La. Sanci et al., Effects of an educational intervention for general practitioners in adolescent health care principles: a randomized controlled study, WEST J MED, 172(3), 2000, pp. 157-163
Objective To evaluate the effectiveness of an educational intervention in a
dolescent health designed for general practitioners, in accordance with evi
dence-based practice in continuing medical education. Design Randomized, co
ntrolled trial with baseline testing and 7- and 13-month follow-ups. Settin
g The intervention was delivered in local community settings ro general pra
ctitioners in metropolitan Melbourne, Australia. Participants A total of 10
8 self-selected general practitioners. Intervention A multifaceted educatio
nal program (2.5 hours per week for 6 weeks) in the principles of adolescen
t: health care, followed 6 weeks later by a 2-hour session of case discussi
on and debriefing. Outcome measures Objective ratings of videotaped consult
ations with st standardized adolescent patients and self-completion questio
nnaires were used to measure general practitioners' knowledge, skill, and s
elf-perceived competency; satisfaction with the program; and self-reported
change in practice. Results 103 of 108 physicians (95%) completed ail phase
s of the intervention and evaluation protocol. The intervention group showe
d significantly greater improvements than the control group in all outcomes
at the 7-month follow-up (all subjects P<0.03), except: for the standardiz
ed patients' rating of rapport and satisfaction (P=0.12). 104 participants
(96%) found the program appropriate and relevant. At the 13-month follow-up
, most: improvements were sustained, the standardized patients' rating of c
onfidentiality fell slightly, and the objective assessment of competence fu
rther improved. 106 physicians (98%) reported a change in practice attribut
able to the intervention. Conclusions General practitioners were willing to
complete continuing medical education in adolescent health and irs evaluat
ion. The design of the intervention, using evidence-based educational strat
egies, proved effective and expeditious in achieving sustainable and large
improvements in knowledge, skill, and self-perceived competency.