The importance of the following groups targeted in academic detailing |
1. Clinicians |
Critical |
Essential 83%; Very important 17% |
2. Patients |
Not critical |
Somewhat important 67%; Not at all important 17% |
The importance of the following factors in selecting providers for academic detailing |
1. Geographic |
Critical |
Essential 11%; Very important 83% |
2. Specialty or specific setting |
Critical |
Essential 22%; Very important 72% |
3. Patient population |
Critical |
Essential 12%; Very important 71% |
4. Pattern of care |
Critical |
Essential 6%; Very important 82% |
The importance of the following components in academic detailing interventions |
1. Clinician education |
Critical |
Essential 79%; Very important 16% |
2. Feedback about clinical performance |
Critical |
Essential 11%; Very important 78% |
3. Recommendations about practice change |
Critical |
Essential 61%; Very important 39% |
4. Opinion leaders |
Critical |
Essential 6%; Very important 78% |
5. Commitment to change |
Critical |
Essential 28%; Very important 67% |
6. Best practices |
Critical |
Essential 28%; Very important 67% |
7. Decision support |
Critical |
Essential 82%; Very important 0% |
8. Patient education |
Not critical |
Somewhat important 72%; Not at all important 6% |
9. Patient reminders |
Not critical |
Somewhat important 67%; Not at all important 22% |
10. Patient care equipment |
Not critical |
Somewhat important 78%; Not at all important 11% |
11. Financial and other incentives |
Not critical |
Somewhat important 72% Not at all important 11% |
12. Practice facilitation |
Not critical |
Somewhat important 71%; Not at all important 0% |
13. Technical and other assistance |
Not critical |
Somewhat important 82%; Not at all important 0% |
14. Patient resources |
Not critical |
Somewhat important 71%; Not at all important 0% |
15. Community resources |
Not critical |
Somewhat important 88%; Not at all important 0% |
16. Documentation tools for clinicians |
Not critical |
Somewhat important 82%; Not at all important 0% |
17. Care coordination |
Not critical |
Somewhat important 59%; Not at all important 26% |
18. Continuing education guidance |
Not critical |
Somewhat important 77%; Not at all important 12% |
19. Social marketing |
Not critical |
Somewhat important 65%; Not at all important 18% |
The importance of the following outcomes in evaluating academic detailing interventions |
1. Clinician behavior or performance |
Critical |
Essential 83%; Very important 17% |
2. Patient outcomes |
Critical |
Essential 6%; Very important 72% |
3. Clinician knowledge or awareness |
Critical |
Essential 28%; Very important 56% |
4. Resource utilization |
Critical |
Essential 6%; Very important 84% |
5. Clinician attitude |
Critical |
Essential 12%; Very important 71% |
6. Clinician skill |
Not critical |
Somewhat important 72%; Not at all important 0% |
7. Care intensity |
Not critical |
Somewhat important 78%; Not at all important 6% |
8. Changes in educational activities |
Not critical |
Somewhat important 73%; Not at all important 11% |
9. Changes in workflow |
Not critical |
Somewhat important 89%; Not at all important 6% |
10. Family satisfaction |
Not critical |
Somewhat important 61%; Not at all important 28% |
11. Prevalence of condition or disease |
Not critical |
Somewhat important 77%; Not at all important 0% |
The importance of the following qualifications for academic detailers |
1. Physician |
Critical |
Essential 12%; Very important 71% |
2. Pharmacist |
Critical |
Essential 6%; Very important 77% |
3. Clinical or health educator |
Not critical |
Somewhat important 88%; Not at all important 0% |
4. Quality improvement expert |
Not critical |
Somewhat important 53%; Not at all important 35% |
5. Public health practitioner |
Not critical |
Somewhat important 67%; Not at all important 22% |
6. Pharmaceutical industry representative |
Not critical |
Somewhat important 11%; Not at all important 89% |
7. Nurse |
Not critical |
Somewhat important 72%; Not at all important 6% |
The importance of the following elements of information in academic detailing interventions |
1. Discussion: barriers and solutions |
Critical |
Essential 83%; Very important 17% |
2. Discussion: challenging cases |
Critical |
Essential 11%; Very important 78% |
3. Discussion: feasibility |
Critical |
Essential 33%; Very important 61% |
4. Discussion: context |
Critical |
Essential 29%; Very important 65% |
5. Discussion: quality improvement approach, strategies, interventions |
Critical |
Essential 53%; Very important 35% |
6. Ad hoc visits, resources, and support upon request |
Critical |
Essential 18%; Very important 71% |
7. Discussion: general progress |
Critical |
Essential 65%; Very important 18% |
8. Model of discussion or teaching technique |
Not critical |
Somewhat important 83%; Not at all important 6% |
9. Role playing |
Not critical |
Somewhat important 67%; Not at all important 17% |
10. Meetings with peers and specialists facilitated |
Not critical |
Somewhat important 88%; Not at all important 0% |
11. Ongoing needs assessment |
Not critical |
Somewhat important 71%; Not at all important 0% |
The importance of training in the following areas for academic detailers |
1. Academic detailing process |
Critical |
Essential 94%; Very important 0% |
2. Anticipated barriers |
Critical |
Essential 89%; Very important 11% |
3. Behavior change and persuasion |
Critical |
Essential 83%; Very important 11% |
4. Communication and interpersonal skills |
Critical |
Essential 94%; Very important 6% |
5. Content of study |
Critical |
Essential 83%; Very important 11% |
6. Debriefing on visits |
Critical |
Essential 17%; Very important 72% |
7. Education |
Critical |
Essential 17%; Very important 83% |
8. Supervising observations |
Critical |
Essential 0%; Very important 77% |
9. Rehearsals/role playing |
Critical |
Essential 72%; Very important 17% |
10. Resources and interventions being offered |
Critical |
Essential 56%; Very important 39% |