Better Prescribing Project: a randomized controlled trial of the impact of case-based educational modules and personal prescribing feedback on prescribing for hypertension in primary care

Herbert, Carol P.; Wright, James M; Maclure, Malcolm; Wakefield, Jacqueline; Dormuth, Colin R.; Brett-MacLean, Pamela; Legare, Jeanne; Premi, John

doi:10.1093/fampra/cmh515

Cited by 62 publications

(55 citation statements)

References 19 publications

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“…As a result, the physician-learner becomes more competent in skills related to the desired result. Methods in practice and feedback can range from case scenarios 61,62 with embedded audience response systems 63,64 or small group work 65 to objective structured clinical examinations OSCEs! 66 with standardized patients.…”

Section: Formative Assessment and Desired Resultsmentioning

confidence: 99%

Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities

Moore

Green

Gallis

2009

Journal of Continuing Education in the Health Professions

565

518

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Most physicians believe that to provide the best possible care to their patients, they must commit to continuous learning. For the most part, it appears the learning activities currently available to physicians do not provide opportunities for meaningful continuous learning. At the same time there have been increasing concerns about the quality of health care, and a variety of groups within organized medicine have proposed approaches to address issues of physician competence and performance. The authors question whether CME will be accepted as a full partner in these new approaches if providers continue to use current approaches to planning and assessing CME. A conceptual model is proposed for planning and assessing continuous learning for physicians that the authors believe will help CME planners address issues of physician competence, physician performance, and patient health status.

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Section: Formative Assessment and Desired Resultsmentioning

confidence: 99%

Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities

Moore

Green

Gallis

2009

Journal of Continuing Education in the Health Professions

565

518

View full text Add to dashboard Cite

show abstract

“…Current reviews 2,4,5,16,17 leave open the possibility that reaction patterns vary with the type of disease. Studies addressing cardiovascular disorders have demonstrated similar effect sizes after comparable time intervals, [18][19][20][21] largely excluding the possibility that our study has demonstrated an effect specific for a certain disease state.…”

Section: Possible Factors Influencing Time Course Of Prescription Behmentioning

confidence: 55%

Time course of change in prescription behaviour after targeted continuing medical education in a closed loop system of repeated standardised documentation and feedback

Hagen¹,

Griebenow

Altenhofen³

et al. 2014

Journal of European CME

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Objective. This study investigates whether introducing targeted CME into a regular feedback system being part of a disease management programme (DMP) will improve prescription behaviour, and if yes, how long it will take to demonstrate this effect and what could be the magnitude of such an effect. Methods. From the database of the DMP coronary artery disease (CAD) in the two German regions of North Rhine (NR) and Westphalia Lippe (WL), respectively, all patients with heart failure in New York Heart Association (NYHA) class II and III were extracted. Prescription of combination therapy (ACE inhibitor, ACE-I, and beta blocker, BB), as recommended by the guidelines, was prospectively monitored for 6 years after this topic was addressed in a series of accredited CME modules. These modules were part of extended feedback reports for NR physicians, while physicians in WL received basic feedback reports only. Data were analysed according to participants vs. non-participants in CME vs. control group (WL). Results. The largest increase was observed with regard to the additional prescription of an ACE-I in patients who only received a BB at baseline. BB prescription rates increased to a lesser extent. But for both drugs, prescription rates did not reach their maximum even at the end of the 6 years' observation period. Significant differences in prescription rates in favour of patients of CME participants could only be demonstrated after 3 years from the first CME article. Conclusions. The DMP CAD has to be considered as a multifaceted intervention which significantly changes prescription behaviour. Combination of the DMP with a further multifaceted intervention (print CME) added only little to this effect. The time course of change makes it difficult exclusively to relate the observed changes in prescription rates to the CME intervention.

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“…PBSGL has been shown to assist in implementing guidelines and evidence into everyday practice 7. It also improves group dynamics in the small group learning (SGL) environment 8.…”

Section: Introductionmentioning

confidence: 99%

Determining the educational impact of the introduction of practice-based small group learning within an intraprofessional group of doctors

Willman

2018

J R Army Med Corps

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Better Prescribing Project: a randomized controlled trial of the impact of case-based educational modules and personal prescribing feedback on prescribing for hypertension in primary care

Cited by 62 publications

References 19 publications

Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities

Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities

Time course of change in prescription behaviour after targeted continuing medical education in a closed loop system of repeated standardised documentation and feedback

Determining the educational impact of the introduction of practice-based small group learning within an intraprofessional group of doctors

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