4.2.5 Educational materials
Educational materials include the guidelines themselves, adaptations or summaries of the guidelines, and articles about them in the general media, professional and trade publications. Most studies have found that educational materials used alone have little impact on professional behaviour and health outcomes (Oxman et al. 1995). Incorporation of educational materials in problem-based learning styles has, however, been shown to be effective (B. Booth, pers. comm., 1996).
4.2.6 Seminars and conferences
Seminars and conferences requiring only passive attendance have not shown benefit. Conferences requiring active participation through workshops, and with follow-up, have been shown to influence clinicians’ behaviour (Oxman et al. 1995).
Based on the principles of adult learning and research evidence on the effectiveness of continuing medical education, seminars and conferences should be planned with the following principles in mind.
• the primary purpose of the activity is to improve the quality of patient care;
• the content of the activity demonstrates high clinical and ethical standards;
• clinicians participate in planning the activity;
• a learning needs assessment is conducted;
• the activity has clear learning objectives;
• the learning environment promotes fulfilment of the learning objectives; and
• the educational activity is evaluated (Royal Australian College of General Practitioners 1995).
4.2.7 Reminder systems incorporated in clinicians’ daily work
Reminders—whether involving patient records or computerised prompting —may influence clinicians’ behaviour (Grimshaw & Russell 1994; Oxman et al. 1995). These reminders provide a prompt that can be acted on immediately. Their effectiveness probably comes partly from their immediacy.
Mailed reminder systems—such as those used for mammographic screening and Pap smears—have also been shown to be effective (Lomas & Haynes 1988).