Continuing education meetings and workshops: effects on professional practice and healthcare outcomes.
Educational meetings are used widely by health personnel to provide continuing medical education and to promote implementation of innovations or translate new knowledge to change practice within healthcare systems. Previous reviews have concluded that educational meetings can result in small changes in behaviour, but that effects vary considerably. Investigations into which characteristics of educational meetings might lead to greater impact have yielded varying results, and factors that might explain heterogeneity in effects remain unclear. This is the second update of this Cochrane Review.
• To assess the effects of educational meetings on professional practice and healthcare outcomes • To investigate factors that might explain the heterogeneity of these effects SEARCH METHODS: We searched CENTRAL, MEDLINE, Embase, ERIC, Science Citation Index Expanded (ISI Web of Knowledge), and Social Sciences Citation Index (last search in November 2016).
We sought randomised trials examining the effects of educational meetings on professional practice and patient outcomes.
Two review authors independently extracted data and assessed risk of bias. One review author assessed the certainty of evidence (GRADE) and discussed with a second review author. We included studies in the primary analysis that reported baseline data and that we judged to be at low or unclear risk of bias. For each comparison of dichotomous outcomes, we measured treatment effect as risk difference adjusted for baseline compliance. We expressed adjusted risk difference values as percentages, and we noted that values greater than zero favour educational meetings. For continuous outcomes, we measured treatment effect as per cent change relative to the control group mean post test, adjusted for baseline performance; we expressed values as percentages and noted that values greater than zero favour educational meetings. We report means and 95% confidence intervals (CIs) and, when appropriate, medians and interquartile ranges to facilitate comparisons to previous versions of this review. We analysed professional and patient outcomes separately and analysed 22 variables that were hypothesised a priori to explain heterogeneity. We explored heterogeneity by using univariate meta-regression and by inspecting violin plots.
We included 215 studies involving more than 28,167 health professionals, including 142 new studies for this update. Educational meetings as the single intervention or the main component of a multi-faceted intervention compared with no intervention • Probably slightly improve compliance with desired practice when compared with no intervention (65 comparisons, 7868 health professionals for dichotomous outcomes (adjusted risk difference 6.79%, 95% CI 6.62% to 6.97%; median 4.00%; interquartile range 0.29% to 13.00%); 28 comparisons, 2577 health professionals for continuous outcomes (adjusted relative percentage change 44.36%, 95% CI 41.98% to 46.75%; median 20.00%; interquartile range 6.00% to 65.00%)) • Probably slightly improve patient outcomes compared with no intervention (15 comparisons, 2530 health professionals for dichotomous outcomes (adjusted risk difference 3.30%, 95% CI 3.10% to 3.51%; median 0.10%; interquartile range 0.00% to 4.00%); 28 comparisons, 2294 health professionals for continuous outcomes (adjusted relative percentage change 8.35%, 95% CI 7.46% to 9.24%; median 2.00%; interquartile range -1.00% to 21.00%)) The certainty of evidence for this comparison is moderate. Educational meetings alone compared with other interventions • May improve compliance with desired practice when compared with other interventions (6 studies, 1402 health professionals for dichotomous outcomes (adjusted risk difference 9.99%, 95% CI 9.47% to 10.52%; median 16.5%; interquartile range 0.80% to 16.50%); 2 studies, 72 health professionals for continuous outcomes (adjusted relative percentage change 12.00%, 95% CI 9.16% to 14.84%; median 12.00%; interquartile range 0.00% to 24.00%)) No studies met the inclusion criteria for patient outcome measurements. The certainty of evidence for this comparison is low. Interactive educational meetings compared with didactic (lecture-based) educational meetings • We are uncertain of effects on compliance with desired practice (3 studies, 370 health professionals for dichotomous outcomes; 1 study, 192 health professionals for continuous outcomes) or on patient outcomes (1 study, 54 health professionals for continuous outcomes), as the certainty of evidence is very low Any other comparison of different formats and durations of educational meetings • We are uncertain of effects on compliance with desired practice (1 study, 19 health professionals for dichotomous outcomes; 1 study, 20 health professionals for continuous outcomes) or on patient outcomes (1 study, 113 health professionals for continuous outcomes), as the certainty of evidence is very low. Factors that might explain heterogeneity of effects Meta-regression suggests that larger estimates of effect are associated with studies judged to be at high risk of bias, with studies that had unit of analysis errors, and with studies in which the unit of analysis was the provider rather than the patient. Improved compliance with desired practice may be associated with: shorter meetings; poor baseline compliance; better attendance; shorter follow-up; professionals provided with additional take-home material; explicit building of educational meetings on theory; targeting of low- versus high-complexity behaviours; targeting of outcomes with high versus low importance; goal of increasing rather than decreasing behaviour; teaching by opinion leaders; and use of didactic versus interactive teaching methods. Pre-specified exploratory analyses of behaviour change techniques suggest that improved compliance with desired practice may be associated with use of a greater number of behaviour change techniques; goal-setting; provision of feedback; provision for social comparison; and provision for social support. Compliance may be decreased by the use of follow-up prompts, skills training, and barrier identification techniques.
Compared with no intervention, educational meetings as the main component of an intervention probably slightly improve professional practice and, to a lesser extent, patient outcomes. Educational meetings may improve compliance with desired practice to a greater extent than other kinds of behaviour change interventions, such as text messages, fees, or office systems. Our findings suggest that multi-strategy approaches might positively influence the effects of educational meetings. Additional trials of educational meetings compared with no intervention are unlikely to change the review findings; therefore we will not further update this review comparison in the future. However, we note that randomised trials comparing different types of education are needed.
Forsetlund L
，O'Brien MA
，Forsén L
，Reinar LM
，Okwen MP
，Horsley T
，Rose CJ
... -
《Cochrane Database of Systematic Reviews》
Knowledge, attitude, and practice of healthcare professionals towards irritable bowel syndrome: a multicenter, cross-sectional study.
Irritable bowel syndrome (IBS) is a disorder of the gut brain interaction (DGBI) characterized by abdominal pain and altered bowel habits, affecting approximately 10% of adult populations worldwide. Comprehending the knowledge and attitudes of healthcare professionals towards IBS may enhance patient care, leading to more accurate diagnoses and improved treatment, ultimately elevating the quality of life for IBS patients. This multicenter, cross-sectional study was conducted among healthcare professionals from 5 hospitals between June and August, 2023, utilizing a self-administered questionnaire. A total of 697 (92.1%) valid questionnaires were enrolled, with 499 (71.59%) females, and 358 (51.36%) being physicians. Their mean knowledge, attitudes, practices scores were 10.9 ± 9.57 (possible range: 0-30), 29.33 ± 3.39 (possible range: 7-35), and 35.67 ± 8.75 (possible range: 11-55), respectively. The structural equation modeling analysis demonstrated direct influence of knowledge on attitude (β = 0.195, P < 0.001) and practice (β = 0.410, P < 0.001). Additionally, attitudes were found to have a direct influence on practice (β = 0.607, P < 0.001). In addition, their KAP score varied with different gender, education, occupation, professional title, department, with families have IBS, years of work experience, and institution type (all P < 0.05). Healthcare professionals had inadequate knowledge, positive attitude and suboptimal practice towards IBS, which might be influenced by their sociodemographic characteristics.
Wang T
，Wu C
，Wang L
，Tang Y
... -
《Scientific Reports》
Knowledge, Awareness, and Perceived Attitude of Biomedical Waste Management Among Healthcare Personnel.
Introduction Biomedical waste (BMW) management is a critical issue due to the hazardous nature of wastes generated daily in healthcare settings. Proper handling, which includes characterization, quantification, segregation, transport, and treatment, is vital to prevent risks to healthcare personnel, sanitation workers, and the general public. This study aimed to evaluate and compare the knowledge, awareness, and perceived attitude of BMW management among healthcare personnel in Karad City and its surrounding regions, focusing on dentists, general physicians, and nursing staff. Materials and methods A cross-sectional study was conducted using a structured questionnaire distributed to 150 healthcare staff members, including 50 dentists, 50 general physicians, and 50 nurses. Written consent was obtained from all participants prior to the study. The questionnaire consisted of 18 questions designed to assess the knowledge, awareness, and perceived attitude toward BMW management. The responses were analyzed statistically to determine the level of knowledge, awareness, and perceived attitude among the participants. Results The study found that the physicians had a significantly higher mean score for knowledge, awareness, and perceived attitude toward BMW management compared to the nurses and dentists, with a statistically significant difference (p < 0.05). Among the three groups, the nurses had higher scores for knowledge and awareness, while the dentists had a more favorable perceived attitude. The study also observed a disparity in knowledge regarding the appropriate storage time of BMW, with less than 50% of healthcare personnel aware of the correct duration. This finding contrasts with previous studies that reported higher levels of awareness. Conclusion The study underscores the necessity for continued education and training in BMW management for healthcare professionals. Improving awareness and adherence to proper waste management practices is essential to mitigate risks to human health and the environment. The differences in knowledge, awareness, and perceived attitude among dentists, physicians, and nurses suggest the need for targeted interventions to address specific gaps in knowledge and practices.
Pawar MD
，K A K
《Cureus》
Healthcare professionals' knowledge and attitudes towards polygenic risk testing for glaucoma.
Effective clinical implementation of polygenic risk testing for glaucoma relies on healthcare professionals' attitudes and knowledge of the test. Given the emerging applications of the test, it will likely impact a range of healthcare professionals and will require competency in polygenic risk scores concepts for all those involved in patient care. To our knowledge, this is the first study to assess healthcare professionals' views towards polygenic testing for glaucoma.
An online cross-sectional questionnaire was distributed to healthcare professionals via relevant professional organisations in Australia. The questionnaire assessed experience and confidence with genetic testing, glaucoma and genetic knowledge, recommendations for the tests, and factors affecting the decision.
A total of 94 participants completed the questionnaire. The sample was composed of ophthalmologists (36%), optometrists (21%), orthoptists (17%), general practitioners (16%) and clinical geneticists/genetic counsellors (10%). Although familiarity with polygenic risk scores for glaucoma was low overall (11%), the majority reported a positive attitude towards recommending testing based on known risk factors such as family history (91%) and older age (57%). Over 95% indicated that ophthalmologists would be the most appropriate group to order polygenic risk testing and communicate results. The majority felt they would benefit from more training on polygenic risk scores (93%).
Our findings indicated that multiple groups of healthcare professionals were neither familiar nor confident with the concept of glaucoma polygenic risk testing, and identified training and education needs to support the implementation of testing into clinical practice.
Hollitt GL
，Keane MC
，Nguyen TT
，Hassall MM
，Siggs OM
，Craig JE
，Souzeau E
... -
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ResearchGate
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