Allied Health Students’ Experiences of Telehealth Within Coursework and During Placement: A Survey Study

Background: Despite growing professional utilization, there is limited understanding of how allied health students are prepared for telehealth practice through academic coursework and placements. This study investigates students’ exposure to telehealth education, their perceptions of preparedness, and the competencies they believe are needed for graduate practice. Methods: A cross-sectional online survey was conducted between October 2024 and March 2025 across two Australian universities offering 24 allied health courses. The survey, adapted from existing tools and informed by telehealth competency frameworks, collected quantitative and qualitative data on students’ telehealth learning experiences, placement exposure, and perceived competency needs. Descriptive statistics and content analysis were used to analyze and interpret the data. Results: Of the 108 respondents from 21 disciplines, only 30% reported receiving telehealth education in their coursework, with most learning limited to background knowledge and delivered via online lectures or self-directed modules. Practical skills such as telehealth session setup and communication were less frequently taught, and only 9.3% of students were assessed on telehealth competencies. Placement exposure was similarly limited, with 25% of students engaging in telehealth activities, primarily through observation. Students rated placement support more positively than coursework preparation. Content analysis revealed strong alignment between student-identified graduate competencies and published telehealth frameworks, including technical proficiency, communication, clinical adaptation, and ethical considerations. Discussion: Findings highlight significant gaps in telehealth education across allied health programs. Students expressed a preference for hands-on, experiential learning and identified a need for structured, competency-based curricula. The lack of assessment and inconsistent integration of telehealth content suggest poor alignment between learning outcomes and educational delivery. Educators should adopt established telehealth competency frameworks and enhance both academic and placement-based training to better prepare students for using telehealth in contemporary practice.