Pappas-Seale2010
| Pappas-Seale2010 | |
|---|---|
| BibType | ARTICLE |
| Key | Pappas-Seale2010 |
| Author(s) | Yannis Pappas, Clive Seale |
| Title | The physical examination in telecardiology and televascular consultations: A study using conversation analysis |
| Editor(s) | |
| Tag(s) | EMCA, Medical consultations, Telemedicine |
| Publisher | |
| Year | 2010 |
| Language | |
| City | |
| Month | |
| Journal | Patient Education and Counseling |
| Volume | 81 |
| Number | 1 |
| Pages | 113–118 |
| URL | Link |
| DOI | 10.1016/j.pec.2010.01.005 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Objective: This paper describes communication in the physical examination phases of telemedicine consultations.
Methods: Using the method of conversation analysis, we draw on 10 telemedicine consultations (five telecardiology and five televascular) between primary and tertiary care in the UK.
Results: Physical examination is absent in telecardiology consultations. In televascular consultations the professionals try to compensate for the lack of physical proximity by getting involved in a form of collaboration that constitutes a novel environment for all. Separated from the patient by physical space, the specialist orchestrates the positioning of the patient, the camera and the primary care nurse's activity via the use of a video-link.
Conclusion: Telemedicine offers primary care nurses a unique opportunity to engage in active collaboration with hospital specialists. The nurses’ examination skills are recruited because physical examination is conducted from distance and the specialist cannot touch the patient or see parts of the body with ease. We speculate that difficulties with the physical examination may have contributed to the relatively slow adoption of telemedicine.
Practice implications: The analysis reveals some new communication practices that participants in telemedicine are called to adopt. This can be used to inform training interventions that focus both on patient and professional.
Notes
