Laura Deckx1, Sibyl Anthierens2, Parker J Magin3,4, Simon Morgan5, Lawrie McArthur6, Lucy Yardley7, Anthea Dallas8, Paul Little9, Mieke L van Driel1. 1. Primary Care Clinical Unit, Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia. 2. Department of Primary Care and Interdisciplinary Care, University of Antwerp, Antwerp, Belgium. 3. GP Synergy NSW and ACT Research and Evaluation Unit, Newcastle, New South Wales, Australia. 4. School of Medicine and Public Health, University of Newcastle, Mayfield, New South Wales, Australia. 5. Elermore Vale General Practice, Elermore Vale, New South Wales, Australia. 6. Rural Clinical School, The University of Adelaide, Adelaide, Australia. 7. Department of Psychology, University of Southampton, Southampton, UK. 8. School of Medicine, University of Notre Dame Australia, Darlinghurst, New South Wales, Australia. 9. Primary Care & Population Sciences Academic Units, University of Southampton, Southampton, UK.
Abstract
Background: We conducted an educational intervention emphasizing rational antibiotic prescribing in early-career General Practitioners (GP) in vocational training (trainees). The intervention consisted of an online introduction module, an online communication training module, face-to-face workshops, and cases to be discussed one-on-one by the trainee-supervisor dyad during regular scheduled education sessions. Objectives: To explore the participants' experiences with the intervention. Methods: A qualitative study of 14 GP trainees and supervisors. Interviews followed a semi-structured interview guide, were transcribed and analysed using concurrent thematic analysis. Results: Overall, the intervention was well received. Resources were not often used in practice, but GP trainees used the information in communicating with patients. The intervention improved trainees' confidence and provided new communication strategies, e.g. explicitly asking about patients' expectations and talking patients through the examination to form an overall clinical picture. Trainees seemed eager to learn and adapt their practice, whereas GP supervisors rather commented that the intervention was reinforcing. None of the participants reported prescribing conflicts between trainee and supervisor. However, most participants identified conflicts within the GP practice or with specialists: other doctors who prescribe more antibiotics perpetuate patients' ideas that antibiotics will fix everything, which in turn causes conflict with the patient and undermines attempts to improve antibiotic prescribing. Conclusion: The educational intervention was received positively. Early-career GPs thought it influenced their prescribing behaviour and improved their confidence in non-prescribing. Interventions that target teams (e.g. entire practice) could minimize conflict, ensure consistency of messages and support overall antibiotic stewardship in primary care.
Background: We conducted an educational intervention emphasizing rational antibiotic prescribing in early-career General Practitioners (GP) in vocational training (trainees). The intervention consisted of an online introduction module, an online communication training module, face-to-face workshops, and cases to be discussed one-on-one by the trainee-supervisor dyad during regular scheduled education sessions. Objectives: To explore the participants' experiences with the intervention. Methods: A qualitative study of 14 GP trainees and supervisors. Interviews followed a semi-structured interview guide, were transcribed and analysed using concurrent thematic analysis. Results: Overall, the intervention was well received. Resources were not often used in practice, but GP trainees used the information in communicating with patients. The intervention improved trainees' confidence and provided new communication strategies, e.g. explicitly asking about patients' expectations and talking patients through the examination to form an overall clinical picture. Trainees seemed eager to learn and adapt their practice, whereas GP supervisors rather commented that the intervention was reinforcing. None of the participants reported prescribing conflicts between trainee and supervisor. However, most participants identified conflicts within the GP practice or with specialists: other doctors who prescribe more antibiotics perpetuate patients' ideas that antibiotics will fix everything, which in turn causes conflict with the patient and undermines attempts to improve antibiotic prescribing. Conclusion: The educational intervention was received positively. Early-career GPs thought it influenced their prescribing behaviour and improved their confidence in non-prescribing. Interventions that target teams (e.g. entire practice) could minimize conflict, ensure consistency of messages and support overall antibiotic stewardship in primary care.
Authors: Parker Magin; Amanda Tapley; Adrian J Dunlop; Andrew Davey; Mieke van Driel; Elizabeth Holliday; Simon Morgan; Kim Henderson; Jean Ball; Nigel Catzikiris; Katie Mulquiney; Neil Spike; Rohan Kerr; Simon Holliday Journal: J Gen Intern Med Date: 2018-07-23 Impact factor: 5.128
Authors: Aleksandra J Borek; Koen B Pouwels; Oliver van Hecke; Julie V Robotham; Christopher C Butler; Sarah Tonkin-Crine Journal: Br J Gen Pract Date: 2022-01-27 Impact factor: 5.386
Authors: J Dray; M Licata; E Doherty; B Tully; B Williams; S Curtin; D White; C Lecathelinais; S Ward; S Hasson; E J Elliott; J Wiggers; M Kingsland Journal: BMC Health Serv Res Date: 2022-03-26 Impact factor: 2.655