Magin PJ, Moad D, Tapley A, Holliday E, Davey AR, Spike NA, FitzGerald K, Kirby C, Bentley M, Turnock A, van Driel ML and Fielding A.
In press, accepted for publication
Education and Training and Evaluations of educational innovations
Evaluations of educational innovations
We have conducted a number of analyses of ReCEnT data evaluating the efficacy of educational interventions in influencing registrars’ clinical behaviours, and also conducted questionnaire-based and qualitative evaluations of the educational interventions. We found that an educational intervention in rational prescribing of antibiotics for self-limiting respiratory tract infections resulted in a significant reduction of antibiotic prescribing for acute bronchitis as measured by ReCEnT data. There were similar reductions in ‘anticipated’ or ‘theoretical’ antibiotic prescribing in before- and after-intervention responses to clinical vignettes in questionnaires. Similarly, actual and ‘anticipated’ pathology testing both decreased in response to an educational intervention on rational prescribing. Following an educational intervention in rational prescribing of opioids for chronic non-malignant pain, however, ‘anticipated’ but not actual opioid prescribing was reduced. We are currently conducting similar studies of educational interventions dealing with evidence-based non-pharmacological management of anxiety and insomnia (avoiding prescribing of benzodiazepines), and evidence-based deprescribing of inappropriate medicines in older patients.