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首页> 外文期刊>BMC Medical Education >Effect of a peer-educational intervention on provider knowledge and reported performance in family planning services: a cluster randomized trial
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Effect of a peer-educational intervention on provider knowledge and reported performance in family planning services: a cluster randomized trial

机译：同伴教育干预对计划生育服务提供者知识和绩效的影响：一项集群随机试验

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Background Peer education is an interactive method of teaching or learning which is widely used for educating school and college students, in a variety of different forms. However, there are few studies on its effectiveness for in-service education. The aim of this study was to evaluate the effect of an educational programme including peer discussions, based on a needs assessment, on the providers' knowledge and reported performance in family planning services. Methods An educational programme was designed and applied in a random selection of half of in-charges of the 74 family health units (intervention group) in Tabriz at a regular monthly meeting. The other half constituted the control group. The programme included eight pages of written material and a two-hour, face-to-face discussion session with emphasis on the weak areas identified through a needs assessment questionnaire. The educated in-charges were requested to carry out a similar kind of programme with all peers at their health facilities within one month. All in-charges received one self-administered questionnaire containing knowledge questions one month after the in-charge education (follow-up I: 61 responses), and another one containing knowledge and self-reported performance questions 26 months later (follow-up II: 61 responses). Also, such tests were done for the peers facilitated by the in-charges one (105 responses) and 27 months (114 responses) after the peer discussions. Multiple linear regression was used for comparing mean total scores, and Chi square for comparing proportions between control and intervention groups, after defining facility as the unit of randomization. Results The mean total percentage scores of knowledge (percent of maximal possible score) in the intervention group were significantly higher than in the control group, both at follow-up I (63%) and at follow-up II (57%); with a difference of 16 (95% CI: 11, 22) and 5 (95% CI: 0.4, 11) percentage units, respectively. Only two of the nine reported performance items were significantly different among the non in-charges in the intervention group at follow-up II. Conclusions The educational programme including peer discussions using existing opportunities with no need for additional absence from the workplace might be a useful complement to formal large group education for the providers.
机译：背景技术同伴教育是一种交互式的教学方法，广泛用于各种形式的学校和大学生教育。但是，关于其对在职教育有效性的研究很少。这项研究的目的是根据需求评估评估教育计划（包括同伴讨论）对提供者的知识和计划生育服务报告绩效的影响。方法设计了一个教育程序，并在每月例行会议上随机选择大不里士74个家庭卫生单位（干预组）负责人的一半。另一半构成对照组。该计划包括八页书面材料和为时两个小时的面对面讨论会，重点是通过需求评估调查表确定的薄弱环节。要求受过教育的主管在一个月内与所有同龄人在其卫生设施中进行类似的计划。所有负责人在负责任教育一个月后收到一份自我管理的调查问卷，其中包含知识问题（后续I：61个回答），另一份包含26个知识和自我报告的绩效问题的问卷（后续II） ：61条回复）。同样，在同伴讨论后的一个主管（105个响应）和27个月（114个响应）的帮助下，对同伴进行了此类测试。在将设施定义为随机单位之后，使用多元线性回归比较平均总分，使用卡方检验比较对照组和干预组之间的比例。结果干预组的平均知识总分数（最大可能分数的百分比）显着高于对照组，无论是在随访I（63％）还是在随访II（57％）。分别相差16（95％CI：11，22）和5（95％CI：0.4，11）个百分比单位。在随访II中，干预组的非负责人在九个报告的绩效项目中只有两个显着不同。结论结论该教育计划包括利用现有机会进行的同伴讨论，而无需在工作场所额外缺勤，这可能是对提供者的正式大型团体教育的有益补充。

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