How we implemented a classroom-based educational intervention for ward-based diabetes care

Junior doctors require training to adequately manage the increasing numbers of adult, hospitalized patients with diabetes whom they encounter.

Junior doctors experiencing the intervention acquire knowledge and skills that improve their management of inpatients with diabetes.

We designed and administered, a one-hour, classroom-based, educational intervention to 242 juniors doctors. This resulted in a 49% reduction in insulin prescription errors and an increase in their confidence in the delivery of care. A number of key steps were taken to develop the intervention. First, aims, objectives, methods and assessment were carefully aligned with learning objectives at the appropriate level of Bloom's Taxonomy. Clarity was enhanced through the structuring of the introduction, body and conclusion. Clinically authentic active learning methods were used to increase engagement and provide an opportunity for junior doctors to reflect and make connections with their own clinical practice. Additionally, refinement was integrated into the process of administration.

Qualitative analysis from 205 trainees (85%) revealed that trainees liked a number of design features, their ability to be interactive, and immediacy behaviors of facilitators.

Classroom-based training can impact clinically delivered care. Achieving this goal requires well-thought-out content design and evaluation.