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Description of the development of the study design and insight into the qualitative survey for the doctoral thesis in the field of teletherapy in the professions of occupational therapy, speech therapy, physiotherapy and nursing

The following chapter provides teachers with clear guidance on key aspects to consider when introducing XR. It is structured into three main sections. First, the technical prerequisites and conditions are outlined, focusing on aspects that should be taken into account prior to procurement as well as during integration into everyday teaching practice. Building on this, organizational factors that are essential for successful implementation are examined. Finally, the didactic integration of XR is addressed, highlighting the aspects that are critical for effective educational use. The findings from the VReduMED project are complemented by insights from international studies on this topic.

INTRODUCTION The spread and implementation of digital synchronous video communication in telecare and teletherapy has recently increased significantly, not just because of COVID-19 but also due to a global trend towards more digital healthcare services in the last two decades. This shift prompts the question of how digital telesetting differs from a face-to-face setting and which aspects are fundamental. METHODS As the first part of a mixed-method study, qualitative interviews (n = 20) were conducted from July 2021 to January 2022. Health professionals (n = 13) and patients (n = 7) from occupational therapy, physiotherapy, speech therapy, and nursing were interviewed. All interviewees came from Germany, Austria, and Switzerland. The results were categorized using structured content analysis. RESULTS Six main categories and 20 sub-categories were summarized, which can act as barriers or resources in a telesetting. Both sides described a high level of acceptance and approval of telesetting. Motivation and digital skills were of great importance. Furthermore, special features in communication and interaction were described, as well as changes in organizational procedures and a specific process flow in telesetting. Including relatives was more feasible, although several environmental factors should be considered. DISCUSSION A number of specific changes in a telesetting compared to a face-to-face setting show the need for a structured guide for interested parties. Appropriate basic principles must be taught in training and further education to support the spread of this new form of care. Furthermore, it is crucial to adapt the methodological and content-related aspects of telesetting and develop new approaches that specifically integrate audio-visual possibilities.