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Formal and Informal Learning in Continuing Professional Education in Public Health
Published in Ira Nurmala, Yashwant V. Pathak, Advancing Professional Development through CPE in Public Health, 2019
Ira Nurmala, Yashwant V. Pathak
Ho et al. (2010) gave another example of the Electronic Communities of Practice in helping to foster professional development in their article. The experiment compared Academic Detailing (AD) that was administered through Technology-Enabled Academic Detailing (TEAD) and face-to-face AD session. The purpose of this study was to determine the effects of both methods on the care of patients with diabetes in urban and rural communities. The study found that knowledge sharing occurred through TEAD sessions helped physicians seek additional and personalized information for pharmacists beyond the limited time of the face-to-face AD session. Participants in TEAD were satisfied, and TEAD was effective in developing interprofessional Electronic Communities of Practice. Through Electronic Communities of Practice, health practitioners were able to maintain their own identities in practice as they helped each other and made decisions collectively about the adoption of evidence to a certain degree into clinical practice based on varying circumstances (Ho et al., 2010).
Implementing research findings
Published in Mike Saks, Martin Williams, Beverley Hancock, Mike Pringle, Developing Research in Primary Care, 2018
The effectiveness of academic detailing has been investigated in trials of prescribing (Wayne et al. 1986; Avorn et al. 1992) and appropriateness of blood transfusions (Soumerai et al. 1993). The findings indicate that it is an effective approach, but its applicability in primary healthcare in the UK has yet to be established. In one study an intervention combining educational outreach with team facilitation methods was effective in implementing guidelines for diabetes and asthma (Feder et al. 1995). Other trials of this method are now being undertaken. Among the questions that remain to be answered are whether a member of a team can act as a detailer to colleagues in the same team, and whether the method is effective for implementing complex clinical behaviours such as diagnostic skills rather than only discrete, more simple behaviours such as prescribing.
Potential savings from therapeutic substitution of 10 of Canada’s most dispensed prescription drugs
Published in Norman J. Temple, Andrew Thompson, Excessive Medical Spending, 2018
Drug plan managers and the medical community at large should see it as a priority to use the existing evidence to construct independent evidence-based prescribing guidelines and to institute other management tools, such as academic detailing, that provide comparative information for conditions that commonly result in pharmacotherapy.38
Impact of a multidisciplinary educational training program (OverdosED) on knowledge and perceptions of depressant substance use on a college campus
Published in Journal of American College Health, 2021
Shaina Musco, Brenden Hargett, Tara Shollenberger, Jackson Kicklighter, Christina Carilli
The Center for Disease Control and Prevention (CDC) published its guide for preventing opioid overdose39 that identified 10 evidence-based strategies to assist providers and other community leaders. Among these strategies, “academic detailing” most closely parallels the OverdosED training program. Academic detailing is a structured educational strategy which primarily targets healthcare providers with training and technical assistance aimed to prevent opioid overdose. Included in this strategy is support for Medication Assisted Therapies (MAT) along with support to train other staff who aid in preventing opioid misuse. The foundation of its intent is to release information to those in positions to make an impact in their communities to reduce rates of overdose. This aligns with the OverdosED intervention to ensure college students are aware of and confident in their abilities to identify and respond to suspected overdose with depressant substances.
Academic detailing in oral healthcare – results of the ADVOCATE Field Studies
Published in Acta Odontologica Scandinavica, 2020
Fatiha Baâdoudi, Denise Duijster, Neal Maskrey, Fatima M. Ali, Kasper Rosing, Geert J. M. G. van der Heijden
Awareness of the importance of variation in healthcare delivery increased following Wennberg et al. reporting in 1988 on regional variation in healthcare [5]. Variation in healthcare delivery exists on national, regional and local levels and is driven by societal, organizational, cultural and individual factors. It is no longer a question of whether variation in healthcare delivery exists, but more a question on how to define, identify and, if appropriate, reduce the variation in healthcare delivery [6]. A review evaluating different implementation strategies for changing physician practice to reduce variation in healthcare delivery showed that active and multifaceted approaches, such as academic detailing (AD), lead to greater effects than traditional passive approaches, such as dissemination of information [7]. AD is a defined form of educational outreach which involves face-to-face education of healthcare practitioners by other trained healthcare professionals, often peers. AD has most commonly been used to explore and improve prescribing by doctors. Even though similar challenges concerning variation in healthcare delivery exist in dentistry, multifaceted approaches involving AD have not been explored for changing practice in dentistry.
Impact of academic detailing on benzodiazepine use among veterans with posttraumatic stress disorder
Published in Substance Abuse, 2020
Mark Bounthavong, Marcos K. Lau, Sarah J. Popish, Chad L. Kay, Daina L. Wells, Julianne E. Himstreet, Michael A. Harvey, Melissa L. D. Christopher
Academic detailing is a multifaceted, educational outreach intervention that educates prescribers through interactions with academic detailers (e.g., specially trained clinical pharmacist providers) using unbiased research, educational brochures, and benchmarking tools to align prescribing behavior with evidence-based practices.14–16 First coined by Avorn and Soumerai, academic detailing uses communication theory, social marketing methods, and behavioral science to align prescribers with evidence-based practice.17 Principles of academic detailing involves establishing credibility, targeting “high-potential” prescribers, effective communication, leveraging key opinion leaders, promoting active learning, using brief-graphic educational tools, and repetition of key messages.14–16,18 Academic detailing operates where gaps exists in providers’ knowledge and attitude, which are sources of clinical decision-making and reflected in prescribing practices.17 By reducing the gaps in knowledge and attitude, academic detailing can optimize prescribing and improve adherence to evidence-based practice. Several VA studies reported that academic detailing was associated with increased naloxone prescribing for patients at risk for an opioid overdose,19 increased medication-assisted treatment for patients with alcohol use disorder,20 and reduction in potentially inappropriate medications in the elderly.21