Effects of an educational intervention for general practitioners in adolescent health care principles: a randomized controlled study

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.