Academic Peer Detailing—The Preparation and Experience of Detailers Involved in a Project to Disseminate a Comparative Effectiveness Module

Abstract

Peer detailing seems doable and well received, especially with the availability of high quality, previously prepared, and tested evidence-based content and materials. Detailers were easily recruited and trained to apply their teaching skills in this new format. The amount of time spent in training sessions on detailing training as opposed to content mastery can be adjusted depending on faculty needs.

A realist synthesis of educational outreach visiting and integrated academic detailing to influence prescribing in ambulatory care: why relationships and dialogue matter

“…For programmes to be seen as credible and acceptable clinicians need to perceive them as being independent and free of bias. Transparent evidence-based synthesis and presentation of a topic influences their views of the credibility and usefulness of an EV which can be tainted by perceptions of cost cutting 11 12 16 51 55–57. Programme designers should develop topic content and materials based on critical appraisal and systematic synthesis of evidence by clinicians (peers or experts), use of (local) data and identification of evidence-practice gaps,11 12 39 40 42 43 52 58–63 which also inform the design of support materials and preparation of the visitor 45 60.…”

“…Training mostly occurred through established training organisations, for example, NaRCAD (USA), DATIS (Australia), Dalhousie University (Canada), Farmaka (Belgium) and experienced academic detailers 11 12 16 44 49 50 52 58 61 66 68. The necessary levels of preparedness and topic knowledge are more likely to be achieved by a health professional with clinical knowledge in the topic area and a common understanding of background and work environment, which may explain why the majority of visitors were pharmacists or medical doctors 11 12 39 44 53 55 56 58 60 63 66 72–74. Whether clinical experience increases their capability in knowledge building and credibility with clinicians is unclear, but credibility and trustworthiness are mentioned frequently as relevant factors for acceptance of visitors by clinicians 38 55…”

“…Rapport can be built through active listening, respect and empathy for the practice of the clinician, creating a relaxed atmosphere 50 68. Rapport and relationships have to be built throughout a visit and over time with regular repeat visits and continuity of the visitor 12 40 44 52 55 63. Visitors and clinicians find that building or established relationships enhance the interaction and educational exchange and increase the trust between them 55 62 75…”

“…Generally, clinicians value an interaction which meets their needs 38 45 55 64. When the content of visits is tailored based on needs and focuses on clinicians’ specific interests, they are perceived as useful (often expressed in terms of ‘efficient, saving time’) and more relevant 12 38 39 44 52 53 61 68 69 74.…”

<p>Academic detailing as a method of continuing medical education</p>

“…The training was undertaken over three days by an experienced AD teacher from The Drug and Therapeutic Information Service (DATIS) in Adelaide, Australia, following the same model as the courses in Australia. Education and training are crucial to ensure that the academic detailers have the competence to conduct an updating visit to maximize the impact of AD 14,15,20. To carry out a successful updating visit open questions is essential to facilitate the dialog11,21 - the academic detailer must continuously assess the clinician’s individual needs throughout the discussion.…”