Dataset Information

Enhancing knowledge and coordination in obesity treatment: a case study of an innovative educational program.

ABSTRACT:

Background

Currently, there is a lack of knowledge, organisation and structure in modern health care systems to counter the global trend of obesity, which has become a major risk factor for noncommunicable diseases. Obesity increases the risk of diabetes, cardiovascular diseases, musculoskeletal disorders and cancer. There is a need to strengthen integrated care between primary and secondary health care and to enhance care delivery suited for patients with complex, long-term problems such as obesity. This study aimed to explore how an educational program for General Practitioners (GPs) can contribute to increased knowledge and improved coordination between primary and secondary care in obesity treatment, and reports on these impacts as perceived by the informants.

Methods

In 2010, an educational program for the specialist training of GPs was launched at three hospitals in Central Norway opting for improved care delivery for patients with obesity. In contrast to the usual programs, this educational program was tailored to the needs of GPs by offering practice and training with a large number of patients with obesity and type 2 diabetes for an extended period of time. In order to investigate the outcomes of the program, a qualitative design was applied involving interviews with 13 GPs, head physicians and staff at the hospitals and in one municipality.

Results

Through the program, participants strengthened care delivery by building knowledge and competence. They developed relations between primary and secondary care providers and established shared understanding and practices. The program also demonstrated improvement opportunities, especially concerning the involvement of municipalities.

Conclusions

The educational program promoted integrated care between primary and secondary care by establishing formal and informal relations, by improving service delivery through increased competence and by fostering shared understanding and practices between care levels. The educational program illustrates the combination of advanced high-quality training with the development of integrated care.

SUBMITTER: Osmundsen TC

PROVIDER: S-EPMC6498688 | biostudies-literature | 2019 May

REPOSITORIES: biostudies-literature

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Publications

Enhancing knowledge and coordination in obesity treatment: a case study of an innovative educational program.

Osmundsen Tonje C TC Dahl Unni U Kulseng Bård B

BMC health services research 20190502 1

<h4>Background</h4>Currently, there is a lack of knowledge, organisation and structure in modern health care systems to counter the global trend of obesity, which has become a major risk factor for noncommunicable diseases. Obesity increases the risk of diabetes, cardiovascular diseases, musculoskeletal disorders and cancer. There is a need to strengthen integrated care between primary and secondary health care and to enhance care delivery suited for patients with complex, long-term problems suc ...[more]

PMID: 31046766

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Project description:BackgroundDevelopmental Coordination Disorder (DCD) is a chronic neurodevelopmental condition that affects 5-6% of children. When not recognized and properly managed during the child's development, DCD can lead to academic failure, mental health problems and poor physical fitness. Physicians, working in collaboration with rehabilitation professionals, are in an excellent position to recognize and manage DCD. This study was designed to determine the feasibility and impact of an educational outreach and collaborative care model to improve chronic disease management of children with DCD.MethodsThe intervention included educational outreach and collaborative care for children with suspected DCD. Physicians were educated by and worked with rehabilitation professionals from February 2005 to April 2006. Mixed methods evaluation approach documented the process and impact of the intervention.ResultsPhysicians: 750 primary care physicians from one major urban area and outlying regions were invited to participate; 147 physicians enrolled in the project. Children: 125 children were identified and referred with suspected DCD. The main outcome was improvement in knowledge and perceived skill of physicians concerning their ability to screen, diagnose and manage DCD. At baseline 91.1% of physicians were unaware of the diagnosis of DCD, and only 1.6% could diagnose condition. Post-intervention, 91% of participating physicians reported greater knowledge about DCD and 29.2% were able to diagnose DCD compared to 0.5% of non-participating physicians. 100% of physicians who participated in collaborative care indicated they would continue to use the project materials and resources and 59.4% reported they would recommend or share the materials with medical colleagues. In addition, 17.6% of physicians not formally enrolled in the project reported an increase in knowledge of DCD.ConclusionPhysicians receiving educational outreach visits significantly improved their knowledge about DCD and their ability to identify and diagnose children with this condition. Physicians who collaborated with occupational therapists in providing care reported more confidence in diagnosing children with DCD and were more likely to continue to use screening measures and to provide educational materials to families.

Project description:BackgroundEducational autopsy (EA) is an innovative technique designed to improve the quality of feedback provided to conference presenters. In response to survey fatigue and suboptimal feedback from online evaluations, this postlecture group debrief was adapted to emergency medicine residency didactics, with a goal of collecting timely, specific, and balanced feedback for presenters. Other aims include encouraging participants to think critically about educational methods and providing presenters with formal feedback for a portfolio or promotion packet. It was hypothesized that EA provides more specific and actionable feedback than traditional online evaluations deployed individually to conference attendees.MethodsThe authors analyzed 4 months of evaluations pre- and postimplementation of EA. Rate of completion, presence of comments, and types of comments were compared. Comments were coded as specific, nonspecific, and unrelated/unclear. Specific comments were further categorized as about audiovisual presentation design, speaker presentation style, and educational methods of the session.ResultsA total of 46 of 65 (71%) preimplementation presentations eligible for evaluation received comments through traditional online evaluations. A total of 44 of 75 (59%) eligible postimplementation presentations generated comments via EA. Among presentations that received comments, none received nonspecific comments via EA, compared to 46% of lectures through traditional evaluations. EA generated specific comments for more presentations regarding presentation design (91% vs. 63%), presentation style (66% vs. 24%), and educational methods (48% vs. 28%). EA produced no unclear comments; traditional evaluations resulted in unclear comments for 15% of lectures.ConclusionsEA generated more specific feedback for residency conference presenters, although there were a number of sessions not evaluated by EA. Although this limited analysis suggested that EA produced higher-quality presenter feedback, it also showed a drop-off in the proportion of didactic sessions that received narrative feedback.

Dataset Information

Enhancing knowledge and coordination in obesity treatment: a case study of an innovative educational program.

Background

Methods

Results

Conclusions

Publications

Enhancing knowledge and coordination in obesity treatment: a case study of an innovative educational program.

Similar Datasets

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