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Extending the Calgary Audit and Feedback Framework into the virtual environment: a process evaluation and empiric
Douglas Woodhouse1,2, Diane Duncan1, Leah Ferrie1
1Physician Learning Program, University of Calgary, Calgary, Canada.
Implementation Science Communications
|December 19, 2024
Summary
The Calgary Audit and Feedback Framework (CAFF) was successfully adapted for virtual Audit and Group Feedback (AGF) sessions. This approach engaged physicians in planning practice changes to reduce redundant laboratory testing.
Area of Science:
- Healthcare Improvement
- Medical Education
- Health Services Research
Background:
- The Calgary Audit and Feedback Framework (CAFF) is an evidence-based approach for in-person social learning interventions using Audit and Group Feedback (AGF).
- CAFF was extended to a virtual environment as part of a strategy to decrease redundant daily laboratory testing in hospitals.
- This initiative evaluated the process of adapting CAFF for virtual settings and assessed physician engagement in practice change planning.
Purpose of the Study:
- To describe the adaptation of the Calgary Audit and Feedback Framework (CAFF) for virtual Audit and Group Feedback (AGF) sessions.
- To evaluate the process of implementing CAFF in a virtual environment.
- To assess physician engagement and practice change planning resulting from virtual AGF interventions.
Main Methods:
- An innovative, virtually facilitated Audit and Group Feedback (AGF) intervention based on the CAFF was developed.
- The intervention was part of a bundle including individual physician laboratory test utilization reports and educational tools.
- Data were collected from recorded virtual AGF sessions, post-session surveys, and field notes, analyzed using descriptive statistics and CAFF elements.
Main Results:
- Eighty-three physicians from four hospitals participated in twelve virtual AGF sessions.
- All CAFF prerequisite activities (relationship building, question choice, data representation) were met in virtual sessions.
- Over 90% of respondents found the sessions helpful for practice improvement, with 46% completing commitment to change forms.
Conclusions:
- Virtual AGF sessions, implemented with fidelity to CAFF, effectively engaged physicians in group learning and practice change planning.
- The findings support the use of virtual facilitation for healthcare improvement interventions.
- Further research is needed to confirm generalizability and explore evidence-based virtual facilitation techniques.
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