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Pediatric Assessments for Preschool Children in Digital Physical Therapy Practice: Results From a Scoping Review
Nathalie Trottier1, Karen Hurtubise, Cherie Zischke
1Faculté de Médecine et Sciences de la Santé (Ms Trottier and Drs Hurtubise and Camden), Université de Sherbrooke, Sherbrooke, Quebec, Canada; School of Community Health (Ms Zischke), Charles Sturt University, Port Macquarie, Australia; Faculty of Health Science and Medicine (Ms Zischke), Bond Institute of Health and Sport, Bond University, Robina, Australia; CanChild Centre for Childhood Disability Research (Dr Camden), McMaster University, Hamilton, Canada.
Purpose:
To examine and map the extent and scope of pediatric physical therapy assessments previously used in the digital context.
Methods:
A 6-step evidence-based scoping methodological framework was used. Articles containing assessments conducted by a physical therapist using technology to assess a child aged 0 to 5 years were included and synthesized using descriptive statistics and thematic analysis.
Results:
Eighteen studies identifying 25 assessments were eligible. Asynchronous observational developmental instruments administered in the child's natural environment to those at risk or presenting with neurodevelopmental conditions were the most common. There is a need for detailed procedures and training for caregivers and clinicians.
Conclusion:
Limited research exists on the use of pediatric physical therapy assessments for young children with musculoskeletal and cardiorespiratory conditions in a digital context. The development of new instruments or modifications of existing ones should be considered and be accompanied by detailed administration protocols and user guides.
