...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Family Practice >General practitioners and tutors' experiences with peer group academic detailing: a qualitative study
【24h】

General practitioners and tutors' experiences with peer group academic detailing: a qualitative study

机译：全科医生和导师在同行小组学术详细研究方面的经验：定性研究

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background The Prescription Peer Academic Detailing (Rx-PAD) project is an educational intervention study aiming at improving GPs' competence in pharmacotherapy. GPs in CME peer groups were randomised to receive a tailored intervention, either to support a safer prescription practice for elderly patients or to improve prescribing of antibiotics to patients with respiratory tract infections. The project was based on the principles of peer group academic detailing, incorporating individual feedback on GPs' prescription patterns. We did a study to explore GPs and tutors' experiences with peer group academic detailing, and to explore GPs' reasons for deviating from recommended prescribing practice. Methods Data was collected through nine focus group interviews with a total of 39 GPs and 20 tutors. Transcripts from the interviews were analyzed by two researchers according to a procedure for thematic content analysis. Results A shared understanding of the complex decision-making involved in prescribing in general practice was reported by both GPs and tutors as essential for an open discussion in the CME groups. Tutors experienced that CME groups differed regarding structure and atmosphere, and in some groups it was a challenge to run the scheme as planned. Individual feedback motivated GPs to reflect on and to improve their prescribing practice, though feedback reports could cause distress if the prescribing practice was unfavourable. Explanations for inappropriate prescriptions were lack of knowledge, factors associated with patients, the GP's background, the practice, and other health professionals or health care facilities. Conclusions GPs and tutors experienced peer group academic detailing as a suitable method to discuss and learn more about pharmacotherapy. An important outcome for GPs was being more reflective about their prescriptions. Disclosure of inappropriate prescribing can cause distress in some doctors, and tutors must be prepared to recognise and manage such reactions.
机译：背景处方对等学术详细介绍（Rx-PAD）项目是一项教育干预研究，旨在提高全科医生在药物治疗中的能力。 CME同伴组中的GP被随机分配以接受量身定制的干预，以支持老年患者更安全的处方实践或改善对呼吸道感染患者的抗生素处方。该项目基于同行小组学术详细说明的原则，并结合了有关GP处方模式的个人反馈。我们进行了一项研究，以探讨GP和辅导员在同行小组学术活动中的经验，并探讨GP偏离推荐处方实践的原因。方法：通过九次焦点小组访谈收集的数据，共39名全科医生和20名导师。两名研究人员根据主题内容分析程序对访谈记录进行了分析。结果全科医生和导师都报告了对通用处方中涉及的复杂决策的共同理解，这是CME组公开讨论的关键。导师们经历了CME小组在结构和氛围方面的差异，在某些小组中，按计划进行该计划是一项挑战。个人反馈会促使全科医生反思并改善其处方实践，尽管如果处方实践不利，反馈报告可能会令他们感到困扰。处方不当的原因是缺乏知识，与患者有关的因素，全科医生的背景，执业医师以及其他卫生专业人员或医疗机构。结论GP和导师经历了同行团体的学术详细介绍，这是讨论和学习更多有关药物疗法的合适方法。对全科医生而言，一个重要的成果是对他们的处方更具反思性。披露不正确的处方可能会使某些医生感到不安，导师必须准备好识别和管理此类反应。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号