Guidelines for Rapport-Building in Telehealth Videoconferencing: An Interprofessional e-Delphi Study (Preprint) Article Swipe
Paula D Koppel
,
Jennie C. De Gagné
,
Michelle Webb
,
Denise M. Nepveux
,
Janelle Bludorn
,
Aviva Emmons
,
Paige S. Randall
,
Neil S. Prose
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.2196/preprints.76260
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.2196/preprints.76260
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. CLINICALTRIAL Registration in Open Science Framework (OSF) completed on January 22, 2025.
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Metadata
- Type
- preprint
- Language
- en
- Landing Page
- https://doi.org/10.2196/preprints.76260
- OA Status
- gold
- References
- 52
- Related Works
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- OpenAlex ID
- https://openalex.org/W4409640580
All OpenAlex metadata
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- OpenAlex ID
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https://openalex.org/W4409640580Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.2196/preprints.76260Digital Object Identifier
- Title
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Guidelines for Rapport-Building in Telehealth Videoconferencing: An Interprofessional e-Delphi Study (Preprint)Work title
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preprintOpenAlex work type
- Language
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enPrimary language
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2025Year of publication
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2025-04-19Full publication date if available
- Authors
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Paula D Koppel, Jennie C. De Gagné, Michelle Webb, Denise M. Nepveux, Janelle Bludorn, Aviva Emmons, Paige S. Randall, Neil S. ProseList of authors in order
- Landing page
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https://doi.org/10.2196/preprints.76260Publisher landing page
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YesWhether a free full text is available
- OA status
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goldOpen access status per OpenAlex
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https://doi.org/10.2196/preprints.76260Direct OA link when available
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Preprint, Telehealth, Videoconferencing, Delphi method, Delphi, Telemedicine, Onboarding, Computer science, Psychology, Medical education, Multimedia, Internet privacy, Medicine, World Wide Web, Political science, Health care, Operating system, Social psychology, Law, Artificial intelligenceTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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| abstract_inverted_index.test | 249 |
| abstract_inverted_index.that | 79, 118 |
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| abstract_inverted_index.were | 185 |
| abstract_inverted_index.with | 108 |
| abstract_inverted_index.(OSF) | 288 |
| abstract_inverted_index.(VV). | 34 |
| abstract_inverted_index.2025. | 293 |
| abstract_inverted_index.<sec> | 0, 84, 125, 159, 206, 281 |
| abstract_inverted_index.Round | 144, 169, 192 |
| abstract_inverted_index.Using | 208 |
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| abstract_inverted_index.items | 184, 189 |
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| abstract_inverted_index.panel | 134 |
| abstract_inverted_index.study | 87, 129, 214 |
| abstract_inverted_index.their | 236 |
| abstract_inverted_index.these | 121, 259 |
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| abstract_inverted_index.using | 132 |
| abstract_inverted_index.video | 31 |
| abstract_inverted_index.(e.g., | 176 |
| abstract_inverted_index.</sec> | 83, 124, 158, 205, 280, 294 |
| abstract_inverted_index.Future | 244 |
| abstract_inverted_index.Rounds | 153, 166 |
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| abstract_inverted_index.goals. | 123 |
| abstract_inverted_index.health | 11, 19, 100, 220 |
| abstract_inverted_index.items, | 197 |
| abstract_inverted_index.needed | 247 |
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| abstract_inverted_index.skills | 54 |
| abstract_inverted_index.themes | 172 |
| abstract_inverted_index.visits | 33 |
| abstract_inverted_index.January | 291 |
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| abstract_inverted_index.address | 40 |
| abstract_inverted_index.domains | 234 |
| abstract_inverted_index.emerged | 190 |
| abstract_inverted_index.experts | 138, 163 |
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| abstract_inverted_index.rapport | 66, 107 |
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| abstract_inverted_index.skills, | 72, 95 |
| abstract_inverted_index.support | 120 |
| abstract_inverted_index.surveys | 151 |
| abstract_inverted_index.virtual | 63, 178 |
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| abstract_inverted_index.adapting | 52 |
| abstract_inverted_index.cultural | 58 |
| abstract_inverted_index.domains, | 277 |
| abstract_inverted_index.e-Delphi | 128 |
| abstract_inverted_index.empathy, | 57, 177 |
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| abstract_inverted_index.guidance | 50 |
| abstract_inverted_index.identify | 115 |
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| abstract_inverted_index.patients | 109 |
| abstract_inverted_index.programs | 9 |
| abstract_inverted_index.relation | 272 |
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| abstract_inverted_index.requires | 69 |
| abstract_inverted_index.research | 245 |
| abstract_inverted_index.resource | 218 |
| abstract_inverted_index.specific | 70, 182 |
| abstract_inverted_index.students | 13, 102 |
| abstract_inverted_index.teaching | 77, 116, 268 |
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| abstract_inverted_index.(skills), | 230 |
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| abstract_inverted_index.affective | 232 |
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| abstract_inverted_index.humility, | 59 |
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| abstract_inverted_index.uncertain | 23 |
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| abstract_inverted_index.Telehealth | 2 |
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| abstract_inverted_index.attitudes, | 74 |
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| abstract_inverted_index.consensus. | 157, 204 |
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| abstract_inverted_index.curriculum | 183 |
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| abstract_inverted_index.education. | 143 |
| abstract_inverted_index.educators. | 222 |
| abstract_inverted_index.empathetic | 28 |
| abstract_inverted_index.essential. | 279 |
| abstract_inverted_index.etiquette, | 46 |
| abstract_inverted_index.evaluating | 262 |
| abstract_inverted_index.framework, | 212 |
| abstract_inverted_index.knowledge, | 71, 94 |
| abstract_inverted_index.logistics, | 42 |
| abstract_inverted_index.practicing | 15 |
| abstract_inverted_index.strategies | 78, 117 |
| abstract_inverted_index.telehealth | 111, 140, 142, 242 |
| abstract_inverted_index.(attitudes) | 233 |
| abstract_inverted_index.clinicians. | 16 |
| abstract_inverted_index.connections | 29 |
| abstract_inverted_index.educational | 8, 122 |
| abstract_inverted_index.established | 201 |
| abstract_inverted_index.identified. | 186 |
| abstract_inverted_index.integration | 239 |
| abstract_inverted_index.interviews, | 147 |
| abstract_inverted_index.professions | 12, 101, 221 |
| abstract_inverted_index.psychomotor | 229 |
| abstract_inverted_index.recommended | 267 |
| abstract_inverted_index.strategies, | 269 |
| abstract_inverted_index.(knowledge), | 228 |
| abstract_inverted_index.Registration | 283 |
| abstract_inverted_index.competencies | 36 |
| abstract_inverted_index.conferencing | 32 |
| abstract_inverted_index.feasibility, | 251 |
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| abstract_inverted_index.participated | 164 |
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| abstract_inverted_index.Additionally, | 261 |
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| abstract_inverted_index.competencies. | 260 |
| abstract_inverted_index.comprehensive | 49 |
| abstract_inverted_index.effectiveness | 254, 264 |
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| abstract_inverted_index.professionals | 21 |
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| abstract_inverted_index.rapport-building | 175 |
| abstract_inverted_index.interprofessional | 137 |
| abstract_inverted_index.relationship-based | 81 |
| abstract_inverted_index.<title>METHODS</title> | 126 |
| abstract_inverted_index.<title>RESULTS</title> | 160 |
| abstract_inverted_index.<title>OBJECTIVE</title> | 85 |
| abstract_inverted_index.<title>BACKGROUND</title> | 1 |
| abstract_inverted_index.<title>CONCLUSIONS</title> | 207 |
| abstract_inverted_index.<title>CLINICALTRIAL</title> | 282 |
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| institutions_distinct_count | 8 |
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