Experience with academic detailing services for quality improvement in primary care practice

May, Frank; Simpson, Diane; Hart, Laura; Rowett, Debra; Perrier, Donald

doi:10.1136/qshc.2006.021956

Cited by 17 publications

(21 citation statements)

References 23 publications

(18 reference statements)

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“…Having some form of human component within the process is seen as beneficial to actively manage the barriers and enablers that are encountered ( 9 ). Various roles are described in the implementation and improvement literature, for example, knowledge brokers and boundary spanners ( 10 ), opinion leaders ( 11 ), academic detailers ( 12 ), improvement coaches ( 13 , 14 ), and educational outreach visitors ( 15 ), to name just a few. While terminology varies and often overlaps, there are some distinct differences in terms of how specific roles function ( 16 ).…”

Section: Tailoring To Context—who and How?mentioning

confidence: 99%

Enabling Continuous Quality Improvement in Practice: The Role and Contribution of Facilitation

Harvey

Lynch

2017

Front. Public Health

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Facilitating the implementation of continuous quality improvement (CQI) is a complex undertaking. Numerous contextual factors at a local, organizational, and health system level can influence the trajectory and ultimate success of an improvement program. Some of these contextual factors are amenable to modification, others less so. As part of planning and implementing healthcare improvement, it is important to assess and build an understanding of contextual factors that might present barriers to or enablers of implementation. On the basis of this initial diagnosis, it should then be possible to design and implement the improvement intervention in a way that is responsive to contextual barriers and enablers, often described as “tailoring” the implementation approach. Having individuals in the active role of facilitators is proposed as an effective way of delivering a context-sensitive, tailored approach to implementing CQI. This paper presents an overview of the facilitator role in implementing CQI. Drawing on empirical evidence from the use of facilitator roles in healthcare, the type of skills and knowledge required will be considered, along with the type of facilitation strategies that can be employed in the implementation process. Evidence from both case studies and systematic reviews of facilitation will be reviewed and key lessons for developing and studying the role in the future identified.

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Section: Tailoring To Context—who and How?mentioning

confidence: 99%

Enabling Continuous Quality Improvement in Practice: The Role and Contribution of Facilitation

Harvey

Lynch

2017

Front. Public Health

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“…Another strategy is to focus on continuing medical education (CME) to diffuse public health information to medical providers (Davis, 2006;Graham et al, 2006). Recent studies to disseminate clinical trial evidence have used academic detailing, where educators visit clinicians onsite to inform them of new clinical evidence, clinical practice or quality improvement (Simon et al, 2005;Bartholomew et al, 2009;May et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Primary care providers' sources and preferences for cognitive health information in the United States

Warren‐Findlow

Price

Hochhalter

et al. 2010

Health Promotion International

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SUMMARYIn most countries, physicians and other health-care providers play key roles in promoting health. Accumulating scientific evidence suggests that providers may soon want to include cognitive health among the areas they promote. Cognitive health is the maintenance of cognitive abilities that enable social connectedness, foster a sense of purpose, promote independent living, allow recovery from illness or injury and promote effective coping with functional deficits. The US Centers for Disease Control and Prevention has established health promotion about cognitive health as a policy priority, with health providers included as one key group to participate in this effort. This study presents results from focus groups and interviews with primary care physicians (n ¼ 28) and midlevel health-care providers ( physician assistants and nurse practitioners, n ¼ 21) in three states of the US. Providers were asked about their sources of information on cognitive health and for their ideas on how best to communicate with primary care providers about research on cognitive health. In results, providers cited online sources, popular media and continuing medical education as their most common sources of information about cognitive health. Popular media sources were used both proactively and reactively to respond to patient inquiries. Differences in sources of information were noted for physicians as compared with midlevel providers, and for rural and urban providers. Several potential ways to disseminate information about cognitive health were identified. Effective messaging is likely to require multiple strategies to reach diverse groups of primary care providers, and to include continuing medical education.

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“…This technique, developed in the United States originally, and described well by Soumerai and Avorn (1990), has been shown to be effective at changing practice and enhancing patient outcomes (Soumerai & Avorn, 1990). The academic detailing training workshops were coordinated by NPS in conjunction with the Drug and Therapeutic Information System (Adelaide, South Australia; May et al, 2009). Academic detailing involves training health personnel in techniques of behavior change (social marketing) designed to influence how clinical staff use evidence-based information in their practice (Davies, Walker, & Grimshaw, 2010;May, Simpson, Hart, Rowett, & Perrier, 2009;Ornstein, Nemeth, Jenkins, & Nietart, 2010;Soumerai & Avorn, 1990;Stafford et al, 2010).…”

Section: Education Interventionmentioning

confidence: 99%

“…The academic detailing training workshops were coordinated by NPS in conjunction with the Drug and Therapeutic Information System (Adelaide, South Australia; May et al, 2009). Academic detailing involves training health personnel in techniques of behavior change (social marketing) designed to influence how clinical staff use evidence-based information in their practice (Davies, Walker, & Grimshaw, 2010;May, Simpson, Hart, Rowett, & Perrier, 2009;Ornstein, Nemeth, Jenkins, & Nietart, 2010;Soumerai & Avorn, 1990;Stafford et al, 2010). Key skills are provided during the training through instruction and role-play scenarios for one-on-one visits with physicians/prescribers in their own practice setting including the use of tools such as detailing cards.…”

Section: Education Interventionmentioning

confidence: 99%

Management of Acute Coronary Syndromes at Hospital Discharge: Do Targeted Educational Interventions Improve Practice Quality?

Peterson

Thompson²,

Pulver³

et al. 2012

Journal for Healthcare Quality

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Evidence-based guidelines exist for the management of patients with acute coronary syndromes (ACS), yet adherence is suboptimal. The Discharge Management of Acute Coronary Syndrome project used a quality improvement approach, with targeted intervention strategies to optimize: prescription of guideline-recommended medications; education regarding lifestyle modifications, including cardiac rehabilitation (CR); and communication between hospital staff, patients, and general practitioners. Hospitals across Australia participated in a quality improvement cycle of audit, feedback, intervention, and reaudit. Interventions involved educational meetings, academic detailing and point-of-care reminders, and feedback of baseline audit results. Outcome measures included prescription of guideline-recommended medications, referral to CR, and documentation and communication of management plan. At baseline, 49 hospitals recruited 1,545 patients, and postintervention, 45 hospitals remained active in the project and recruited 1,589 patients. Three thousand and thirty-four hospital staff attended group education or academic detailing sessions. Postintervention, there was a significant increase in the prescription of all four guideline-recommended medications (69% vs. 57%; p<.0001); short-acting nitrates (68% vs. 56%; p<.0001); and documented referral to CR (68% vs. 57%; p<.0001). There were significant increases in documented discharge medication counselling, smoking cessation counselling, and communication of management plans. Targeted educational interventions used as part of a quality improvement cycle can enhance adherence to evidence-based guidelines for the management of patients with ACS.

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Experience with academic detailing services for quality improvement in primary care practice

Abstract: Ongoing primary care quality improvement services spearheaded by academic detailing can be acceptable to US primary care physicians in practice.

Cited by 17 publications

References 23 publications

Enabling Continuous Quality Improvement in Practice: The Role and Contribution of Facilitation

Enabling Continuous Quality Improvement in Practice: The Role and Contribution of Facilitation

Primary care providers' sources and preferences for cognitive health information in the United States

Management of Acute Coronary Syndromes at Hospital Discharge: Do Targeted Educational Interventions Improve Practice Quality?

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