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Introduction: There are numerous examples of care gaps that could be reduced through enhanced knowledge exchange and practice collaboration between medical specialist physicians. In this paper, we report preliminary results on using speed-dating sessions (SDSs) to stimulate the development of continuing interdisciplinary education (CIDE) activities. Methods: In 2007, a 35-minute SDS was carried out during a 2-hour faculty development workshop to provide continuing medical education (CME) directors of Quebec's 35 medical specialist associations with a formal opportunity to quickly share clinical issues and goals. A post-workshop survey was used to assess participants' satisfaction and whether they had met new colleagues, learned about interdisciplinary issues, and discovered opportunities for collaboration. CME accreditation files were audited to assess the occurrence of CIDE activities in the year prior and the 2 years that followed the workshop. CME directors were called to assess whether the development of these activities was directly attributable to their participation in the SDS. Results: CME directors of 26 specialist physician associations attended the faculty development workshop. The vast majority of survey respondents (n = 18/20) were satisfied with the SDS and believed that this method was a stimulating and efficient way to meet new colleagues, quickly share clinical issues and goals, learn about unexpected but important interdisciplinary issues, and identify opportunities for CIDE collaboration. Sixty percent (12/20) reported having identified at least 1 opportunity for collaboration that was worth pursuing in the near future, and 19% of attending CME directors (5/26) developed a CIDE activity within 2 years, as compared with none in the previous year and for the 9 nonparticipating associations. Discussion: Results suggest that SDSs enhanced networking, knowledge exchange, and collaboration in continuing education among CME providers who participated in a faculty development activity on CIDE. (Contains 4 tables.)

Introduction: Written action plans (WAPs) are instructions that enable asthmatics to manage their condition appropriately and are recommended by current asthma clinical practice guidelines (CPGs). However, general practitioners (GPs) rarely draft WAPs for their patients. An interactive, case-based workshop for asthma, combined with an objective structured clinical examination (OSCE), was developed to increase GPs' knowledge and use of WAPs in Quebec. Methods: The study compared 24 GPs receiving an OSCE preworkshop and 12 months post-workshop (group 1) with 16 GPs receiving an OSCE preworkshop and at 6 and 12 months post-workshop (group 2). Participants received no feedback on their OSCE performance. During the workshop, which presented a preformatted tool to aid drafting of the WAPs, all 40 GPs worked individually and in small groups to answer questions on a hypothetical clinical case and then discussed the responses with a facilitator and an asthma specialist. Results: Only group 2 GPs showed a significant improvement in knowledge of WAPs 12 months post-workshop (p =0.01). The likelihood of prescribing WAPs to patients increased in group 2 to a degree approaching statistical significance (p =0.070), and there was a borderline nonsignificant trend for prescribing practice to improve more among group 2 GPs than among group 1 GPs (p =0.052). There was also a nonsignificant trend for 6-month OSCE to increase attendance at the 12-month OSCE. Discussion: An interactive workshop employing a preformatted WAP tool and a reinforcing OSCE at 6 months yielded improved knowledge of WAPs at 1 year. Although originally developed as a form of evaluation, the OSCE appears to have formative value even when correction is not provided and may increase the effectiveness of continuing medical education interventions to enhance CPG implementation.

OBJECTIVES: To analyze physician-assessed asthma control and care compared with current guidelines criteria, in a cohort of patients from a high(HMR) vs. low asthma-related morbidity region(LMR), as determined by a large-scale populational survey(asthma cartography). DESIGN: Analysis of questionnaires provided by 47 primary care physicians and asthmatic patients(HMR: 74; LMR: 73). RESULTS: Asthma control was often suboptimal in both regions. In both regions, asthma control, the pattern of prescriptions for asthma, patient compliance, and referral for asthma education were similar; 32% of patients had been referred for asthma education, whereas 65% wanted to know more about their asthma. CONCLUSIONS: Results of regional/local cohort studies differ from those of a“population cartography,” the former probably more likely reflecting individual medical practices of physicians interested in taking part in such studies. [ABSTRACT FROM AUTHOR]

CURATA is a multifaceted continuing medical education (CME) intervention, developed with input from 12 healthcare organizations to address the gap between current and recommended osteoarthritis (OA) treatment of general practitioners in Québec, Canada. Focusing on appropriate prescription of non-steroidal anti-inflammatory drugs, including cyclooxygenase-2 selective inhibitors (coxibs), the intervention comprised small-group, case-based workshops modelled after the Script Concordance test, and a decision tool reflecting current evidence-based clinical practice guidelines. A self-reported questionnaire measured knowledge of recommended OA treatment on an eight-point scale. Participants ( n = 381) showed a mean 10.1% improvement in questionnaire score immediately following the workshop (15.2% improvement relative to mean pre-workshop score). Knowledge was maintained for three months post-workshop. [ABSTRACT FROM AUTHOR]

Introduction: Written action plans (WAPs) are instructions that enable asthmatics to manage their condition appropriately and are recommended by current asthma clinical practice guidelines (CPGs). However, general practitioners (GPs) rarely draft WAPs for their patients. An interactive, case-based workshop for asthma, combined with an objective structured clinical examination (OSCE), was developed to increase GPs' knowledge and use of WAPs in Quebec. Methods: The study compared 24 GPs receiving an OSCE preworkshop and 12 months post-workshop (group I) with 16 GPs receiving an OSCE preworkshop and at 6 and 12 months post-workshop (group 2). Participants received no feedback on their OSCE performance. During the workshop, which presented a preformatted tool to aid drafting of the WAPs, all 40 GPs worked individually and in small groups to answer questions on a hypothetical clinical case and then discussed the responses with a facilitator and an asthma specialist. Results: Only group 2 GPs showed a significant improvement in knowledge of WAPs 12 months post-workshop (p = .01). The likelihood of prescribing WAPs to patients increased in group 2 to a degree approaching statistical significance (p = .070), and there was a borderline nonsignificant trend for prescribing practice to improve more among group 2 GPs than among group 1 GPs (p =. 052). There was also a nonsignificant trend for 6-month OSCE to increase attendance at the 12-month OSCE. Discussion: An interactive workshop employing a preformatted WAP tool and a reinforcing OSCE at 6 months yielded improved knowledge of WAPs at 1 year. Although originally developed as a form of evaluation, the OSCE appears to have formative value even when correction is not provided and may increase the effectiveness of continuing medical education interventions to enhance CPG implementation. [ABSTRACT FROM AUTHOR]

Contexte/problématique : Le savoir est devenu une source importante de création de richesse Les soins médicaux sont basés sur le savoir, et leur amélioration, sur un transfert efficace des connaissances, car les compétences des professionnels sont déterminantes pour les résultats du système de santé. Buts de l'atelier : Dans cet atelier, nous proposons aux leaders et aux gestionnaires de la formation continue (FC) de mettre en place un modèle de centre de création de valeur (CCV) comme mode de fonctionnement pour leur bureau de FC Ce modèle facilite le développement de plans stratégiques axés sur une amélioration de la contribution d'un bureau de FC au transfert des connaissances, basé sur les besoins du système de santé et de la société Les participants visualiseront comment ils peuvent transformer une organisation axée sur la dispensation d'activités éducatives ou la génération de profits en une organisation tournée vers les compétences et l'amélioration des résultats du système de santé. Les CCV soutiennent de manière plus efficace les professionnels dans leur recherche de maintien et d'amélioration de leur performance et intègrent la FC dans un système qui crée de la valeur pour la société Objectifs : 1) Décrire et expliquer les concepts suivants : retour sur la valeur (ROV); le système de santé et les valeurs; flux de création de valeur; chaîne de création de valeur; 2) Identifier la contribution de leur bureau de FC à la création de valeur pour le système de santé; 3) Visualiser comment la gestion, la contribution et la capacité de leur bureau de FC pourraient être améliorées afin d'accroître leur contribution au système de santé; 4) Expliquer les avantages de transférer d'un centre de profit à un centre de création de valeur Méthodes : Présentation magistrale, discussion en petits groupes et en plénière. [ABSTRACT FROM AUTHOR]