Evaluating the effect of computer-based education on pharmacist behaviour regarding point-of-care testing
Notice bibliographique
Résumé
Recent regulatory changes in Ontario have enabled pharmacists to perform point-of-care testing (POCT) to manage chronic diseases. With the introduction of any new service(s), educational interventions can aid acceptance and implementation. Computer-based education (CBE) improves pharmacists' knowledge, but there is little evidence of its effect on pharmacist behaviour. This study assessed the impact of CBE on pharmacist knowledge, behaviour intention, and adoption of POCT. A three-month, web-based, randomized controlled trial was conducted conducted between April 2024 and Sep 2024 with community pharmacists in Ontario, Canada. The intervention group was asked to complete two POCT modules using a CBE platform, while the control group was asked to review reference materials about POCTs. The primary outcome, the difference in the number of POCTs performed, was collected using monthly reports. Secondary outcomes (knowledge gain and changes in the Theory of Planned Behaviour (TPB) constructs: attitude, subjective norm, perceived behavioural control, and behaviour intention) were assessed using selfreported surveys. Generalized linear models (GLM) with negative binomial distribution were used to analyze the number of POCTs. Knowledge gain was analyzed using repeated measure ANOVA and binomial regression. TPB constructs were analyzed within groups using paired sample t -tests and between groups using two-sample ttests. Of the 261 pharmacists recruited, 201 completed the pre-study survey, 135 completed the one-week post-test, and 104 completed the three-month post-test. There was a significant difference in knowledge test scores between the two groups at one week ( P = .001) and three months ( P < .00). There was no significant difference in behavioural constructs between the two groups at three months. However, attitude increased significantly for both groups (intervention group 3.6 ± 0.6 Vs. 3.95 ± 0.5 P < .001; control group 3.5 ± 0.6Vs. 3.8 ± 0.5 P < .001). There was no significant change in the number of POCTs performed after one, two, and three months for both study groups. CBE improved pharmacists' knowledge of POCT but showed a limited effect on pharmacist intention or behaviour. The study highlighted that knowledge alone does not influence behaviour change. Factors such as organizational support, adequate reimbursement, and expanded practice scope (e.g., prescribing) are critical to enhance POCT implementation.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».