ArticleJMIR medical education2025
Guidelines for Rapport-Building in Telehealth Videoconferencing: Interprofessional e-Delphi Study.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Exploring needs and perceptions about telemental healthcare among Veterans with spinal cord injuries, a qualitative study.Journal of behavioral medicine · 2026Article
- Translating Telehealth Communication Research Into Patient-Centered, Implementable Practice.Journal of medical Internet research · 2026Article
- Communication Challenges and Mitigation Strategies in Primary Care Virtual Consultations: Qualitative Study.Journal of medical Internet research · 2026Article
- Professionalism on camera: results of a telehealth etiquette pilot curriculum on health profession students' competency.Frontiers in health services · 2026Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Telehealth training is increasingly incorporated into educational programs for health professions students and practicing clinicians. However, existing competencies and standards primarily address videoconferencing visit logistics, diagnostic modifications, and etiquette, often lacking comprehensive guidance on adapting interpersonal skills to convey empathy, cultural humility, and trust in web-based settings. 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 videoconferencing visits 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 total, 19 themes related to rapport-building and 77 specific curriculum items were identified, all achieving the established level of consensus. Conclusions: Using a competency-based education framework, this study provides guidance for health professions educators, teaching clinicians, and students on how to adapt interpersonal skills for telehealth including detailed content related to knowledge, skills, attitudes, and teaching strategies. Future research is needed to test the feasibility, acceptability, and effectiveness of curricula based on these competencies and teaching strategies.
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Registered trials
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