Evaluation of the effectiveness of an educational intervention for generalpractitioners in adolescent health care: randomised controlled trial

Objective To evaluate the effectiveness of an educational intervention in a dolescent health designed for general practitioners in accordance with evid ence based practice in continuing medical education. Design Randomised controlled trial with baseline testing and follow up at s even and 13 months. Setting Local communities in metropolitan Melbourne, Australia. Participants 108 self selected general practitioners. Intervention A multifaceted educational programme for 2.5 hours a week over six weeks on the principles of adolescent health care followed six weeks l ater by a two hour session of case discussion and debriefing. Outcome measures Objective ratings of consultations with standardised adole scent patients recorded on videotape. Questionnaires completed by the gener al practitioners were used to measure their knowledge, skill, and self perc eived competency, satisfaction with the programme, and self reported change in practice. Results 103 of 108 (95%) doctors completed all phases of the intervention a nd evaluation protocol. The intervention group showed significantly greater improvements in all outcomes than the control group at the seven month fol low up except for the rapport and satisfaction rating by the standardised p atients. 104 (96%) participants found the programme appropriate and relevan t At the 13 month follow up most improvements were sustained, the confident iality rating by the standardised patients decreased slightly, and the obje ctive assessment of competence further improved. 106 (98%) participants rep orted a change in practice attributable ts the intervention. Conclusions General practitioners were willing to complete continuing medic al education in adolescent health care and its evaluation, The design of th e intervention using evidence based educational strategies proved an effect ive and quick way to achieve sustainable and large improvements in knowledg e, skill, and self perceived competency.