Family physicians' selection of informal peer consultants: Implications for continuing education

Rappolt, Susan

doi:10.1002/chp.1340220207

Cited by 12 publications

(9 citation statements)

References 7 publications

(9 reference statements)

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“…The second and the third sources for gathering clinical information were asking peer experts (24%) and searching related literature (22%), respectively [17]. In addition, it could be mentioned that the responsibility burden on residents was often higher than the other groups which could justify high communication of this group with others in comparison to other networks.…”

Section: Discussionmentioning

confidence: 99%

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A social network analysis on clinical education of diabetic foot

Shokoohi

Majdzadeh

2013

J Diabetes Metab Disord

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IntroductionIdentification of Educational Influentials (EIs) in clinical settings helps considerably to knowledge transfer among health and medical practice providers. The aim of this study was identifying EIs in diabetic foot ulcers (DFU) by medical students (clerks, interns and residents) and providing their relational pattern in this subject.MethodsSubjects were medical students at clerk, intern and resident levels in a local educational hospital. A standard questionnaire with four domains (knowledge, communication, participation and professional ethics) was used for identifying EIs. Students introduced those people with these characteristics who referred them for DFU. Respective communication networks were drawn as intra-group (such as resident-resident) and inter-group (such as intern-resident) networks and quantitative criteria of density, in-degree and out-degree centrality and reciprocity were measured.ResultsThe network density of clerks-residents (0.024) and interns-residents (0.038) were higher than clerks-attends (0.015) and interns-attends (0.05); indicating that there were more consulting interactions in former networks than the latter. Degree centrality in residents-related networks (clerks-residents = 2.3; interns-residents = 2.6) were higher than attends-related ones (clerks-attends = 1.1; interns-attends = 1.7), while they were not statistically significant. However, In-degree centralization, which indicating a degree of variance of the whole network of ingoing relationships, in attends-related networks was greater than resident-related networks.ConclusionResident were consulted with almost as same as attends on DFU. It showed that residents were playing a remarkable role in knowledge transfer and they can be considered as EIs in this clinical setting. It seemed that the availability was the main reason for this key role.

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Section: Discussionmentioning

confidence: 99%

“…Relationships between individuals within a network is as an important source for clinical knowledge and decision making [17,18]. This knowledge significantly influence decision making and management of the patients [19-21].…”

Section: Introductionmentioning

confidence: 99%

A social network analysis on clinical education of diabetic foot

Shokoohi

Majdzadeh

2013

J Diabetes Metab Disord

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“…Patients’ cases of exclusion were also collected. For this, a questionnaire was created for the FPs, where the following causes appeared: patient’s refusal, and six possible causes of FPs’ refusal (Figure 1), based on the most frequent barriers that were detected in other studies [15,18,19,24] and on some problems detected in this study.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, e-Consultations require important investments and institutional involvement, as well as leadership and working hours on the part of physicians [12]. With real-time telephone consultations, communication problems [15] were detected of incomplete or fragmented information [7,9,10,11,12,13,14,15,19,20,21,22,23], difficulties to choose the professional to be consulted [24], unpredictable interruptions that are time consuming, as they are not scheduled, etc. [18].…”

Section: Introductionmentioning

confidence: 99%

DETELPROG Study. Effectiveness of a New Model of Scheduled Telephone Referral from Primary Care to Internal Medicine. A Randomised Controlled Study

Azogil-López¹,

Lázaro

Medrano-Sánchez

et al. 2019

JCM

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In Spain, the average waiting time for a specialist consultation is 58 days. A determinant factor that contributes to this situation is the poor communication between primary care and specialised care, which is mainly due to the waiting days for a consultation, number of avoided/avoidable face-to-face referrals, and waiting days for the resolution of the process. DETELPROG is a referral system in which the family physician requests a scheduled outpatient internal medicine consultation, integrated into the usual consultations agenda of both physicians, the family, and the outpatient clinic physician, in order to have a telephone consultation. A randomized controlled clinical trial has been carried out to assess the effectiveness of DELTELPROG. In a sample of 255 patients, the experimental group was referred via a scheduled telephone call, and those in the control group, by face-to-face hospital consultation area. The results showed statistically significant differences between both groups of 27 days (95% confidence interval (CI): 20–33) regarding specialised consultation, 47 days (95% CI: 17–74) as for the resolution of the process, and 91.7% for avoided face-to-face consultations. The DETELPROG resulted as a low coverage system (53%), which makes it a complementary referral model. It is necessary to make an in-depth analysis of the causes that have led to this technologically low coverage.

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“…8,9 Consultation has long been understood as a learning resource by physicians and educators. [10][11][12] This understanding is supported by research indicating the importance of physician-to-physician communication in physicians' learning [13][14][15] and behavioral change. [16][17][18] The educational worth of consultation warrants consideration because referring physicians recognize consultation as a learning opportunity.…”

Section: Introductionmentioning

confidence: 95%

A model of teaching-learning transactions in generalist-specialist consultations

Shershneva¹,

Carnes

Bakken

2006

Journal of Continuing Education in the Health Professions

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As a teaching-learning transaction, the mutual learning process in generalist-specialist consultations involves 3 components: needs assessment, dialogue, and sufficiency. Providers of continuing medical education may use the proposed theoretical framework to help clinicians and health care organizations analyze and enhance educationally valuable interactions at the interface of primary and secondary care.

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Family physicians' selection of informal peer consultants: Implications for continuing education

Cited by 12 publications

References 7 publications

A social network analysis on clinical education of diabetic foot

A social network analysis on clinical education of diabetic foot

DETELPROG Study. Effectiveness of a New Model of Scheduled Telephone Referral from Primary Care to Internal Medicine. A Randomised Controlled Study

A model of teaching-learning transactions in generalist-specialist consultations

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