TY - JOUR
T1 - Academic peer detailing—the preparation and experience of detailers involved in a project to disseminate a comparative effectiveness module
AU - Morrow, Robert W.
AU - Tattelman, Ellen
AU - Purcell, Jennifer M.
AU - King, Jason
AU - Fordis, Michael
N1 - Publisher Copyright:
© 2016 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education. All rights reserved.
PY - 2016
Y1 - 2016
N2 - Introduction: Academic detailing uses communication skills, relationship building, and feedback to facilitate behavior change. This report, part of a larger initiative to disseminate evidence summaries of systematic reviews, demonstrates the feasibility of disseminating a comparative effectiveness module to physicians using peer detailers and examines the development of faculty for this process. We describe planning and implementation of a train-the-detailer session, detailer reactions to the process, and results of the dissemination project. Methods: We recruited 10 experienced primary care clinical faculties in Family and Social Medicine at the Albert Einstein College of Medicine. Detailers attended a 90-minute train-the-detailer session and detailed 150 practitioners at community practices. We evaluated the experiences of the learners and detailers with questionnaires, a focus group, and individual interviews of the detailers. Results: The experiences of detailing in different contexts were uniformly positive. Learners felt the materials were valuable, and that they would implement them or already had implemented them. In the postsurvey completed by 65 of the 150 detailed learners, 97% percent stated that they changed their practice or had already incorporated the practice change before the detailing. All detailers reported a change in their own practice. Detailers found the teaching materials and detailers’ guide helpful. Some initially expressed a concern about not knowing enough, which lessened with detailing experience. Discussion: 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.
AB - Introduction: Academic detailing uses communication skills, relationship building, and feedback to facilitate behavior change. This report, part of a larger initiative to disseminate evidence summaries of systematic reviews, demonstrates the feasibility of disseminating a comparative effectiveness module to physicians using peer detailers and examines the development of faculty for this process. We describe planning and implementation of a train-the-detailer session, detailer reactions to the process, and results of the dissemination project. Methods: We recruited 10 experienced primary care clinical faculties in Family and Social Medicine at the Albert Einstein College of Medicine. Detailers attended a 90-minute train-the-detailer session and detailed 150 practitioners at community practices. We evaluated the experiences of the learners and detailers with questionnaires, a focus group, and individual interviews of the detailers. Results: The experiences of detailing in different contexts were uniformly positive. Learners felt the materials were valuable, and that they would implement them or already had implemented them. In the postsurvey completed by 65 of the 150 detailed learners, 97% percent stated that they changed their practice or had already incorporated the practice change before the detailing. All detailers reported a change in their own practice. Detailers found the teaching materials and detailers’ guide helpful. Some initially expressed a concern about not knowing enough, which lessened with detailing experience. Discussion: 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.
KW - Academic detailing
KW - Action research
KW - Communication skills
KW - Comparative effectiveness
KW - Development
KW - Evaluation-educational intervention
KW - Faculty
KW - Inter professional education
KW - Knowledge translation
KW - Problem-based/case-based learning
KW - Small group/team learning
KW - Theory-dissemination of innovations
KW - Workplace learning
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U2 - 10.1097/CEH.0000000000000067
DO - 10.1097/CEH.0000000000000067
M3 - Article
C2 - 27262156
AN - SCOPUS:84981717746
SN - 0894-1912
VL - 36
SP - 123
EP - 126
JO - Journal of Continuing Education in the Health Professions
JF - Journal of Continuing Education in the Health Professions
IS - 2
ER -