Table 2.
Training approaches and their associated techniques and research-supported professional outcomes
| Approach | Techniques | Professional outcomes with research supporta |
|---|---|---|
| Academic detailing | Pre-training assessment and feedback | Modification of perceptions and/or attitudes (Markey and Schattner 2001) Acquisition of knowledge and/or skills (Markey and Schattner 2001) Behavioral change: Self-reported implementation of indicated procedures (Bloom et al. 2007) Reduced implementation of contraindicated practice (Nardella et al. 1995) Increased compliance with clinical guidelines (Soumerai et al. 1993) |
| Interactive didactics | ||
| Presentation of both sides of controversies | ||
| Delivery of a small number of key messages | ||
| Concise graphic reference materials | ||
| Repetition of key messages | ||
| Goal identification/specific change plans | ||
| Follow-up | ||
| Reinforcement of behavior change | ||
| Interprofessional education | Interactive didactics | Modification of perceptions and/or attitudes (Hammick et al. 2007) Acquisition of knowledge and/or skills (Hammick et al. 2007) Behavioral changes: Self-reported clinician behavior change (Hammick et al. 2007) Benefits to patients/clients (Hammick et al. 2007) |
| Small group discussion | ||
| Electronic/online learning | ||
| Peer collaboration | ||
| Problem-based learning | Goal identification | Acquisition of knowledge and/or skills (Gijbels et al. 2005; Cohen-Schotanus et al. 2008) |
| Use of clinical examples | ||
| Peer collaboration | ||
| Deductive reasoning | ||
| Small group discussion | ||
| Prompts to integrate existing knowledge | ||
| Independent access to information | ||
| Follow-up | ||
| Coaching | Goal identification | Acquisition of knowledge and/or skills (Miller et al. 2004; Showers et al. 1987; van den Hombergh et al. 1999) Behavioral changes: Sustained implementation (Showers et al. 1987) Changes in organizational practice: Increased collaborative learning and changes in organizational culture (Wenger 1998) Benefits to patients/clients (Schoenwald et al. 2004) |
| Direct feedback | ||
| Self-reflection | ||
| Prompts to generate alternative solutions | ||
| Reminders | Goal identification | Behavioral changes: Increased implementation of indicated practice (Austin et al. 1994; Tierney et al. 1986; Shea et al. 1996) Reduced implementation of non-indicated practice (Buntinx et al. 1993) Changes in organizational practice: Improved team communication and functioning (Haynes et al. 2009) |
| Peer collaboration | ||
| Direct feedback | ||
| Follow-up | ||
| Self-regulated learning | Goal identification | Acquisition of knowledge and/or skills (Coomarasamy and Khan 2004—study of evidence-based medicine) |
| Critical thinking | ||
| Self-reflection | ||
| Independent access to information | ||
| Evaluation of available evidence/literature | ||
| Outcome evaluation |
a
Classification of professional outcomes was modeled after Hammick et al. (2007)