The Interactive Work of Implementing Synchronous Video-Conference Calls-A Qualitative Study Within Early Intervention...

Area of Science:

• Pediatric physiotherapy
• Digital health interventions
• Childhood disability services

Background:

• Explores the 'peripandemic' use of synchronous videoconference calls for early intervention in infants with childhood-onset disability.
• Addresses the under-researched interactional experience of delivering physiotherapy services remotely.
• Focuses on understanding parent and therapist experiences in early intervention for infants with cerebral palsy via video calls.

Purpose of the Study:

• To understand parents' and therapists' experiences of communication and learning during early intervention sessions conducted via videoconference.
• To identify challenges and complexities in delivering physiotherapy services remotely to infants with cerebral palsy.
• To inform adaptive strategies for implementing digital health solutions in early intervention.

Main Methods:

• Qualitative study employing interviews, video case studies, and focus groups.
• Involved 15 parents and 16 therapists participating in early intervention sessions.
• Utilized analytical methods inspired by grounded theory and multimodality.

Main Results:

• Videoconference calls introduce complexities and disrupt communication norms between parent, therapist, and infant.
• Audio-visual constraints impact the development of shared understanding and learning.
• Increased interactive work within the parent-therapist partnership is needed, with potential strain on parents due to logistical roles.

Conclusions:

• Digital innovation in healthcare challenges traditional therapy models, with videoconference calls adding cognitive load and interaction challenges.
• Modifications to in-person session designs are necessary for effective remote early intervention.
• Recommendations are provided for adaptive implementation strategies, emphasizing iterative co-design with public and patient involvement.