Table 8 Use of educational theory in developing clinician support
Educational component | Detail |
|---|---|
Educational needs assessment | ▪ Focus groups, TDF, feedback from GPs on pilot training |
Task analysis | ▪ Components identified as Cognitive (knowledge), Affective (attitudinal) or Psychomotor (skills) domains |
Constructive alignment | ▪ Selection of appropriate methods, tools and content to address domains, particularly clinical and IT skills |
Session planning | ▪ Length of training, balance of components, methods and resources. Selection and preparation of trainers |
Delivery of training | ▪ Sessions booked and delivered at practices |
Records and “safety net” | ▪ Training log and plan to train any who miss session |
Monitoring of performance | ▪ Regular data extraction and analysis |
Feedback | ▪ Early intervention if problems identified ▪ Monthly email feedback with performance data and encouragement |
Evaluation | ▪ Qualitative interviews with a sample of GPs |