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Related Experiment Videos

Problem-based, peer-facilitated education about antibiotic prescribing.

J Morrison1, N Johnson, A McConnachie

  • 1General Practice and Primary Care, Division of Community Based Sciences, University of Glasgow, 1 Horselethill Road, Glasgow G12 9LX. jmm4y@clinmed.gla.ac.uk

Scottish Medical Journal
|September 17, 2005
PubMed
Summary
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A problem-based educational workshop on antibiotic prescribing was feasible and acceptable for general practitioners (GPs). However, workload pressures limited participation, highlighting the need for flexible continuing professional development.

Area of Science:

  • Medical Education
  • General Practice
  • Antimicrobial Stewardship

Background:

  • Continuing professional development for General Practitioners (GPs) is crucial for effective antibiotic prescribing.
  • Problem-based learning (PBL) and peer facilitation are innovative educational strategies.
  • Assessing the feasibility and acceptability of such interventions is essential for successful implementation.

Purpose of the Study:

  • To evaluate the feasibility and acceptability of a problem-based, peer-facilitated educational workshop focused on antibiotic prescribing for GPs.
  • To identify barriers to participation in continuing professional learning activities.

Main Methods:

  • A prospective study involving 39 GPs in Glasgow.
  • Learning needs assessment through analysis of 10 antibiotic prescriptions per GP.

Related Experiment Videos

  • A 2.5-hour workshop incorporating problem-based group work and expert discussions.
  • Feedback collected immediately post-workshop and at 4 weeks, with interviews for non-participants.

    • Main Results:

    • Twenty-four GPs initially agreed to participate; 19 completed the needs assessment, and 14 completed the workshop.
    • The learning needs assessment and educational workshop were found to be highly acceptable.
    • The primary barrier to participation was reported as time constraints due to workload pressures.

    Conclusions:

    • Problem-based, peer-facilitated workshops are a feasible and acceptable educational format for GPs regarding antibiotic prescribing.
    • Workload pressures significantly impact GP engagement in continuing professional development.
    • Further research is needed to optimize educational activities and address barriers to ensure effective clinician time utilization.