Abstract
Background:
Essential skills for respiratory therapists (RTs) now extend beyond the traditional scope of therapy. Department leaders are under increasing pressure to hire appropriately trained staff, maximize orientation time, and positively affect patient outcomes. The RT is expected to communicate effectively, provide education, and practice in interprofessional (IP) teams. Use of technology, including telehealth, for patient interaction is increasing. Accreditation standards require evaluation of student competence in communication and IP practice. No literature was found on how degree programs teach or evaluate these skills. Our objectives were to determine if program curricula include communication, patient education, telehealth, and formal IP activities apart from clinical rotations; identify related experiences; and explore how programs conduct evaluation of essential skills.
Methods:
Directors of accredited respiratory programs were invited by email to anonymously complete a survey regarding curriculum. Survey domains were oral communication, patient education, learning strategies, telehealth, and IP activities. Master’s programs were excluded from analysis due to small numbers. Chi-square analysis and Fisher’s exact tests were used to compare program types. Descriptive statistics were used to summarize results. P <.05 was considered significant.
Results:
Response rate was 37% (136/370): Associate (AS) < 2 y 11%, AS 2 y 67%, Bachelor (BS) 19%. BS programs were more likely than AS programs to require an oral communication prerequisite (AS < 2 yr 56.3%, AS 2 yr 45.7%, BS 69.2%) and include an education course (AS < 2 yr 18.75%, AS 2 yr 12.7%, BS 42.3%). Most programs evaluated oral communication competence (AS < 2 yr 87.5%, AS 2 yr 79.6%, BS 92.3%). Programs rarely had a designated course or evaluated competence for telemedicine. More BS programs had dedicated patient education courses (P = .004). AS 2 yr programs included education proficiency evaluation in lab courses more often (P = .01). More BS programs evaluated oral communication by unpaid preceptors (P = .03) and evaluated IP competence through completion of a formal IP program (P = .005). Respondents identified a wide variety of instructional and evaluation methods.
Conclusions:
More BS programs included patient education, telehealth, and IP activities than AS programs. Telehealth is rarely included or evaluated at any degree level. Programs should evaluate the need for enhanced patient education and telehealth instruction.
Courses and activities by program type Competency evalution by program type
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