Curriculum Innovations: Teaching Residents About Guideline Development and Cost-Conscious Care A Mixed-Method Evaluation Study
Clinical practice guidelines (CPGs) can play a crucial role in achieving better and more cost-efficient health care. This requires training health care providers in CPG development. This study presents results of design-based research on a training program based on the learning theory of problem-bas...
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| Published in: | Neurology. Education Vol. 4; no. 1; p. e200198 |
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| Main Authors: | , , , , , , , , , , , , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Hagerstown, MD
Lippincott Williams & Wilkins
01.03.2025
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| ISSN: | 2771-9979, 2771-9979 |
| Online Access: | Get full text |
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| Abstract | Clinical practice guidelines (CPGs) can play a crucial role in achieving better and more cost-efficient health care. This requires training health care providers in CPG development. This study presents results of design-based research on a training program based on the learning theory of problem-based learning, following the underlying principles of active, authentic, collaborative, and blended learning.
The CoCoCare training aims to equip neurology residents with insight in CPG development (including cost aspects) and understanding of how to apply CPGs in clinical practice.
The CoCoCare training consisted of 6 asynchronous e-learning modules, synchronous workshops (1 day onsite in run 1 and dispersed online sessions in run 2), and a series of online assignments mimicking the steps of CPG development. Participants could present their draft guidelines at the European Academy of Neurology conference. Between 2019 and 2021, 55 participants from 21 European member states participated in the training. A mixed-method design-based research study design was used to collect questionnaire and interview data from participants and trainers.
Participants felt that the training prepared them to participate in CPG development and that they had learned how to critically appraise a guideline and were stimulated to apply guidelines in practice. Trainers were also positive and observed an upward trend in the knowledge of the participants. Participants especially appreciated the active (assignments) and authentic learning in the practical part of the training, but the workload of the assignments in combination with clinical work was a challenge. They also enjoyed the collaborative learning in an international group of residents but asked for more interaction and support during the period dedicated to assignments.
The CoCoCare training program proved to be a feasible and unique, international guideline development training with a focus on cost-efficient care. Recommendations include to arrange accreditation, ensure regular interaction between trainers and participants, review the workload of assignments, and look at possibilities to provide feedback. Future research should evaluate the impact on CPG application and participation in CPG development. |
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| AbstractList | Clinical practice guidelines (CPGs) can play a crucial role in achieving better and more cost-efficient health care. This requires training health care providers in CPG development. This study presents results of design-based research on a training program based on the learning theory of problem-based learning, following the underlying principles of active, authentic, collaborative, and blended learning.Introduction and Problem StatementClinical practice guidelines (CPGs) can play a crucial role in achieving better and more cost-efficient health care. This requires training health care providers in CPG development. This study presents results of design-based research on a training program based on the learning theory of problem-based learning, following the underlying principles of active, authentic, collaborative, and blended learning.The CoCoCare training aims to equip neurology residents with insight in CPG development (including cost aspects) and understanding of how to apply CPGs in clinical practice.ObjectivesThe CoCoCare training aims to equip neurology residents with insight in CPG development (including cost aspects) and understanding of how to apply CPGs in clinical practice.The CoCoCare training consisted of 6 asynchronous e-learning modules, synchronous workshops (1 day onsite in run 1 and dispersed online sessions in run 2), and a series of online assignments mimicking the steps of CPG development. Participants could present their draft guidelines at the European Academy of Neurology conference. Between 2019 and 2021, 55 participants from 21 European member states participated in the training. A mixed-method design-based research study design was used to collect questionnaire and interview data from participants and trainers.Methods and Curriculum DescriptionThe CoCoCare training consisted of 6 asynchronous e-learning modules, synchronous workshops (1 day onsite in run 1 and dispersed online sessions in run 2), and a series of online assignments mimicking the steps of CPG development. Participants could present their draft guidelines at the European Academy of Neurology conference. Between 2019 and 2021, 55 participants from 21 European member states participated in the training. A mixed-method design-based research study design was used to collect questionnaire and interview data from participants and trainers.Participants felt that the training prepared them to participate in CPG development and that they had learned how to critically appraise a guideline and were stimulated to apply guidelines in practice. Trainers were also positive and observed an upward trend in the knowledge of the participants. Participants especially appreciated the active (assignments) and authentic learning in the practical part of the training, but the workload of the assignments in combination with clinical work was a challenge. They also enjoyed the collaborative learning in an international group of residents but asked for more interaction and support during the period dedicated to assignments.Results and Assessment DataParticipants felt that the training prepared them to participate in CPG development and that they had learned how to critically appraise a guideline and were stimulated to apply guidelines in practice. Trainers were also positive and observed an upward trend in the knowledge of the participants. Participants especially appreciated the active (assignments) and authentic learning in the practical part of the training, but the workload of the assignments in combination with clinical work was a challenge. They also enjoyed the collaborative learning in an international group of residents but asked for more interaction and support during the period dedicated to assignments.The CoCoCare training program proved to be a feasible and unique, international guideline development training with a focus on cost-efficient care. Recommendations include to arrange accreditation, ensure regular interaction between trainers and participants, review the workload of assignments, and look at possibilities to provide feedback. Future research should evaluate the impact on CPG application and participation in CPG development.Discussion and Lessons LearnedThe CoCoCare training program proved to be a feasible and unique, international guideline development training with a focus on cost-efficient care. Recommendations include to arrange accreditation, ensure regular interaction between trainers and participants, review the workload of assignments, and look at possibilities to provide feedback. Future research should evaluate the impact on CPG application and participation in CPG development. Clinical practice guidelines (CPGs) can play a crucial role in achieving better and more cost-efficient health care. This requires training health care providers in CPG development. This study presents results of design-based research on a training program based on the learning theory of problem-based learning, following the underlying principles of active, authentic, collaborative, and blended learning. The CoCoCare training aims to equip neurology residents with insight in CPG development (including cost aspects) and understanding of how to apply CPGs in clinical practice. The CoCoCare training consisted of 6 asynchronous e-learning modules, synchronous workshops (1 day onsite in run 1 and dispersed online sessions in run 2), and a series of online assignments mimicking the steps of CPG development. Participants could present their draft guidelines at the European Academy of Neurology conference. Between 2019 and 2021, 55 participants from 21 European member states participated in the training. A mixed-method design-based research study design was used to collect questionnaire and interview data from participants and trainers. Participants felt that the training prepared them to participate in CPG development and that they had learned how to critically appraise a guideline and were stimulated to apply guidelines in practice. Trainers were also positive and observed an upward trend in the knowledge of the participants. Participants especially appreciated the active (assignments) and authentic learning in the practical part of the training, but the workload of the assignments in combination with clinical work was a challenge. They also enjoyed the collaborative learning in an international group of residents but asked for more interaction and support during the period dedicated to assignments. The CoCoCare training program proved to be a feasible and unique, international guideline development training with a focus on cost-efficient care. Recommendations include to arrange accreditation, ensure regular interaction between trainers and participants, review the workload of assignments, and look at possibilities to provide feedback. Future research should evaluate the impact on CPG application and participation in CPG development. |
| Author | Gartlehner, Gerald Verstegen, Danielle James, Roberta Kleijnen, Jos Nussbaumer-Streit, Barbara Klerings, Irma Service, Duncan Alonso-Coello, Pablo Leone, Maurizio Visser, Anne Evers, Silvia Niño de Guzman, Ena Ulubas, Merve Valli, Claudia van Mastrigt, Ghislaine Majoie, Marian |
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| References | e_1_3_5_17_2 e_1_3_5_16_2 e_1_3_5_15_2 e_1_3_5_14_2 e_1_3_5_13_2 e_1_3_5_10_2 e_1_3_5_11_2 Colla CH (e_1_3_5_12_2) 2016; 22 e_1_3_5_2_2 e_1_3_5_8_2 (e_1_3_5_19_2) 2019 e_1_3_5_20_2 e_1_3_5_7_2 e_1_3_5_9_2 CoCoCare Consortium (e_1_3_5_18_2) 2022 Inguide (e_1_3_5_21_2) 2020 e_1_3_5_4_2 e_1_3_5_3_2 e_1_3_5_6_2 e_1_3_5_5_2 |
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| Title | Curriculum Innovations: Teaching Residents About Guideline Development and Cost-Conscious Care |
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