Table 5.

Training and Education Details Reported

Authors (date)	Cohort type (n)	Competencies targeted	Telehealth technologies targeted	Length of training	Training description	Interaction with service users	Training context description
Baalmann et al. (2023)18	Pharmacy and medical students (282)	Understand how to collaborate interprofessionally and with local providers to improve any telehealth service.	Online video software (Zoom)	Not specified	The training consisted of three phases: 1) Prelearning activities to prepare students for a telehealth simulation via a video of simulated service-users. 2) A telehealth consultation where a pharmacy student acted as a community pharmacist and a medical student as a hospital physician to address a case problem. 3) A debrief phase involving discussions and feedback sessions led by interprofessional faculty members.	Simulated service-users	Training provided during education and learning. Training assessed with author-designed survey.
Bautista et al. (2020)19	Pharmacy and medical students (5)	Understand how the differences in culture and social background can impact telehealth. Understand how to collaborate interprofessionally and with local providers to improve any telehealth service.	Telephone, online video software (Zoom)	Six sessions lasting 3 h across 2 weeks	The initial session was a 2-h orientation for students and faculty preceptors. It covered learning objectives, rotation activities, electronic medical record usage, and patient call procedures. Subsequent sessions followed a structured format: (1) preparing for simulation, (2) team collaboration via Zoom to review patient cases and address concerns, and (3) presenting telehealth experiences to faculty and scheduling follow-up appointments with administrative staff.	Real service-users	Training provided during education and learning. Training assessed with feedback survey and interview.
Bishop et al. (2013)20	Qualified physiotherapists (32)	Know how to assess during consultation whether face-to-face is required instead. Know how to effectively communicate via telephone as needed for a telehealth consultation. Know how to proactively and thoughtfully engage with the client using telehealth. Know how to share and promote telehealth practice.	Telephone	Two sessions lasting 2–3 h	The training occurred in three phases: 1. An intensive face-to-face session led by experienced PhysioDirect trainers. 2. Practice and skill consolidation using the computer-assisted system, with ongoing support from PhysioDirect trainers. 3. Competency checks conducted by PhysioDirect trainers, observing each physiotherapist assessing patients using the system.	None	Training provided during practice. No training assessment.
Crockett et al. (2020)21	Qualified Psychologists (117)	Ensure there is a plan to resolve the issue of suddenly becoming disconnected with the patient. Know how to address nonverbal cues when using telehealth. Have a professional environment and reduce clutter and other distractions from the background. Understand how the differences in culture and social background can impact telehealth.	Not reported	Not specified	All staff and trainees underwent self-paced, criterion-based competency training to reach a minimum competency level. Trainees were supervised during all telehealth appointments until minimum competencies were observed and documented. Then supervisors were available during all clinical appointments. Ongoing support was extended to other institute providers transitioning to telehealth. While the general preparations were consistent across disciplines, completing all required steps within a short time frame was challenging.	None	Training provided during practice. Training assessed with checklist.
Gafni-Lachter et al. (2023)22	Qualified mix of professionals working in pediatrics (120)	Know whether telehealth is an appropriate medium to communicate updates to service-users. Understand how to implement best practices to ensure privacy and confidentiality for the service-user and others involved in the telehealth service. Have a professional environment and reduce clutter and other distractions from the background. Know how to effectively communicate via telephone as needed for a telehealth consultation. Establish and maintain therapeutic alliance throughout telehealth consultation. Suitable selection and/or adaption of resources for telehealth.	Online education platform (not specified)	Ten weekly 3 h sessions	The course included weekly online lessons delivered. Each lesson included a live 2-h synchronous online lecture delivered by a content expert, followed by a 1 h asynchronous individual or group learning activities. These activities were shared in asynchronous online discussion boards to foster idea-sharing and networking and empower participants to translate actions into practice. Google Classroom was utilized for organization and delivery, while Zoom facilitated videoconferencing.	None	Training provided during education and learning. Training assessed with series of surveys.
Gifford et al. (2012)23	Qualified mix of professionals (21)	Know how to develop a contingency plan in case of technical failures and communicate this with the patient. Know how to address nonverbal cues when using telehealth. Provide explicit information on how the patient’s digital data are managed, and how their privacy and confidentiality will be protected. Know how to regularly test your technology to ensure that it works appropriately and safely. Understand the local digital infrastructure, policies, guidelines, and frameworks. Understand how the differences in culture and social background can impact telehealth. Understand how to plan and manage the delivery of telehealth services including contingencies and episodes of care.	Online video software (not specified)	Three full-day sessions	The training focused on identified set of core behavioral telehealth competencies that assumed a lack of familiarity with videoconferencing equipment and the nuances of providing behavioral health services via videoconferencing. Included practice with videoconferencing equipment, role playing clinical scenarios, and participation in small and large group discussions.	Not reported	Training provided during practice. Training assessed with pre-post mock interviews, self-rating of perceived competence, and follow-up survey.
McAllister et al. (2022)24	Speech and language therapy (SLT) students (34)	Understand how the differences in culture and social background can impact telehealth. Know how to choose the most appropriate technology for specific telehealth consultation contexts.	Online video software (Zoom), commercial online learning platform with videos and avatars.	6–7 weeks	This international course combined Vietnamese and non-Vietnamese students, with interpreters available throughout. The first 2-week training session involved intensive work with voice service-users in university SLT teaching clinics, with two telesupervisors. Students observed each other’s sessions and participated in planning and debriefing discussions. Prerecorded videos of telesupervisors working with service-users were available. The second placement period included online case-based learning due to service-user unavailability. International telesupervisors provided cases for discussion, covering service-user information, assessment priorities, tools, findings, and management strategies. Weekly Zoom meetings by the group leaders, for debriefing and planning.	Hybrid (simulated and real service-users)	Training provided during practice. Training assessed with student presentations and assessment of practice competency.
Pittman et al. (2023)25	Mixed student cohort (38)	Understand how to collaborate interprofessionally and with local providers to improve any telehealth service.	Online video software (not specified), telephone	Not specified	Not reported	Not reported	Training provided during placement. Training assessed with Team Skills Scale (TSS), a 17-item self-assessment measure of interprofessional team skills.
Rohrig et al. (2022)26	Mix of qualified professionals (800)	Understand how to collaborate interprofessionally and with local providers to improve any telehealth service	Online video software (not specified)	Not specified	Details unclear. Substantial online induction/preparation modules, plus 2.5–3 h per case (that includes orientation and debriefing).	Simulated service-users	Training provided during education and learning. Training assessed with performance assessment.
Rude et al. (2023)27	Pharmacy students (53)	Know how to effectively communicate via telephone as needed for a telehealth consultation	Telephone	1 h	1-h didactic lecture on professional telephone use and communication techniques and justifying changes to intervention.	Simulated service-users	Training provided during education and learning. Training assessed with pre-post survey.
Tokumaru et al. (2023)28	Pharmacy and nursing students (238)	Understand how to collaborate interprofessionally and with local providers to improve any telehealth.	Online video software (Zoom), PowerPoint, Google Docs, Telepresence Interprofessional Robot	2 full-day sessions	Nursing students interacted with a high-fidelity manikin, working with pharmacy students on another campus via a telepresence robot. They managed health care situations together, alternating between observing and actively participating in simulations. Faculty used detailed agendas, PowerPoint slides, and Google Docs to coordinate events and guide students during discharge planning meetings. Patient condition updates were presented using slides with images/static avatars and embedded audio clips. Facilitators simulated patient responses, transitioning the scenario into a telehealth encounter between nursing and pharmacy students.	Simulated service-users	Training provided during education and learning. Training assessed with interprofessional Collaboration Competency Attainment Survey, the modified National League for Nursing Simulation Design Scale, modified McMaster-Ottawa Individual Rating Scale.
Vyas et al. (2022)29	Pharmacy students (192)	Know how to proactively and thoughtfully engage with the client using telehealth.	Electronic health record, e-prescribing software, video recording software, and online video software (Zoom)	14 weeks	Seven weeks were synchronous with 2-h discussion sessions weekly. Course faculty used telehealth modalities for instruction delivery. Asynchronous sessions featured recorded lectures on topics such as service-user adherence, patient education, motivational interviewing, medication reconciliation, transitions of care, drug-related problems, and vaccine hesitancy; serving as preparation for telehealth simulations.	Simulated service-users	Training provided during education and learning. Training assessed with the Personal-Interpersonal Competence Assessment and a self-assessment rubric checked by supervisors.