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Related Experiment Video

Updated: May 17, 2026

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management

Published on: June 29, 2019

A method for developing standardised interactive education for complex clinical guidelines.

Janet I Vaughan¹, Heather E Jeffery, Camille Raynes-Greenow

¹Maternal-Fetal Medicine Unit, John Hunter Hospital, Lookout Road, New Lambton, NSW, 2305, Australia. janet@drjanetvaughan.com.au

BMC Medical Education

|November 8, 2012

Summary

This study transformed a complex clinical guideline into an interactive workshop using the SCORPIO educational framework. The developed workshop was acceptable to participants and provides a quality framework for standardizing interactive teaching of clinical guidelines.

Related Experiment Videos

Last Updated: May 17, 2026

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management

Published on: June 29, 2019

Area of Science:

Medical Education
Healthcare Quality Improvement
Clinical Guideline Implementation

Background:

The Perinatal Society of Australia and New Zealand Clinical Practice Guideline for Perinatal Mortality (PSANZ-CPG) has inadequate implementation due to its complexity.
Interactive education is a known strategy for guideline implementation but lacks a standardized definition.
The SCORPIO educational framework, incorporating interactive and didactic teaching, was explored for guideline implementation.

Purpose of the Study:

To transform the PSANZ-CPG into an education workshop.
To develop quality, standardized interactive education for collaborative interprofessional care.
To assess the acceptability and educational standards of the developed workshop.

Main Methods:

The workshop was developed using the SCORPIO framework and PSANZ-CPG, involving a transformation process and tutor training.
A participatory action research process with pilot workshops and multisource feedback (participants, tutors, educators) was employed.
Standardized interactive education was defined by content and teaching standards; quality was assessed via quantitative analysis of feedback.

Main Results:

Eight workshops were conducted with 181 participants and 15 tutors, resulting in five versions of the workshop.
Eight quality domains (two content, six teaching) were identified for standardizing interactive teaching, with participant engagement being a key challenge.
A significant increasing trend in total quality scores was observed across workshop versions (participant feedback: 55%, educator: 42%, tutor peers: 57%).

Conclusions:

Complex clinical guidelines can be effectively translated into acceptable interprofessional workshops.
Eight quality domains offer a framework for standardizing interactive teaching of complex guidelines.
Tutor peer review is crucial for ensuring content validity, and this methodology can be applied to other guideline implementations.