when geographic barriers are removed Encourages creative ways of problem solving and creating new resources in an emerging practice area Inspiration for new research foundations for the field of OT in telehealth Congruent with AOTA’s Vision 2025 by promoting “effective solutions” to those clients and families living in remote or underserve areas Aligns with ACOTE technology standard (B.1.18) 3 levels of observation: Client Therapist / Professionals Self (through video capture) Telehealth delivery: Synchronous & Asynchronous sessions Remote Patient Monitoring (RPM) Mobile Health Interdisciplinary meetings: SLP Teachers Behavior analyst Psychologist Online platforms: Zoom, Vsee, Skype Assessment procedures using online tools: Direct online assessment Video review Q Global assessment tools) Documentation / goal planning Observation of professional behaviors among/between OT and other professionals during both synchronous & asynchronous sessions Demonstrated professional behaviors during telehealth sessions: Timeliness Appropriate appearance Communication (verbal, non-verbal, written, etc.) Environmental Set-up Flexibility Positive attitude Commitment to learn and educational excellence Team player Discussed assessment data/tool choices OT Demonstrated telehealth technology troubleshooting in real time Replay opportunities Orientation HIPAA overview Mock telehealth sessions, scheduling, sending an introductory email to “client,” hosting a short mock session, reviewing video, self reflection and feedback from IDS team  Introduction to electronic medical record (EMR) and use of practice platform Lecture/Presentation of Telehealth Modalities with Quiz Transdisciplinary Care Benefits Experienced a new and growing delivery model for the field of occupational therapy Replay option allows for additional opportunities to review client/therapist relationship, analysis of client performance and clinical observations and additional opportunities for interpretation in preparation for treatment planning & professional behaviors Observed multiple supervisors which allowed for examination of diversity in therapeutic use of self Increased comfort level with EMR Developed greater understanding for transdisciplinary care & interdisciplinary communication Exposed to different telehealth databases & various modes of delivery Experienced scheduling, billing, and HIPAA integration Utilized various apps & online resources in delivery Limitations References Accreditation Council for Occupational Therapy Education. (2018). 2011 Accreditation Council for Occupational Therapy Education Standards and Interpretive Guide. Retrieved from https://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/Standards/2011-Standards-and-Interpretive-Guide.pdf American Journal of Occupational Therapy. (2013). Telehealth. 67, S69-S90. doi:10.5014/ajot.2013.67S69   American Occupational Therapy Association. (2017). Vision 2025. American Journal of Occupational Therapy, 71, 7103420010. https://doi.org/10.5014/ajot.2017.713002 Scheduling challenges due to extended duration (1 semester vs. 2 weeks) Time zone challenges with student class schedule Less opportunity for therapist to view student behaviors as observers given the need to limit the number of faces/screens active during therapy delivery (therapist & client vs. therapist, client, student) Requires increased flexibility to develop relationships with clients and therapists