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Relevant bibliographies by topics / Communication in pharmacy

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Academic literature on the topic 'Communication in pharmacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Communication in pharmacy"

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Dolan, Mackenzie A., Chelsea P. Renfro, Stefanie P. Ferreri, Betsy B. Shilliday, Timothy J. Ives, and Jamie J. Cavanaugh. "Community Pharmacist Preferences in Transition of Care Communications." Journal of Pharmacy Practice 32, no. 5 (April 17, 2018): 524–28. http://dx.doi.org/10.1177/0897190018770551.

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Objective: To determine community pharmacist preferences in transition of care (TOC) communications. Methods: In this cross-sectional study, data were gathered via electronic survey of community pharmacists regarding their preferences for TOC communications. The survey was distributed via email by the North Carolina Board of Pharmacy. Results were analyzed using descriptive statistics. Results: Survey responses were received from 343 community pharmacists (response rate = 6.1%). Responders most commonly worked in an independent, single store (29.2%, n = 100) or national chain (29.2%, n = 100) pharmacy setting. Preferred method for a TOC communication was via electronic health record (63.0%, n = 184). Preferred TOC communication content are mentioned as follows: active (93.2%, n = 274) and discontinued (86.4%, n = 254) medications and reason for hospitalization (85.0%, n = 250). The top 3 self-identified barriers to utilizing a TOC communication: lack of care coordination with community pharmacy (35.0%, n = 14), lack of support from other health-care providers (22.5%, n = 9), and absence of compensation for providing the service (17.5%, n = 7). When asked if TOC communications were available, 97.5% (n = 278) indicated it would be useful. Conclusion: Community pharmacists acknowledged a need for TOC communications and shared their preferences in the content and method of communication. Future research is warranted to implement TOC communications between a health system and community pharmacy.

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El-Sakran, Tharwat M., and Sawsan T. M. El-Sakran. "Pharmacy Students’ Attitudes Towards Learning Communication Skills: The Case Of The United Arab Emirates." American Journal of Health Sciences (AJHS) 6, no. 1 (June 1, 2015): 17–22. http://dx.doi.org/10.19030/ajhs.v6i1.9266.

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Effective communication amongst pharmacists, especially clinical pharmacists, physicians, nurses, patients, patients’ families and relatives and health care personnel is essential. Poor communication does not only lead to frustration and lack of respect among professions but also may compromise patient care if important information is misunderstood, ineffectively conveyed, or left out. This research explores clinical pharmacy students’ and clinical pharmacy graduates’ attitudes towards the relevance and importance of learning communication skills in their pharmacy careers in the United Arab Emirates. For the purposes of this study, Rees, Sheard, and Davies’ (2002) Communication Skills Attitudes Scale (CSAS) is used to measure pharmacy students’ and pharmacy graduates’ attitudes towards communication skills learning. Although this measure was originally designed to measure medical students’ attitudes towards communication skills learning in a European country, the results obtained from our study are not dissimilar to those reported by Rees et al. (2002) in their study. The paper concludes with some practical suggestions for pharmacy experts in charge of pharmacy communication courses.

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Gray, Alistair. "Refer-To-Pharmacy: Pharmacy for the Next Generation Now! A Short Communication for Pharmacy." Pharmacy 3, no. 4 (December 11, 2015): 364–71. http://dx.doi.org/10.3390/pharmacy3040364.

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Yao, Dongning, Liang Jiang, Yuankai Huang, Lei Chen, Yitao Wang, and Xiaoyu Xi. "Assessment of Factors Influencing Communication in Clinical Pharmacy." Evaluation & the Health Professions 42, no. 4 (February 20, 2018): 422–49. http://dx.doi.org/10.1177/0163278717751028.

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This study aimed to identify and assess the factors that influence communication quality between clinical pharmacists and patients using a structural equation model based on the predisposing, reinforcing, and enabling constructs in educational/environmental diagnosis and evaluation–policy, regulatory, and organizational constructs in educational and ecological development model to identify the most effective path to increase their communication quality. A survey was conducted at 253 Class-A tertiary hospitals in China from March to December 2016. During on-site observations, verbal communications between clinical pharmacists ( n = 752) and patients were audio recorded, and communication quality was rated by an expert panel on an 8-item Quality of Communication Rating Scale. Clinical pharmacists completed questionnaires that examined the predisposing, enabling, and reinforcing factors that influenced communication quality. Finally, AMOS was employed to examine the relationships between the three factors and communication quality. The results indicated that all three factors positively affected communication quality, with correlation coefficients of .26, .13, and .17, respectively. The most influential predisposing factor was attitude (.77), the most influential enabling factors were self-efficacy (.71) and confidence (.72), and the most influential reinforcing factor was rewards (.74). The findings suggest that pharmacists’ attitudes toward, perceived knowledge of, and skill and confidence in communication, and the rewards offered by pharmacy management are the most influential factors that influence communication quality.

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Szeinbach, Sheryl L. "Teaching Communication Skills to Pharmacy Students." Journal of Pharmacy Teaching 2, no. 3 (1991): 49–61. http://dx.doi.org/10.1300/j060v02n03_04.

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Kälvemark Sporrong, Sofia, and Susanne Kaae. "Trends in Pharmacy Practice Communication Research." Pharmacy 6, no. 4 (December 5, 2018): 127. http://dx.doi.org/10.3390/pharmacy6040127.

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Latif, David A. "Using Supportive Communication to Foster the Pharmacy Director-Clinical Pharmacist Relationship." Journal of Pharmacy Practice 17, no. 4 (August 2004): 270–74. http://dx.doi.org/10.1177/0897190004268651.

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The quality of the pharmacy director-clinical pharmacist relationship is critical not only to the professional development success of the clinical pharmacist and the intrinsic satisfaction of the pharmacy director but also to the likelihood of the clinical pharmacist’s staying at the institution. This article advocates the incorporation of supportive communication principles into a regularly scheduled personal management interview program between pharmacy directors and their clinical pharmacists. A detailed discussion of how pharmacy directors might implement a personal management interview program that incorporates 8 principles of supportive communication is provided.

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Abermann, Dra, and Andrs Zelena. "Information and communication gaps in the pharmacy." Applied Medical Research 5, no. 1 (2018): 9. http://dx.doi.org/10.5455/amr.20180927083126.

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Mazánková, Dana, Filip Kňažek, and Jana Mečiaková. "Principles of effective communication in the pharmacy." Praktické lékárenství 18, no. 2 (June 22, 2022): E11—E17. http://dx.doi.org/10.36290/lek.2022.026.

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Fejzic, Jasmina, Michelle Barker, Ruth Hills, and Alannah Priddle. "Communication Capacity Building through Pharmacy Practice Simulation." American Journal of Pharmaceutical Education 80, no. 2 (March 25, 2016): 28. http://dx.doi.org/10.5688/ajpe80228.

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Dissertations / Theses on the topic "Communication in pharmacy"

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Morrow, Norman C. "Communication as a focus in pharmacy education and practice." Thesis, Queen's University Belfast, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254310.

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Hagemeier, Nicholas E. "Patient Communication and Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5434.

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Pihl, Rebecka. "Are Swedish pharmacy students prepared for patient communication at a distance? : A focus group study on pharmacy students' views and opinions on telepharmacy and pharmacy education, with a focus on communication at a distance." Thesis, Uppsala universitet, Institutionen för farmaci, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446762.

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Background: The use of telepharmacy has increased worldwide during the last decades, and facilitated by the COVID-19 pandemic, it will likely accelerate further. Sweden has several pre-conditions needed for telepharmacy, yet, telepharmacy development is slow. Aim: The present study's objective was to examine Swedish pharmacy students' views and opinions on telepharmacy in Sweden today and their education. A particular interest in communication education and whether it has prepared the students for patient communication at a distance. Additionally, the study explores e-pharmacy professionals views on the needed skills and experiences when working in the Swedish telepharmacy field. Methods: Two focus groups of fourth-year pharmacy students were performed in April 2021 via the web-based videoconference program Zoom. An open-ended questionnaire was sent via e-mail to practising e-pharmacy professionals. Five students and three e-pharmacy professionals participated in the study. Thematic inductive analysis was used to analyse the collected data. Results: The study's result implicates that the Swedish pharmacy education curriculum does not include telepharmacy. The students desire further education regarding communication at a distance but believe that part of the current education could be applied in an e-pharmacy setting. The students' skepticism to e-pharmacies ability to perform safe and satisfactory pharmaceutical services is largely based on preconceptions and assumptions, partly confirmed by e-pharmacy professionals. Conclusions: To not inhibit future developments in the pharmacy market, future pharmacists must be educated on telepharmacy methods. This study's insights may be useful for future educational initiatives and developments of the pharmacy education curriculum.

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Hagemeier, Nicholas E., Rick Hess, Kyle S. Hagen, and Emily L. Sorah. "Impact of an Interprofessional Communication Course on Nursing, Medical, and Pharmacy Students’ Communication Skill Self-Efficacy Beliefs." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1475.

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Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework. Design. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. Assessment. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. Conclusion. Completion of an interprofessional communications course was associated with a positive impact on health professions students’ interpersonal and interprofessional communication self-efficacy beliefs.

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Hagemeier, Nicholas E. "Let’s Talk About It: Communication Research in Pharmacy and Primary Care Settings." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5419.

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This session will describe research approaches that have led to innovations in pharmacy practice. Specifically, the program will identify effective strategies to assess the impact of academic partnerships on advancing practicebased research at professional practice sites. This session will utilize a roundtable format to foster discussion and engagement among participants.

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Yaseen, Mohammed. "Gap junctional intercellular communication : methodologies for measurement and application to potential inhibitors of communication." Thesis, University College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261718.

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Hagemeier, Nicholas E. "Physician-Pharmacist Communication: Quotes, Quandaries and Quality." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1424.

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Hess, Rick, Nicholas E. Hagemeier, Reid B. Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Using a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.5688/ajpe80464.

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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

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Hess, Rick, Nicholas E. Hagemeier, Reid Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1478.

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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

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Hagemeier, Nicholas E., Daniel Ventricelli, and Rajkumar J. Sevak. "Situational Communication Self-Confidence Among Community Pharmacists: A Descriptive Analysis." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1481.

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Objective: To compare community pharmacists' self-perceived communication confidence in prescription drug abuse and addiction (PDAA)-related scenarios to their self-confidence in other scenarios. Methods: An 18-item survey instrument adapted from the Self-Perceived Communication Competence instrument was administered to 2000 licensed Tennessee community pharmacists. Items elicited communication confidence across common community pharmacy scenarios. Analysis of communication self-confidence scores across context, receiver, audience, and demographic variables was conducted. Results: Mean self-confidence ratings ranged from 54.2 to 92.6 (0-100 scale). Self-perceived communication confidence varied across context, receiver, audience, personal and practice setting characteristics. Scenarios that involved PDAA communication with patients were scored significantly lower than non-PDAA patient scenarios (mean = 84.2 vs. 90.4, p Conclusion: Community pharmacists are less confident in their ability to communicate with patients about PDAA as compared to non-PDAA scenarios. Practice Implications: Engaging patients and prescribers in PDAA conversations is a critical component of preventing and treating PDAA. Research is warranted to further explore measures of situational communication self-confidence and interventions to optimize self-confidence beliefs across PDAA scenarios.

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Books on the topic "Communication in pharmacy"

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Harkishan, Singh. Pharmacy practice. Delhi: Vallabh Prakashan, 2002.

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English for pharmacy writing and oral communication. Philadelphia, Pa: Lippincott Williams & Wilkins, 2008.

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Díaz-Gilbert, Miriam. English for pharmacy writing and oral communication. Philadelphia, Pa: Lippincott Williams & Wilkins, 2008.

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Wedret, Jody Jacobson. Communication & management skills for the pharmacy technician. Washington, D.C: American Pharmacists Association, 2009.

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N, Tindall William, Beardsley Robert S, and Kimberlin Carole L, eds. Communication skills in pharmacy practice: A practical guide for students and practitioners. 4th ed. Philadelphia, Pa: Lippincott Williams & Wilkins, 2003.

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I, Wertheimer Albert, and Smith Mickey C, eds. A Casebook in social and behavioral pharmacy. Cincinnati, Ohio: H. Whitney Books Co., 1987.

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S, Beardsley Robert, Kimberlin Carole L, and Tindall William N, eds. Communication skills in pharmacy practice: A practical guide for students and practitioners. 5th ed. Baltimore, MD: Lippincott Williams & Wilkins, 2008.

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1935-, Mitchard M., ed. Electronic communication technologies: Techniques and technologies for the 21st century. Buffalo Grove, Ill: Interpharm Press, 1998.

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Interpersonal communication in pharmaceutical care. New York: Pharmaceutical Products Press, 1994.

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Communication skills in pharmacy practice: A practical guide for students and practitioners. 6th ed. Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins, 2013.

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Book chapters on the topic "Communication in pharmacy"

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Nagappa, A. N., and Vaishnavi Naik. "Communication: Inter- and Intracommunication, Provider-Patient Communication, Perspectives and Approaches, Provider Competencies and Communication Skill, Patient Competencies and Communication Skills, Equity in Healthcare Delivery, Patient Counseling, Medication History, and Patient Education." In Perspectives in Pharmacy Practice, 59–72. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9213-0_5.

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Ackers, Louise, Gavin Ackers-Johnson, Joanne Welsh, Daniel Kibombo, and Samuel Opio. "Change Processes: Multi-Disciplinary Teamwork." In Anti-Microbial Resistance in Global Perspective, 129–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62662-4_7.

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AbstractThis chapter examines the importance of multi-disciplinary team-working to the management of antimicrobial stewardship and behaviour change processes. MDT has played a major role in improving communication and reducing professional boundaries that had previously contributed to high levels of infection; extended use of, often inappropriate antibiotics and poor patient outcomes. The functioning of such teams facilitates the role of clinical pharmacy.

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Thomassen, Maria Kollberg, Heidi Dreyer, and Patrik Jonsson. "Exploring the Impact of ICT in CPFR: A Case Study of an APS System in a Norwegian Pharmacy Supply Chain." In IFIP Advances in Information and Communication Technology, 120–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40361-3_16.

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Bador, P., F. Locher, and J. Gallezot. "Teaching of Scientific Information, Documentation and Communication Techniques in the Faculty of Pharmacy of Lyon." In Information Transfer: New Age — New Ways, 139–41. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1668-8_31.

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Fukuzaki, Izumi, Noriko Ishigami, Terumasa Sata, and Shinichiro Nakaishi. "Initiative for Improving Medical Instruction Communication with Elderly Hearing Impaired Patients at an Outpatient Pharmacy Counter." In Advances in Intelligent Systems and Computing, 139–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60597-5_13.

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Tachkova, Elina R., and W. Timothy Coombs. "Purdue Pharma and OxyContin crisis." In Communicating in Extreme Crises, 85–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003094661-10.

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Chiacchio, Ferdinando, Diego D’Urso, Lucio Compagno, Marcello Chiarenza, and Luca Velardita. "Towards a Blockchain Based Traceability Process: A Case Study from Pharma Industry." In IFIP Advances in Information and Communication Technology, 451–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30000-5_56.

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"Communication and Teamwork." In Manual for Pharmacy Technicians, 317–38. ASHP, 2019. http://dx.doi.org/10.37573/9781585285020.010.

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"Chapter 5: Communication." In The Pharmacy Leadership Field Guide, 127–53. American Society of Health-System Pharmacists, 2011. http://dx.doi.org/10.37573/9781585283002.005.

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"Communication and Teamwork." In Workbook for Manual for Pharmacy Technicians, 103–13. ASHP, 2019. http://dx.doi.org/10.37573/9781585286201.010.

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Conference papers on the topic "Communication in pharmacy"

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Barber, Jill, Constantinos Demonacos, Leon Aarons, Douglas Steinke, and Mary Tully. "Critical Analysis and Communication: an alternative to the final year project." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226775.

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Aiym, Sagdoldanova, and Atymtayeva Lyazzat. "Using intelligent systems in pharmacy." In 2016 IEEE 10th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2016. http://dx.doi.org/10.1109/icaict.2016.7991823.

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Elaro, Amanda, Smita Shah, Bandana Saini, Carol Armour, and Sinthia Bosnic-Anticevich. "Paediatric asthma communication and education training for pharmacy students." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa4213.

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Ma, Leilei, and Yingjie Lei. "Imparting the Clinical Communication Skills to the Pharmacy Undergraduates." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.67.

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Ribate, Maria Pilar, Estela Sangüesa, Beatriz Giner, Laura Lomba, Clara Llanas, and Cristina B. García. "FEELING IN COVID TIME." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13118.

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In this work, a Learning-Service project that consists of working on somatosensory and special senses stimulation in people with intellectual and/or developmental disabilities is shown. This experience has been made through small and simple exercises, games or activities that allow these people to experience new sensations. In this activity, the participants have been students of Pharmacy and Education Degree and children of a special education school. The main aim is to develop the sensory and physical faculties and promoted the functionality of the person. University students had to encourage the students of special school to use their senses. For this task Pharmacy students had the help and advice of Education students. The sanitary situation obligates to develop this activity with a video calls. For both groups of students, this experience has been a different mechanism to learn and practice using a new way of communication. All Pharmacy degree students think that this experience is has been good for their future professional activity. The teachers from the Special Education Center indicated that these initiatives are very important for their collective.

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Usach, Iris, José Esteban Peris, Amparo Nácher, Victor Mangas-Sanjuan, and Raquel Taléns-Visconti. "CAN THE NEW INFORMATION AND COMMUNICATION TECHNOLOGIES IMPROVE ATTENDANCE OF PHARMACY UNIVERSITY STUDENTS?" In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0813.

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Yan, Ping, and Yan Zhang. "Java Implementation of Chinese Pharmacy Information Management System based on Big Data." In 2021 2nd International Conference on Smart Electronics and Communication (ICOSEC). IEEE, 2021. http://dx.doi.org/10.1109/icosec51865.2021.9591831.

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Kilcullen, N. "5PSQ-140 The communication process between pharmacy and other departments and wards in an acute hospital." In 24th EAHP Congress, 27th–29th March 2019, Barcelona, Spain. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/ejhpharm-2019-eahpconf.573.

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Bozinovski, F., E. Simikj, and A. Naumoski. "Hospitals and Pharmacy Relationship between Rating, Service Time and Closeness in the City of Skopje." In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2021. http://dx.doi.org/10.23919/mipro52101.2021.9596962.

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Graabæk, T., AJ Rasmussen, AM Mai, CV Rossing, and U. Hedegaard. "6ER-001 Can pharmacists improve their patient communication by reading fiction? Narrative medicine in pharmacy practice – a feasibility study." In 26th EAHP Congress, Hospital pharmacists – changing roles in a changing world, 23–25 March 2022. British Medical Journal Publishing Group, 2022. http://dx.doi.org/10.1136/ejhpharm-2022-eahp.354.

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Reports on the topic "Communication in pharmacy"

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Totten, Annette, Dana M. Womack, Marian S. McDonagh, Cynthia Davis-O’Reilly, Jessica C. Griffin, Ian Blazina, Sara Grusing, and Nancy Elder. Improving Rural Health Through Telehealth-Guided Provider-to-Provider Communication. Agency for Healthcare Research and Quality, December 2022. http://dx.doi.org/10.23970/ahrqepccer254.

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Objectives. To assess the use, effectiveness, and implementation of telehealth-supported provider-to-provider communication and collaboration for the provision of healthcare services to rural populations and to inform a scientific workshop convened by the National Institutes of Health Office of Disease Prevention on October 12–14, 2021. Data sources. We conducted a comprehensive literature search of Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL. We searched for articles published from January 1, 2015, to October 12, 2021, to identify data on use of rural provider-to-provider telehealth (Key Question 1) and the same databases for articles published January 1, 2010, to October 12, 2021, for studies of effectiveness and implementation (Key Questions 2 and 3) and to identify methodological weaknesses in the research (Key Question 4). Additional sources were identified through reference lists, stakeholder suggestions, and responses to a Federal Register notice. Review methods. Our methods followed the Agency for Healthcare Research and Quality Methods Guide (available at https://effectivehealthcare.ahrq.gov/topics/cer-methods-guide/overview) and the PRISMA reporting guidelines. We used predefined criteria and dual review of abstracts and full-text articles to identify research results on (1) regional or national use, (2) effectiveness, (3) barriers and facilitators to implementation, and (4) methodological weakness in studies of provider-to-provider telehealth for rural populations. We assessed the risk of bias of the effectiveness studies using criteria specific to the different study designs and evaluated strength of evidence (SOE) for studies of similar telehealth interventions with similar outcomes. We categorized barriers and facilitators to implementation using the Consolidated Framework for Implementation Research (CFIR) and summarized methodological weaknesses of studies. Results. We included 166 studies reported in 179 publications. Studies on the degree of uptake of provider-to-provider telehealth were limited to specific clinical uses (pharmacy, psychiatry, emergency care, and stroke management) in seven studies using national or regional surveys and claims data. They reported variability across States and regions, but increasing uptake over time. Ninety-seven studies (20 trials and 77 observational studies) evaluated the effectiveness of provider-to-provider telehealth in rural settings, finding that there may be similar rates of transfers and lengths of stay with telehealth for inpatient consultations; similar mortality rates for remote intensive care unit care; similar clinical outcomes and transfer rates for neonates; improvements in medication adherence and treatment response in outpatient care for depression; improvements in some clinical monitoring measures for diabetes with endocrinology or pharmacy outpatient consultations; similar mortality or time to treatment when used to support emergency assessment and management of stroke, heart attack, or chest pain at rural hospitals; and similar rates of appropriate versus inappropriate transfers of critical care and trauma patients with specialist telehealth consultations for rural emergency departments (SOE: low). Studies of telehealth for education and mentoring of rural healthcare providers may result in intended changes in provider behavior and increases in provider knowledge, confidence, and self-efficacy (SOE: low). Patient outcomes were not frequently reported for telehealth provider education, but two studies reported improvement (SOE: low). Evidence for telehealth interventions for other clinical uses and outcomes was insufficient. We identified 67 program evaluations and qualitative studies that identified barriers and facilitators to rural provider-to-provider telehealth. Success was linked to well-functioning technology; sufficient resources, including time, staff, leadership, and equipment; and adequate payment or reimbursement. Some considerations may be unique to implementation of provider-to-provider telehealth in rural areas. These include the need for consultants to better understand the rural context; regional initiatives that pool resources among rural organizations that may not be able to support telehealth individually; and programs that can support care for infrequent as well as frequent clinical situations in rural practices. An assessment of methodological weaknesses found that studies were limited by less rigorous study designs, small sample sizes, and lack of analyses that address risks for bias. A key weakness was that studies did not assess or attempt to adjust for the risk that temporal changes may impact the results in studies that compared outcomes before and after telehealth implementation. Conclusions. While the evidence base is limited, what is available suggests that telehealth supporting provider-to-provider communications and collaboration may be beneficial. Telehealth studies report better patient outcomes in some clinical scenarios (e.g., outpatient care for depression or diabetes, education/mentoring) where telehealth interventions increase access to expertise and high-quality care. In other applications (e.g., inpatient care, emergency care), telehealth results in patient outcomes that are similar to usual care, which may be interpreted as a benefit when the purpose of telehealth is to make equivalent services available locally to rural residents. Most barriers to implementation are common to practice change efforts. Methodological weaknesses stem from weaker study designs, such as before-after studies, and small numbers of participants. The rapid increase in the use of telehealth in response to the Coronavirus disease 2019 (COVID-19) pandemic is likely to produce more data and offer opportunities for more rigorous studies.

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