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How do physicians and trainers experience outcome-based education in
"Rational prescribing"?
BMC Research Notes 2014, 7:944
doi:10.1186/1756-0500-7-944
Hamideh M Esmaily (Hamideh.M.Esmaily@ki.se)
Rezagoli Vahidi (vahidireza@yahoo.com)
Niaz Mousavian Fathi (niaz_mousavianfathi@yahoo.com)
Rolf Wahlström (Rolf.Wahlstrom@ki.se)
ISSN
Article type
1756-0500
Research article
Submission date
9 November 2014
Acceptance date
16 December 2014
Publication date
23 December 2014
Article URL
http://www.biomedcentral.com/1756-0500/7/944
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How do physicians and trainers experience outcomebased education in “Rational prescribing”?
Hamideh M Esmaily1,2,3,*
Email: Hamideh.M.Esmaily@ki.se
Rezagoli Vahidi3,4
Email: vahidireza@yahoo.com
Niaz Mousavian Fathi5
Email: niaz_mousavianfathi@yahoo.com
Rolf Wahlström6
Email: Rolf.Wahlstrom@ki.se
1
Medical Management Centre (MMC), Department of Learning, Informatics,
Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden
2
Educational Development Centre (EDC), Tabriz University of Medical
Sciences, Tabriz, Iran
3
National Public Health Management Centre (NPMC), Tabriz, Iran
4
Department of Health and Nutrition, Tabriz University of Medical Sciences,
Tabriz, Iran
5
Department of Pharmacology & Toxicology, Tabriz University of Medical
Sciences, Tabriz, Iran
6
Department of Public Health Sciences, Karolinska Institutet, Stockholm,
Sweden
*
Corresponding author. Medical Management Centre (MMC), Department of
Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet,
Stockholm, Sweden
Abstract
Background
Continuing medical education (CME) is compulsory in Iran, but has shown limitations in
terms of educational style and format. Outcome-based education (OBE) has been proposed
internationally to create links to physicians’ actual practices. We designed an outcome-based
educational intervention for general physicians in primary care (GPs). Positive outcomes on
GPs’ knowledge, skills and performance in the field of rational prescribing were found and
have been reported.
The specific purpose of this study was to explore the perceptions of the GPs and trainers, who
participated in the outcome-based education on rational prescribing.
Methods
All nine trainers in the educational programme and 12 general physicians (out of 58) were
invited to individual interviews four months after participation in the CME program. Semistructured open-ended interviews were carried out. Qualitative content analysis was used to
explore the text and to interpret meaning and intention.
Results
There was a widespread agreement that the programme improved the participants’ knowledge
and skills to a higher extent than previously attended programmes. Trainers emphasized the
effect of outcome-based education on their educational planning, teaching and assessment
methods, while the general physicians’ challenges were how to adapt their learning in the real
work environment considering social and economical barriers. Self-described attitudes and
reported practice changed towards more rational prescribing.
Conclusions
Outcome-based CME seems attractive and additionally useful for general physicians in Iran
and could be an effective approach when creating CME programmes to improve general
physicians’ performance. Similar approaches could be considered in other contexts both
regionally and globally.
Keywords
Continuing medical education, Primary care, Outcome-based education, Educational
intervention, Rational prescribing, Experience, Perception, Educational planning,
Effectiveness
Background
Continuing Medical Education (CME) will continue to play a crucial role in improving health
care professionals’ performance all over the world in the 21st century [1-3]. The actual
learning needs of practitioners are usually not met within traditional CME programmes,
although physicians’ knowledge may increase [4-7]. However, the challenge is to bridge the
gap between health professionals’ knowledge and their everyday practice [8,9]. The
effectiveness of CME activities should therefore be evaluated at the highest possible level,
which means outcomes at practice level, either the physician’s performance or patients’
health outcomes [10,11].
Outcome Based Education (OBE) is an educational approach emphasizing the continuum of
education from undergraduate education to CME [12,13]. OBE can influence the whole
process of education from decisions about the content of the curriculum; formulation of aims;
the educational strategies; design of teaching methods; assessment procedures; and the
educational environment [12,14]. Some studies conducted in Canada, USA and the UK have
presented OBE as an innovative, interactive and effective approach when planning for CME
[15-17]. So far, we have found no such studies reported from Asia.
Rational prescribing by doctors is of high importance since inappropriate prescribing
behaviour may lead to unsafe treatment [18,19]. Several studies have indicated
overprescribing, multi-drug prescribing, and overuse of antibiotics, injections and NSAIDs as
common problems of irrational drug use in different countries [20-23] as well as in Iran [2427]. According to Quick et al. [28,29], there are four types of intervention strategies to
improve drug use: (i) educational; (ii) managerial; (iii) financial; and (iv) regulatory.
Educational interventions are mostly used for prescribers and consumers of services.
This study was part of a larger project with the aim to assess if OBE was effective, useful and
appropriate in CME programmes for general physicians in primary care (GPs), through an
intervention in the field of “Rational prescribing” [30-32]. An outcome-based approach had
not been used previously in CME programmes in Iran.
Summary of the intervention project
The project was designed as a cluster randomized controlled trial (CRCT). Firstly, 21
learning outcomes were identified through a modified Delphi process. The OBE indicators
were used by expert panels to determine six educational topics for the CME programme and
define the curricular content for each topic [30]. The six topics were 1) Principles of
prescription writing, 2) Adverse drug reactions, 3) Drug interactions, 4) Injections, 5)
Antibiotic therapy, and 6) Anti-inflammatory agents therapy. All GPs working in six cities in
the East Azerbaijan province in Iran were invited to participate in the educational
programme. The cities were matched and randomly divided into an intervention arm for
education within an OBE programme, and a control arm for a traditional CME programme.
Knowledge and skills of participants were assessed using a pre- and post-test and their
prescribing behaviour was assessed through collecting 10% of their prescriptions, nine
months before, and three months after the programmes.
In total, 112 GPs out of 159 participated in the programme. There were significant
improvements in knowledge and prescribing skills after the training in the intervention arm as
well as in comparison with the changes in the control arm [31]. The GPs in the intervention
arm significantly reduced the total number of prescribed drugs and the number of injections
per prescription. They increased their compliance with specific requirements for a correct
prescription, such as explanation of specific time and manner of intake and precautions
necessary when using drugs [32]. However, compared with the control arm, there was no
significant improvement regarding prescribing antibiotics and anti-inflammatory agents.
The specific purpose of this study was to explore the experiences and perceptions of the GPs
and the trainers regarding the usefulness and effectiveness of this new outcome-based
educational approach, in relation to the GPs’ prescribing practices and the trainers’ ability to
create an appropriate learning environment.
Method
This was a qualitative study with individual interviews.
Study setting
The main RCTC study was conducted in three cities in the Northern part of the East
Azerbaijan province in Iran. Seventy-four GPs had been invited to participate in the CRTC
mentioned previously and 58 accepted to participate in the outcome-based educational
intervention programme, which was led by nine specifically trained educators. The
participants in this qualitative study were selected from this group of GPs and trainers.
Participants
Trainees
Seventeen GPs who had participated in the programme were purposively selected based on
variation in age, gender, years in practice and city of practice, and invited by the first author
(HME) to individual interviews, four months after participating in the CME programme.
Trainers
All nine trainers of the OBE programme (2 women, 7 men; 5 medical specialists, 4
pharmacists) were invited to an interview five months after participating in a teacher training
workshop on OBE, which took place about one month before their teaching in the CME
programme. All of them were faculty members of Tabriz University of Medical Sciences and
experienced CME trainers.
Interviews
Semi-structured guides (Box 1 and 2) were used for the interviews, which were conducted
during January-February 2007. All interviews were recorded on audiotape with permission of
the interviewees. The length of the interviews was 30–40 minutes with GPs, and 40–60
minute with trainers. Content validity of the interview guides was verified by experts in the
medical education field. The first author conducted all interviews. The venue and time of the
interview were selected by each participant. The interviews with the GPs were conducted in
the local language (Azeri), and were later translated into Farsi, whereas the trainers were
interviewed in Farsi. Thereafter all interviews were translated verbatim into English. Two of
the Iranian research team members verified the accuracy of the translations.
Box 1. The interview framework for trainees of outcome-based education
• Have you participated in any CME programmes before the outcome-based one?
• Have you participated in any rational prescribing CME programme before the outcomebased one?
• Tell me about the outcome-based programme you participated in; (content, trainers,
teaching methods, your own contribution during educational programme, educational
materials you received, evaluation methods.
• Can you describe if there has been any changes in your:
- Knowledge in discussed subjects
- Attitude about prescribing
- Prescribing skills
- Performance
Is there anything else you would like to mention?
Box 2. The interview framework for trainers of outcome-based education
• Have you taught in any CME programmes before this outcome-based one?
• Can I ask your point of view regarding outcome-based education?
• Did you have the same educational strategies and methods in this outcome-based teaching
as you usually had in other CME programmes?
• Did the participants of outcome-based programme behave as usual as in other CME
programmes?
• Do you have any comments about outcome-based education?
Is there anything else you would like to mention?
The GPs were asked to describe their experiences related to the recent educational
programme in order to explore what aspects of OBE that might be effective with respect to
improving their knowledge, attitudes, skills and performance (Box 1). The trainers were
encouraged to explain their point of view regarding this approach and to describe their
educational strategies and methods. Trainers were also asked to explain how involved the
participants were in comparison to other CME programmes (Box 2). Data saturation for GPs
was reached after twelve interviews (5 women, 7 men), as no new information emerged from
the data, and no further interviews were conducted. All nine trainers were interviewed.
Analysis
Qualitative content analysis [33,34] was used for analysis of the transcribed data considering
what the transcripts comprised, and through interpretation of meaning and intention [35,36].
Firstly, the interviews were read and re-read by the first author to capture a sense of the
whole. Then the meaning units were identified and suitable codes were attached. One
member of the research team (LOD, see Acknowledgment) re-coded some of the texts and
meaning units, serving as an inter-rater and thus increasing the reliability of the codes. The
themes discerned through the analysis and meaning units and codes were reduced to
appropriate sub-themes under five main themes, which were checked with the other authors
until consensus was reached [37].
For trustworthiness, the principal investigator did member, peer and expert check. In this
regard, transcripts were checked with participants and all meaning units were checked by two
researchers outside the team.
Direct quotes were provided to illustrate and exemplify the themes as well as the sub-themes.
These were selected based on their relevance for the sub-themes and themes to give the
reader an opportunity to assess the feasibility of the themes and sub-themes suggested by the
authors. The sources of the quotes have been abbreviated as “P” with a number for the GPs as
participants in the CRCT, and “T” with number for the trainers.
Ethical considerations
Ethical approval for the study was received from the National Ethics Committee of the
Iranian Ministry of Health and Medical Education in 2005. All trainers and GPs, who were
invited to an interview, were informed that their identity was protected and that their answers
would be confidentially handled. Their willingness to participate was secured and their
informed consent was obtained.
Results
We created one set of themes and sub-themes for the GPs and one for the Trainers,
respectively (Tables 1, 2).
Table 1 Themes and sub-themes for GPs
GPs
Theme
Sub-themes
1. Value of the programme
- Value for learning
- Relevance to future practice
- Benefits of peer education
2. Robust content and process features of the - Relevancy of the content
programme
- New learning approaches
- Provision of useful booklets
- Opportunity for self-assessment
3. Higher motivation for continued learning
- Motivation to read and continue education
- Trainers’ motivating role
4. Positive impact of the programme
- Positive behaviour changes
- Improvement of quality of prescribing
- Need to change attitude towards prescribing
- Willing to engage in patient education
5. Barriers for application
- Irrational performance of other health
professionals
- Illogical requests of patients and risk of
losing clients
- Lack of time
Table 2 Themes and sub-themes for trainers
Trainers
Theme
Sub-themes
1. Robust and clear outcomes
- Positive attitude towards identified outcomes
- Comprehensive content of the programme
2. Strong adult learning
- Clear educational strategy
approach
- Benefits of the teacher training programme
- Time limitation of the workshop
- Participants’ active involvement
3. Importance of assessment
- Suitable assessment tools
- Impact of the programme
- Barriers for effectiveness of education on behaviour
change
4. Interprofessional teaching
For the GPs, our analysis resulted in description of five themes: 1) Value of the programme;
2) Robust content and process features of the programme; 3) Higher motivation for continued
learning; 4) Positive impact of the programme; and 5) Barriers for application.
For the trainers, we found four themes: 1) Robust and clear outcomes; 2) Strong adult
learning approach; 3) Importance of assessment; and 4) Inter-professional teaching.
The following sections describe each theme, separately for GPs and trainers
GPs
All but one of the GPs had participated in several CME programmes during their professional
careers. One third of them had participated in at least one CME programme on ‘Rational
prescribing’ before the outcome-based programme in this study.
Theme 1: Value of the programme
Value for learning
The participants expressed that the programme was useful for them in several aspects, and
mentioned that the programme stood up to their expectations. This kind of programme was
regarded to be cost effective and oriented towards health outcomes. They found the
programme to be a great opportunity to learn regarding all included topics. There was,
however, some dissatisfaction about the antibiotic therapy session compared with the other
topics of the programme. Some GPs mentioned that the hierarchy of topics was very rational
as learning each topic was useful to better understand the next one.
“I learned lots of scientific and practical issues about prescription writing
during this programme despite 15 years of work experience. Most of the other
CME programmes, which I have participated in, are not adapted to GPs’
professional needs. Some of them are specialised. Some of them are very
primitive. Doctors participate in those programmes, only to receive CME
points…”(P3)
Relevance to future practice
Interviewed GPs emphasised the practical use of this programme in comparison with other
CME programmes that they had experienced. There was a conviction that the knowledge
acquired would be useful for improving everyday clinical work, in relation to prescribing of
medications.
“After long time since participating in the programme, still I remember my
learned issues. When I start writing prescriptions, relevant subjects are
repeated in my mind, so I consider them carefully as much as possible.”(P4)
Benefits of peer education
Interviewees said that during the programme they had good opportunities to learn from each
other. Several group discussions during different sessions had let them share their knowledge
and refer to real experiences.
“We were sitting around the table and were discussing different practical
cases face to face…in this case we need to push ourselves to get involved in
the discussions…I was trying to learn as much as possible and force my mind
to use my previous knowledge to be able to show off what I had known and
what I had learned.”(P4)
Theme 2: Robust content and process features of the programme
Relevancy of the content
Participants described that the content of the outcome-based programme was different than
previously attended CME programmes. Receiving information of high relevance to their
professional needs and information about new drugs in the market rather than repetition of
something they studied at university was highly appreciated. According to the participants,
trainers were experts in their scientific area and they received lots of new information during
the sessions.
“I had red three books relevant to prescribing before participating in this
programme…I like to read books and apply for distant CME programmes
instead of sitting in courses, but I found the content of this programme
refreshing and useful … so sometimes it is good to directly participate in a
programme.” (P2)
New learning approaches
It was mentioned in several ways that the trainers’ method of teaching was different from
previous CME programmes. Collaboration between trainers from different disciplines
(medical doctors and pharmacists) during the learning sessions was a new experience for the
GPs. They also said that the trainers had followed a logical structure from entirety to details
and from theory to practice. Round-table arrangement that promoted close interaction with
the trainers and other participants, and feeling comfortable to ask questions was appreciated
by the GPs. They enjoyed listening to the trainers and to participate in group discussions
despite the length of the programme.
Provision of useful booklets
Participants mentioned their surprise, when they for the first time after participation in a
CME programme received two booklets one month after the end of the programme. They
mentioned two main reasons for the importance of receiving the booklets. First, they were
relevant and proper, and second, they contributed to a feeling of importance. They were also
satisfied with booklets they received during the programme.
Opportunity for self-assessment
The GPs appreciated that for the first time in CME programmes there were tests that created
an opportunity for the participants to make self-assessments.
“Usually when participating in CME programmes, we go and listen to some
lectures or don’t listen, then after finishing the programme we receive the
certificate and leave. In this programme in the beginning we received a
questionnaire about Rational prescribing … Honestly, first I didn’t want to
answer any of the questions because I was not sure about many of them, but
when I noticed that the questionnaire was anonymous, I did what I was
supposed to. After a while, I received the same questionnaire in my office and
when I looked at it, I knew more than 90% of the answers. I saw the
improvement and I was so happy. It was very good that I could assess my
knowledge.” (P7)
Theme 3: Higher motivation for continued learning
Motivation to read and continue education
The interviewees explained that after participating in the programme, their motivation for
reading and learning increased, not only about the main subjects but also regarding other
relevant topics, which they regarded as important issues for rational prescribing.
Trainers’ motivating role
According to the participants the trainers had a great role to motivate them for learning more
and using what they had learned in practice, by asking relevant questions about their practice
and preparing group discussions.
Theme 4: Positive impact of the programme
Positive behaviour changes
Some of the GPs stated that they had changed behaviour and strongly asked for assessment of
their prescriptions to find out how much they had improved. They mentioned that they had
recognised their own irrational performance and that they had changed behaviour after the
programme through considering principles of prescription writing. Most of them believed that
they had decreased the number of drugs per prescription and reduced the amount of
injections.
Improvement of quality of prescribing
When describing practice after the programme, some of the GPs emphasised the influence of
the OBE on the quality of their prescriptions and their carefulness about drug interactions and
polypharmacy when prescribing. Some of them believed that they were thoughtful about
rational prescribing also before enrolment in the programme, but that they now were even
more encouraged to practice according to their beliefs. The GPs felt satisfaction and pride in
knowing that they were now writing correct prescriptions and also that they wanted to
improve even more.
Need to change attitude towards prescribing
The GPs repeatedly mentioned that they and their colleagues needed to change their attitude
to rational prescribing.
“Most of the time we prescribe unnecessary drugs just for satisfaction of
patients…we don’t want to lose our patients…my attitude changed about
prescribing. I wish all colleagues…I mean both GPs and specialists to
participate in this kind of programmes to change their attitude..” (P9)
Nevertheless, some said that this kind of programme could change their attitude but not
necessarily the performance, due to lots of external barriers.
“It is very good to participate in this kind of programmes and I am sure the
programme changed the attitude of most of colleagues regarding prescribing
but it is not possible to fly by one wing. The health system should be changed
to consider doctors’ economical situation.” (P6)
Willing to engage in patient education
Attempts to change their patients’ attitude as an essential issue regarding rational prescribing
was stressed in some interviews, as well as the importance of patient education despite
difficulties in convincing them to withdraw irrational requests.
“… one day I had a patient, my diagnosis was viral cold. When I explained to
him about the medicines which I prescribed, he told me, what about Penicillin,
didn’t you write penicillin for me, if I don’t take penicillin I never recover. I
remembered the discussions we had on workshops about patient education
and tried to explain to him that for viral diseases not only antibiotics are not
useful but they also create some problems in the future. I talked a bit about
antibiotic resistance… apparently he accepted and left my office. I don’t know
if he went to another doctor to receive antibiotics or not but I was satisfied
with making the right decision.” (P1)
The GPs stressed the role of mass media to inform people concerning rational use of drugs
and danger of self-treatment and necessity of this education to enhance people’s awareness.
Theme 5: Barriers for application
Irrational performance of other health professionals
Most participants believed that the pharmacists and some other doctors have a large role in
shaping irrational use of drugs. Pharmacists give drugs to patients without a prescription, and
doctors follow patients’ irrational requests and sometimes prescribe totally incorrect drugs
without considering their side effects.
“…for example a patient comes to my office. Before referral he has bought
and taken lots of unrelated drugs, what can I do, I am not magician, so I
continue the irrational treatment. For simple infections I prescribe very strong
antibiotics, I know this is irrational, but I am a follower and not a problem
maker…” (P10)
Illogical requests of patients and risk of losing clients
It was clear that some doctors were suffering from feeling forced to accept patients’ requests
in order not to lose them as clients. They mentioned the difficulties they found when saying
“no” to their patients’ irrational and sometimes harmful requirements. Some also expressed
insecurity if they did not follow the patients’ or their guardians’ irrational requests and even
that they might face physically violent behaviour.
“…in the area that I am working, there is a belief that betamethasone is an
antipyretic. One time I was physically attacked and beaten by the father of a
child, because the day before he asked me to prescribe betamethasone
injection for the poor child because of his fever. I didn’t accept and prescribed
acetaminophen beside some other drugs based on my diagnosis. The next day
they came back to the health centre where I am working. The child had a
convulsion … and the stupid father had thought the reason was lack of
betamethasone … Look we have these kind of problems…” (P2)
Lack of time
Lack of time and receiving lots of patients at the same time was another reason, which GPs
mentioned as barriers regarding patient education and rational prescribing.
“…Please try to imagine, this is 12 o’clock, midnight, and 15 patients are in
the waiting room at the same time. What can I do? I have no time to sit and
calmly convince the patient. If I don’t follow their requests and something
happens to them afterwards, they blame me and cause problems!…”(P8)
Trainers
All trainers had teaching experience in CME programmes during their professional career.
Some of them had been acting as scientific coordinators in CME programmes for several
years.
Theme 1: Robust and clear outcomes
Positive attitude towards identified outcomes
Identifying the outcomes of education and defining the expectations of trainees in advance
were very positive and useful when preparing the educational programme from the trainers’
point of view. They emphasized the effect of outcome considerations before planning the
educational programme, on their attitude and behaviour regarding teaching methods.
“This programme had a very great effect on my attitude as a teacher
regarding the education. I taught in several CME programmes before, but
now I notice that we must consider outcomes of education…education should
not be transferring series of theoretical issues from books and articles without
thinking that who are the trainees and what are their expectations after
education.”(T6)
Outcomes helped them to determine the relevant educational package, suitable teaching
methods and assessment. There was a strong belief that OBE is a very good approach for
CME because of the complexity of adult learning compared with undergraduate education
and the successes of the programme to motivate doctors to stay in the course, participating
actively and increasing their competences.
“During the programme we could evaluate ourselves, we saw that the trainees
were following the subject willingly…we didn’t need extra energy to keep
them in their seats, (something we are dealing with in other CME
programmes), they were asking relevant questions and were taking notes
carefully, it was a sign of their learning…after 30 years of teaching at the
university, I regret not knowing about OBE before, to use it in my education.”
(T2)
The trainers concluded that the programme would have an effect on participants’ attitudes
and performance, based on the discussions during the programme and the feedback, which
trainers received at the end of the course. But they also emphasized the continuity of the
programme to improve GP’s practice in a sustainable way.
Comprehensive content of the programme
From the trainers’ point of view, the content of the programme was not classic medicine
subjects. The content included clinical and practical issues and GPs’ “must knows”. Trainers
mentioned that they had a clear content and curriculum before starting the education and they
built their teaching methods considering them.
“I can say the content and curriculum of my subject was different than other
CME programmes I taught already, and I tried to concentrate on the product
of the education -as I learned in the workshop- and think that is exactly what
they need.”(T5)
Theme 2: Strong adult learning approach
Clear educational strategy
The trainers said that they followed different educational strategies and planning compared
with other CME programmes. They tried to compile educational outcome oriented plans and
design interactive and problem-based teaching methods based on the created framework.
Some of them described how they created opportunities for the GPs to challenge their
prescribing patterns and change their attitude.
1”We tried to arrange that the discussion be handled by the participants. We
encouraged participants to bring up their prescribing errors and we also
brought lots of irrational prescriptions to class. Participants were asked to
find the irrationalities in the prescriptions and discuss them, so they were
involved in the programme and didn’t get tired and were following the course
with big interest.”(T1)
Benefits of the teacher training programme
All of the trainers emphasized the influence of the teacher training workshop on their
performance from several aspects: creating new views and ideas in their minds; helping them
to form an educational framework; designing different teaching methods; and learning useful
educational subjects. Some believed that all faculty members should participate in such a
workshop and some wanted to take part in another OBE workshop to learn more.
“In our country, university teachers –especially in medical universities- are
specialists in their professions. But regarding teaching they don’t receive
structured education. If they are successful, it’s because of their individual
characteristics and if they are not, the reason is same. … Even though the
OBE workshop was very short, we understood that we must change our
methods… In my opinion all faculty members during their professional life
must participate in this kind of workshop, not only once, but
continuously…”(T6)
Time limitation of the workshop
Despite the fact that trainers found the workshop very useful, they also mentioned that it was
too short. They believed that if they had more time to complete the OBE workshop, they
could act better in the CME programme. For instance, if the given time was extended, then
the workshop could have included more comprehensive material and ensure better
understanding of OBE.
“Sometimes when I am reviewing this programme, I think if we had more time
we could perform better. Three days’ workshop was not enough to understand
the essence of OBE. We also needed some practices regarding the different
educational methods, which we taught during the workshop.” (T2)
Participants’ active involvement
Trainers expressed their satisfaction regarding GPs’ involvement in the educational process
and also their satisfaction to participate in the programme. Active listening by participants
during the lectures and following the subject, their eagerness to contribute to discussions and
asking quite relevant questions, were mentioned by trainers as an interesting part of their
teaching experience.
2”One of our big problems in CME programmes is that doctors are not
students, they are busy and don’t like to spend any of their work or rest time in
classes. They participate in programmes for the CME points, which they need
to be re-certified, therefore it is difficult to attract their attention.
Participation in this programme was good, maybe we were well prepared… I
don’t know, it was possible to see satisfaction in their faces. It was not oneway communication, you could easily see that they were learning…”(T4)
Theme 3: Importance of assessment
Suitable assessment tools
Trainers appreciated evaluation of the programme results based on designed assessment tools.
Knowing what shall be assessed during and after the programme and which suitable tools will
be used, before starting to teach was some of the trainers’ first experience.
Impact of the programme
Trainers expressed their willingness to receive results of assessments to see if the programme
had any effect on GPs’ competences. To be informed about results of the programme was a
valuable feedback of education to use in future educational planning according to the
participants’ points of view.
Some of the trainers informed the interviewer that they were invited by another organization
to conduct same education programme to groups of doctors. They found this action a positive
sign of success for the OBE.
Barriers for effectiveness of education on behaviour change
Difficulties in changing behaviour were stressed by interviewees despite very well planned
educational programmes. The trainers also mentioned some other factors that affected
prescribing such as diagnosis, culture of society and economical situation. They believed that
some of the doctors are aware of their irrational prescribing, but continue doing it for several
reasons. They believed that education about principles of prescription writing must become a
subject in undergraduate education before real practice.
“creating a right behaviour is much better than trying to correct the wrong
one”. (T4)
Theme 4: Interprofessional teaching
Teamwork was appreciated by the trainers. They described how good it was, when the group
of multi-professional trainers took responsibility to train the target group in a friendly
concerted action. It was emphasised as a strength of OBE that brought professionals together
to design and implement the educational programme.
“In this programme we built almost everything together with other colleagues.
We taught together also…For example I knew what my colleague is going to
teach, so I didn’t repeat it…,unlike the other CME programmes which we are
invited to teach without any information about the rest of it…”(T1)
Discussion
This study demonstrated widespread agreement among both the GPs in the intervention
project and their teachers, regarding greater satisfaction with the programme and
improvement of knowledge and skills to a higher extent compared with previous CME
programmes with traditional teaching methods. The usefulness of the OBE programme was
indicated by all interviewees. GPs found the programme related to their needs and
expectations. The content of the programme was updated and applicable to their clinical work
and the hierarchy of topics had led them to effective learning. Trainers showed their
satisfaction to have been introduced to OBE and reported use of this approach in their
educational planning, teaching and assessment. The difference between OBE and other
conventional CME programmes could be related to the use of constructively aligning [38] the
curriculum, with outcomes, content, educational methodology, and assessment building upon
each other.
OBE appears to be acceptable to most teachers probably because the concepts of OBE are
clear, easily understandable, and provide a robust framework for the curriculum. This
approach increased the relevance of the education for the participants’ real practice of
medicine [39,40].
Group discussions had a very important role in the participants’ learning. It was a new
experience for them to participate in such an interactive programme since almost all of the
traditional CME programmes were mainly teacher-centred and didactic. Furthermore, peer
education is an interactive learning method used in medical schools [41] and increasingly
recommended in CME [42] to give opportunity for participants to learn from and stimulate
each other.
The GPs found the content of the programme to be highly relevant for their professional
needs. The trainers’ teaching methods, inter-professional collaboration and structured lesson
plans, combined with flexibility regarding questions and discussions made the programme
enjoyable for the GPs. The trainers illustrated the relevance of the outcomes to everyday
professional life with questions to the participants as well as real examples of irrational
prescribing. This approach can be seen as raising the value of the topic in the view of the
participants (expectancy- value theory), and perhaps even contribute to increasing their
motivation for improvement [38]. Contributing to this was the complementary booklets sent
out a month after the end of the programme.
Some GPs reported a change of attitude and performance and a more rational prescribing
behaviour after the programme regarding choice and quantity of prescribed drugs as well as
quality of prescriptions. This corresponds to the results of the CRCT, where we found
changes of attitudes and skills [31], as well as significant improvement of prescribing
performance after the OBE programme, confirmed by evaluation of 13,480 prescriptions by
the participating GPs [32].
The importance of patient education to reduce irrational requests was raised by the GPs
during the interviews. What is rational in a medical sense may perhaps not look appropriate
for the patients [29], so patients’ awareness of correct treatment and risks with irrational use
of medicines need to be enhanced. Several interviewees mentioned the value of mass media
in terms of patient education, which can be one way of achieving a more consensual view on
rational use of medicines between patients and doctors [43].
Doctors’ prescribing is also influenced by socio-cultural and socio-economical factors [29],
such as patient demand and pressure to follow their requests for keeping them as clients,
workload, number of patients and time pressure [44]. Based on our results we can add feeling
insecurity, because of intimidation by their patients and their patients’ family members.
Violence or threat of violence against physicians and residents is an important issue from
professional and social aspects, which needs to be considered for the development of
effective and preventive interventions [45,46].
Pharmacists’ selling drugs without prescription, despite being illegal in Iran, was stressed by
GPs as a major problem in rational drug use. They believed that pharmacists followed the
patients’ irrational requests, which may lead to serious problems. Buying medicine without a
prescription signed by a medical doctor from community pharmacies despite being illegal is a
major health challenge in several countries and is one of the reasons for the increase in the
antibiotic resistance [47-49].
Trainers appreciated the inter-professional approach of this programme. They were able to
answer participants’ questions and carry out discussions together as well as determining
course plans and presentations. This may be one of the reasons for the increased effectiveness
of the OBE. Inter-professional education is challenging, but by demonstrating respect for
other professionals, communicating in a clear and effective way, following common goals
[50,51] and using appropriate teaching and learning approaches, it is possible [52].
Methodological considerations
Three issues of trustworthiness should be considered in order to evaluate and generate the
findings: credibility, dependability and transferability [34,53]. Credibility and dependability
were enhanced through a thorough analysis, where one co-author separately coded some of
the interviews and the other co-authors took part in discussion on the emerging codes, subthemes and themes until consensus was reached. Furthermore, the participants and some
experienced colleagues outside the research team were invited to give comments on the
results of the analysis. In addition, the broad composition of national and international
researchers in the team brought different perspectives to the analytical and interpretative
process.
There is a possibility of social desirability bias in the responses from the participating GPs, as
the interviews were conducted by the coordinator of the CME training. However, the
coordinator was not directly involved in the training sessions, and more importantly, the GPs
were always asked to give concrete examples of their statements, not just general comments.
A similar bias could be expected for the interviews with trainers, but was avoided as those
interviews developed as reflective discussions, with lots of concrete examples from the
training sessions. This may have been facilitated by the fact that the interviewer herself had a
background in medical education.
This study aimed at exploring the perceptions of the trainers and GPs after participation in
this particular CME programme and cannot be generalized as findings in themselves.
However, as this is one of very few examples of how participation in an outcome-based CME
programme is experienced by participants, we believe that our findings can be useful for both
educational planners and physicians at an international level.
Conclusions
Our findings support the notion of usefulness of OBE to improve level of competence for
both GPs and CME trainers. We are therefore suggesting OBE as a promising approach when
creating CME programmes for physicians in Iran, and that similar approaches could be
considered in other contexts, both regionally and globally.
Abbreviations
CRCT, Cluster randomized controlled trial; CME, Continuing medical education; GPs,
General physicians in primary care; OBE, Outcome-based education
Competing interests
The authors declare that they have no competing interest.
Authors’ contributions
HME conceived the study, designed the methods and guidelines, conducted the interviews,
transcribed and translated the interviews, analysed and interpreted the data, drafted and
finalized the manuscript. RV participated in designing the interview guidelines, verifying the
accuracy of the translations, interpretation of the data and critical revision of the manuscript.
NMF participated in the verifying the accuracy of the translations, interpretation of the data
and critical revision of the manuscript. RW participated in design of the study, analysis and
interpretation of the data, critical revision and finalization of the manuscript. All authors read
and approved the final manuscript.
Acknowledgements
The authors thank all the trainers and GPs who gave freely of their time to participate in this
study. Deepest thanks to the contributions by late Professor Lars Owe Dahlgren (LOD) in the
design, analysis and the initial write up of this article. Thanks also to Associate Professor
Hamid Khankeh and Assistant Professor Davoud Khorasani for valuable comments.
Financial support was obtained from the National Public Health Management Centre
(NPMC) in Tabriz-Iran, the Ministry of Health and Medical Education of Iran and The
Strategic Research Programme in Health Sciences (SFO-V) in Sweden.
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