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A method for developing standardised interactive education for complex clinical guidelines

BACKGROUND: Although systematic use of the Perinatal Society of Australia and New Zealand internationally endorsed Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) improves health outcomes, implementation is inadequate. Its complexity is a feature known to be associated with non-compl...

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Autores principales: Vaughan, Janet I, Jeffery, Heather E, Raynes-Greenow, Camille, Gordon, Adrienne, Hirst, Jane, Hill, David A, Arbuckle, Susan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3533506/
https://www.ncbi.nlm.nih.gov/pubmed/23131137
http://dx.doi.org/10.1186/1472-6920-12-108
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author Vaughan, Janet I
Jeffery, Heather E
Raynes-Greenow, Camille
Gordon, Adrienne
Hirst, Jane
Hill, David A
Arbuckle, Susan
author_facet Vaughan, Janet I
Jeffery, Heather E
Raynes-Greenow, Camille
Gordon, Adrienne
Hirst, Jane
Hill, David A
Arbuckle, Susan
author_sort Vaughan, Janet I
collection PubMed
description BACKGROUND: Although systematic use of the Perinatal Society of Australia and New Zealand internationally endorsed Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) improves health outcomes, implementation is inadequate. Its complexity is a feature known to be associated with non-compliance. Interactive education is effective as a guideline implementation strategy, but lacks an agreed definition. SCORPIO is an educational framework containing interactive and didactic teaching, but has not previously been used to implement guidelines. Our aim was to transform the PSANZ-CPG into an education workshop to develop quality standardised interactive education acceptable to participants for learning skills in collaborative interprofessional care. METHODS: The workshop was developed using the construct of an educational framework (SCORPIO), the PSANZ-CPG, a transformation process and tutor training. After a pilot workshop with key target and stakeholder groups, modifications were made to this and subsequent workshops based on multisource written observations from interprofessional participants, tutors and an independent educator. This participatory action research process was used to monitor acceptability and educational standards. Standardised interactive education was defined as the attainment of content and teaching standards. Quantitative analysis of positive expressed as a percentage of total feedback was used to derive a total quality score. RESULTS: Eight workshops were held with 181 participants and 15 different tutors. Five versions resulted from the action research methodology. Thematic analysis of multisource observations identified eight recurring education themes or quality domains used for standardisation. The two content domains were curriculum and alignment with the guideline and the six teaching domains; overload, timing, didacticism, relevance, reproducibility and participant engagement. Engagement was the most challenging theme to resolve. Tutors identified all themes for revision whilst participants identified a number of teaching but no content themes. From version 1 to 5, a significant increasing trend in total quality score was obtained; participants: 55%, p=0.0001; educator: 42%, p=0.0004; tutor peers: 57%, p=0.0001. CONCLUSIONS: Complex clinical guidelines can be developed into a workshop acceptable to interprofessional participants. Eight quality domains provide a framework to standardise interactive teaching for complex clinical guidelines. Tutor peer review is important for content validity. This methodology may be useful for other guideline implementation.
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spelling pubmed-35335062013-01-03 A method for developing standardised interactive education for complex clinical guidelines Vaughan, Janet I Jeffery, Heather E Raynes-Greenow, Camille Gordon, Adrienne Hirst, Jane Hill, David A Arbuckle, Susan BMC Med Educ Research Article BACKGROUND: Although systematic use of the Perinatal Society of Australia and New Zealand internationally endorsed Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) improves health outcomes, implementation is inadequate. Its complexity is a feature known to be associated with non-compliance. Interactive education is effective as a guideline implementation strategy, but lacks an agreed definition. SCORPIO is an educational framework containing interactive and didactic teaching, but has not previously been used to implement guidelines. Our aim was to transform the PSANZ-CPG into an education workshop to develop quality standardised interactive education acceptable to participants for learning skills in collaborative interprofessional care. METHODS: The workshop was developed using the construct of an educational framework (SCORPIO), the PSANZ-CPG, a transformation process and tutor training. After a pilot workshop with key target and stakeholder groups, modifications were made to this and subsequent workshops based on multisource written observations from interprofessional participants, tutors and an independent educator. This participatory action research process was used to monitor acceptability and educational standards. Standardised interactive education was defined as the attainment of content and teaching standards. Quantitative analysis of positive expressed as a percentage of total feedback was used to derive a total quality score. RESULTS: Eight workshops were held with 181 participants and 15 different tutors. Five versions resulted from the action research methodology. Thematic analysis of multisource observations identified eight recurring education themes or quality domains used for standardisation. The two content domains were curriculum and alignment with the guideline and the six teaching domains; overload, timing, didacticism, relevance, reproducibility and participant engagement. Engagement was the most challenging theme to resolve. Tutors identified all themes for revision whilst participants identified a number of teaching but no content themes. From version 1 to 5, a significant increasing trend in total quality score was obtained; participants: 55%, p=0.0001; educator: 42%, p=0.0004; tutor peers: 57%, p=0.0001. CONCLUSIONS: Complex clinical guidelines can be developed into a workshop acceptable to interprofessional participants. Eight quality domains provide a framework to standardise interactive teaching for complex clinical guidelines. Tutor peer review is important for content validity. This methodology may be useful for other guideline implementation. BioMed Central 2012-11-06 /pmc/articles/PMC3533506/ /pubmed/23131137 http://dx.doi.org/10.1186/1472-6920-12-108 Text en Copyright ©2012 Vaughan et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Vaughan, Janet I
Jeffery, Heather E
Raynes-Greenow, Camille
Gordon, Adrienne
Hirst, Jane
Hill, David A
Arbuckle, Susan
A method for developing standardised interactive education for complex clinical guidelines
title A method for developing standardised interactive education for complex clinical guidelines
title_full A method for developing standardised interactive education for complex clinical guidelines
title_fullStr A method for developing standardised interactive education for complex clinical guidelines
title_full_unstemmed A method for developing standardised interactive education for complex clinical guidelines
title_short A method for developing standardised interactive education for complex clinical guidelines
title_sort method for developing standardised interactive education for complex clinical guidelines
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3533506/
https://www.ncbi.nlm.nih.gov/pubmed/23131137
http://dx.doi.org/10.1186/1472-6920-12-108
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