Feasibility of a Knowledge Translation CME Program: Courriels Cochrane

Abstract

Program delivery required partnering with 5 organizations. Participants valued Courriels Cochrane. IAM ratings documented their reflective learning. The aggregation of IAM ratings documented 3 levels of CME outcomes: participation, learning, and performance. This evaluation study demonstrates the feasibility of the Courriels Cochrane as an approach to further disseminate Cochrane systematic literature reviews to clinicians and document self-reported knowledge translation associated with Cochrane reviews.

The Gene Messenger Impact Project: An Innovative Genetics Continuing Education Strategy for Primary Care Providers

“…Our findings contribute to the literature that receiving information by email is associated with positive impact. 17,19,22 In addition, participants reported high levels of satisfaction with these email alerts and perceived them as useful and convenient. 17,19 This e-push of information may be an especially effective method for continuing education in genetic and genomic medicine where discoveries are occurring at a rapid pace and lack of knowledge has been frequently cited as a barrier to integration of genetic services.…”

“…17,19,22 In addition, participants reported high levels of satisfaction with these email alerts and perceived them as useful and convenient. 17,19 This e-push of information may be an especially effective method for continuing education in genetic and genomic medicine where discoveries are occurring at a rapid pace and lack of knowledge has been frequently cited as a barrier to integration of genetic services. 7 It enables timely delivery of practice relevant information to primary care providers on a new genomic discovery or test that has appeared in the media and which patients may inquire about.…”

“…"Push technologies allow information to be delivered to the user rather than requiring the user to actively search for the desired information; they require minimal effort on the part of the recipient, which greatly supports their adoption." 15 We also included a "brief individual reflective e-learning activity" 16,17 based on the theory that continuing education which is interactive, "engages learners, helps them reflect on current practices", 18 and identifies gaps, is more likely to change performance. 18 An email invitation to participate in this study was sent three times at 2-week intervals to all 19,060 English-speaking members of the College of Family Physicians of Canada (CFPC).…”

In pursuit of a valid information assessment method for continuing education: a mixed methods study

“…In other words, the IAM is both an intervention at the individual level, and a program evaluation tool at the collective level [30]. At the participant level (individual response), reading information and assessing it with IAM qualifies as a ‘brief individual reflective learning’ activity, which allows the provision of continuing education credits.…”

The value of user feedback: Healthcare professionals' comments to the health information provider

“…On the IAM feedback form, respondents can submit free text comments in addition to ratings based on a checklist. In previous research, the relevance of health information to clinical practice, the cognitive impact of health information on clinicians, the use of this information for specific patients, and subsequent patient health outcomes were assessed through quantitative analysis of ratings (Budzinski et al., ; Grad et al., in press; Pluye et al., ). However, the value of qualitative user feedback comments for the health information provider has been suggested only as part of a two‐way knowledge exchange between those who disseminates health information and those who use that information (i.e., the healthcare professional) and provides useful feedback (Pluye et al., ).…”