Development of an interface-focused educational complex intervention

Rod Sampson, Ronald MacVicar, Philip Wilson

Research output: Contribution to journalArticle

2 Citations (Scopus)
4 Downloads (Pure)

Abstract

Background
In many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients.
Aim and methods
To describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council (MRC) framework for the development and evaluation of complex interventions.
Discussion
A primary-secondary care interface focused Practice-based Small Group Learning (PBSGL) module was developed building upon qualitative synthesis and original research. A ‘meeting of experts’ shaped the module, which was subsequently piloted with a group of interface clinicians. Reflections on the module were sought from clinicians across NHS Scotland to provide contextual information from other areas.
Conclusion
The PBSGL approach can be usefully applied to the development of a primary-secondary care interface-focused medical educational intervention.
Original languageEnglish
Pages (from-to)265-273
Number of pages9
JournalEducation for Primary Care
Volume28
Issue number5
Early online date10 Apr 2017
DOIs
Publication statusPublished - 2017

Fingerprint

Secondary Care
Primary Health Care
Scotland
Learning
Quality of Health Care
Biomedical Research
Patient Care
Delivery of Health Care
Research

Keywords

  • interface
  • primary health care
  • secondary care
  • intervention
  • patient care
  • education

Cite this

Development of an interface-focused educational complex intervention. / Sampson, Rod; MacVicar, Ronald; Wilson, Philip.

In: Education for Primary Care, Vol. 28, No. 5, 2017, p. 265-273.

Research output: Contribution to journalArticle

Sampson, Rod ; MacVicar, Ronald ; Wilson, Philip. / Development of an interface-focused educational complex intervention. In: Education for Primary Care. 2017 ; Vol. 28, No. 5. pp. 265-273.
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title = "Development of an interface-focused educational complex intervention",
abstract = "BackgroundIn many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients. Aim and methodsTo describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council (MRC) framework for the development and evaluation of complex interventions. DiscussionA primary-secondary care interface focused Practice-based Small Group Learning (PBSGL) module was developed building upon qualitative synthesis and original research. A ‘meeting of experts’ shaped the module, which was subsequently piloted with a group of interface clinicians. Reflections on the module were sought from clinicians across NHS Scotland to provide contextual information from other areas.ConclusionThe PBSGL approach can be usefully applied to the development of a primary-secondary care interface-focused medical educational intervention.",
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author = "Rod Sampson and Ronald MacVicar and Philip Wilson",
note = "ACKNOWLEDGEMENTS Dr Martin Wilson (Consultant Geriatrician NHS Highland) for his role as module reviewer. Dr Chris Provan (NHS Grampian, and NHS Grampian Connect) for assistance in piloting the module. The Scottish Directors of Medical Education for assisting in provision of contextual feedback. Theresa Budge for preparing the module. Professor Jill Morrison, Dean of Learning and Teaching (University of Glasgow); Dr David Cunningham, Assistant Director (GP section of NHS Education for Scotland); Dr Sian Jones (GP), Dr Jerry O’Rourke, Assistant Director (GP section of NHS Education for Scotland); Mr Angus Cain, ENT Surgeon; for feedback in relation to the Logic Model. ETHICAL APPROVAL The study gained University of Aberdeen College ethics Review Board approval (Reference number CERB/2015/10/1251) FUNDING This work was supported by NHS Highland Research & Development Committee [ref HIGHLAND 976]. The Chief Investigator (Dr Rod Sampson) received no personal payment for the study. No drug company was involved in this research.",
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N2 - BackgroundIn many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients. Aim and methodsTo describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council (MRC) framework for the development and evaluation of complex interventions. DiscussionA primary-secondary care interface focused Practice-based Small Group Learning (PBSGL) module was developed building upon qualitative synthesis and original research. A ‘meeting of experts’ shaped the module, which was subsequently piloted with a group of interface clinicians. Reflections on the module were sought from clinicians across NHS Scotland to provide contextual information from other areas.ConclusionThe PBSGL approach can be usefully applied to the development of a primary-secondary care interface-focused medical educational intervention.

AB - BackgroundIn many countries, the medical primary-secondary care interface is central to the delivery of quality patient care. There is prevailing interest in developing initiatives to improve interface working for the benefit of health care professionals and their patients. Aim and methodsTo describe the development of an educational intervention designed to improve working at the primary-secondary care interface in NHS Scotland (United Kingdom) within the context of the Medical Research Council (MRC) framework for the development and evaluation of complex interventions. DiscussionA primary-secondary care interface focused Practice-based Small Group Learning (PBSGL) module was developed building upon qualitative synthesis and original research. A ‘meeting of experts’ shaped the module, which was subsequently piloted with a group of interface clinicians. Reflections on the module were sought from clinicians across NHS Scotland to provide contextual information from other areas.ConclusionThe PBSGL approach can be usefully applied to the development of a primary-secondary care interface-focused medical educational intervention.

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