Table 1 Summary of training development process – Stage 1
From: Development of training for medicines-oriented policymakers to apply evidence
Theme | Descriptive details of theme | Considerations for training (content, delivery, tailoring) | Rationale (evidence to support training approach) |
|---|---|---|---|
Need for knowledge Quote: “I think the main barrier is knowledge. … knowledge of how it works, what it contains and for me would be having a sense of how often it is updated, how comprehensive is it, how much I can trust it, that is the kind for that key information that I am looking for. Has this done enough of the work in this area for me to use or do I have to do additional search” | Targets expressed limited knowledge of the type of information contained within Rx for Change, how the database is populated, how it is kept up to date, the purpose and relevance of the quality assessment, understanding of the EPOC and CCCRG taxonomies on which Rx for Change is based, and the value of database | Content: Include information on as many of the deficits as possible Delivery: Fact sheets, FAQ sheets, 1:1 didactic, webinar, workshop Tailoring: Create an introduction to the workshop or webinar that can be emailed to potential participants to provide basic knowledge that some might need more than others | Knowledge: provision of information [38] |
Needed skills | |||
1) Navigating the database Quote: “the key one I think in terms of being challenging to find, to understand how to use the system or how to search for things” | Issues for navigation: how to enter search terms, add limits, open or closed search, how to determine how many studies are in the review, how are individual studies assessed, how is drop down menu subdivided, what should one expect to find under each heading, why did this review show up as opposed to other reviews | Content: Use examples from participants or create standard examples. Hands-on navigation using relevant examples. Conduct comparative exercises using Rx for Change versus other databases to gather evidence. Use of a worksheet to facilitate navigation skills. Use screen capture of navigation of the data base that uncovers the layers and explains the components of the database Delivery: Workshop, webinar, YouTube videos Tailoring: Locally relevant examples for practice | Modelling, demonstration [38] |
2) Incorporating evidence into decision-making Quote: “if you were looking for some suggestions as to a way to structure and implementation project so go here and it will tell you what’s the most helpful, what is the quickest, or what is the whatever, but it doesn’t really do that”. | Incorporating info into decision-making: The limitations of evidence in general related to decision-making Understanding use when evidence is there and strong and when it is not Understanding how Rx for Change can help them with their decision-making, how it fits with the other sources of evidence they may use | Content: Use of a guide or rubric to facilitate learning. Use of an example, group discussion Delivery: Workshop, webinar, practical and hands on Tailoring: Locally relevant examples | Modelling, demonstration [38] SUPPORT format for applying evidence [21] |
Routine habit | The need to make using the database a routine aspect of every prescribing-based project | Content: The use of reminders for the database’s use, value, navigation tips. Follow-up with resources (Frequently Asked Questions, workshop presentation) and a reminder to use Rx for Change at 1 and 3 months post workshop Delivery: Email post-training, flyers | Reminders [42] |
Need for tailoring | The tailoring required for each theme is summarized by the themes | ||
Diversity of delivery preferences | Content: n/a Delivery: Differing perspectives on delivery requires a multi-pronged approach in order to engage the group Tailoring: Tailor the training to the different groups by having different options for the content |