Mandatory, multidisciplinary education in diabetes care. Can it meet the needs of primary care organisations?

Abstract

ObjectivesTo assess the effectiveness and feasibility of mandatory, multidisciplinary education, in the context of a primary care organisation service development programme for diabetes care. To identify any obstacles to change and to measure changes in knowledge, service organisation and attitudes after a university based course in diabetes care.The courseIt was mandated by the primary care group of Ladywood, Birmingham, UK, that one general practitioner and one nurse from each practice should attend a course in diabetes care, which comprised 30 hours spread over 3 months, with three pieces of assessed coursework and a written examination. The programme, led by a shared vision of committed local leaders, also included consultant‐led community diabetes clinics, shared software for all providers, and payment for minimum primary care standards.DesignA longitudinal study of the first cohort of the course, using a questionnaire administered at the start of the course and repeated one year later.SettingLadywood Primary Care Group, Birmingham, UK, comprising 38 practices in this area of high deprivation.Main outcome measuresComparison of the mean knowledge scores of 16 general practitioners and 12 nurses in relation to 68 diabetes‐related topics before the course and one year later. Measurement of changes in the organisation of diabetes care within practices during the year after the course. Views on the acceptability of mandatory, multidisciplinary education.ResultsThere was a statistically significant increase in the mean knowledge scores of general practitioners (p≤0.01) and practice nurses (p≤0.01) over all topics. There were statistically significant changes in many organisational aspects of diabetes care within practices, for example the proportion undertaking annual reviews and having dedicated time for diabetes clinics. Several obstacles such as time and resources, both human and financial, were identified by participants as barriers to further change. The mandatory course was accepted by most participants. The experience of doctors and nurses learning together was regarded by some as an unexpected benefit of the course.ConclusionA defined need for education in primary diabetes care as part of a service development programme was met successfully by this course and found acceptable. There were measurable changes in the knowledge of health care professionals one year after the course. Improvements in the organisation of diabetes care were reported, which can be attributed to the whole programme, not only the course, although the usual obstacles to change were found. Future research is needed to identify the persistence of the changes and their presence in a larger sample and in other settings. A mandatory, multidisciplinary education might be usefully adopted by primary care organisations in their service development programmes. In particular this is relevant to the implementation of the UK national service framework for diabetes. Copyright © 2001 John Wiley & Sons, Ltd.

An integrative systematic review of interprofessional education on diabetes

“…Usually the IPE programme/course was voluntary and the participants received either study credits and/or a certificate upon completion. One professional course was mandatory (Hearnshaw et al, 2001), and one course offered a financial grant for participation (Lennon-Dearing, Florence, Garrett, Click, & Abercrombie, 2008). The programmes were identical for all the participants from various professions, except for three IPE programmes organized partly in parallel sessions, with disciplinespecific contents (Coates et al, 2008;Kipp, Pimlott, & Satzinger, 2007;Shiyanbola et al, 2012).…”

“…In one program, the students participated in a week-long experience of living with diabetes, involving "insulin" injections (saline) four times a day, and appropriate blood glucose monitoring (Pittenger et al, 2013). In addition, patient cases were studied through clinical visits or team placements (Coates et al, 2008;Kipp et al, 2007;Lennon-Dearing et al, 2008), through internet-based clinical scenarios (Ching et al, 2015;MacNeill et al, 2014;Parekh, Bush, Cook, & Grant, 2015;Pittenger et al, 2013), and through text-based case studies (Hearnshaw et al, 2001;Herring et al, 2013;MacNeill et al, 2014).…”

Quality of GPs' referral letters to diabetes secondary care

“…[15][16][17] In the wider speciality of diabetes, programmes of continuing medical education have been shown to effectively disseminate practice guidelines, increase knowledge of diabetes and improve attitudes towards diabetes and its care. [18][19][20][21] Idiculla and colleagues, however, have inferred that diabetes guidelines have very little effect on increasing the information provided on relevant medical problems. 7 New advances in communication technology such as smart cards and electronic data interchange (EDI) may circumvent some of the problems associated with traditional modes of communication.…”

Do Practice Nurses in the Caribbean have the Knowledge of the Principles and Concepts of Diabetes Self-Management Education?

“…A more recent UK research report showed that practice nurses' knowledge score on diabetes increased from 66% preeducation to 86% post-education programme [12]. The previous reports that many patients do not usually get formal diabetes education or encouragement for diabetes self-care might be related to the practice nurses' insufficient diabetes knowledge [13,14]. Therefore, the present study aimed to compare the knowledge of practice nurses on principles and concepts of diabetes self-management education (DSME) before and after a DSME training workshop in a Caribbean Island.…”