How we implemented a classroom-based educational intervention for ward-based diabetes care

Abstract

Background: Junior doctors require training to adequately manage the increasing numbers of adult, hospitalized patients with diabetes whom they encounter.

Aims: Junior doctors experiencing the intervention acquire knowledge and skills that improve their management of inpatients with diabetes.

Methods: We designed and administered, a one-hour, classroom-based, educational intervention to 242 juniors doctors. This resulted in a 49% reduction in insulin prescription errors and an increase in their confidence in the delivery of care. A number of key steps were taken to develop the intervention. First, aims, objectives, methods and assessment were carefully aligned with learning objectives at the appropriate level of Bloom's Taxonomy. Clarity was enhanced through the structuring of the introduction, body and conclusion. Clinically authentic active learning methods were used to increase engagement and provide an opportunity for junior doctors to reflect and make connections with their own clinical practice. Additionally, refinement was integrated into the process of administration.

Results: Qualitative analysis from 205 trainees (85%) revealed that trainees liked a number of design features, their ability to be interactive, and immediacy behaviors of facilitators.

Conclusion: Classroom-based training can impact clinically delivered care. Achieving this goal requires well-thought-out content design and evaluation.

Notes on contributors

Dr. CHARLES G. TAYLOR JR., MBBS, MSc, MA (Med Ed), MRCP (Lond), MRCP (UK), FHEA, CCT, is an Endocrinologist and Senior Lecturer in Medicine at the Faculty of Medical Sciences, University of the West Indies, Cave Hill.

Dr. ANIQUE ATHERLEY, BSc, MBBS, is a Junior Research Fellow in Medical Education at the Faculty of Medical Sciences, University of the West Indies, Cave Hill.

Dr. COLETTE GEORGE, MBBS, MRCP, is an Endocrinologist and Lecturer in Medicine at the Faculty of Medical Sciences, University of the West Indies, Cave Hill.

Dr. CLARE MORRIS, BHPMS, BSc (Hons), MA (Ed), FHEA, Ed. D, is the Academic Head of Department, Clinical Education and Leadership and leads an MA in Medical Education at the University of Bedfordshire, England, UK.

Acknowledgements

Research was conducted on the following institutions: The intervention was administered at four National Health Service (NHS) hospitals in the UK (Ipswich Hospital, the Royal Surrey County Hospital, University Hospital of Lewisham and Royal Sussex County Hospital). The study was carried out on the behalf of the study group. Other members of the study group are Mrs. A. Scott and Dr. G. Rayman (The Diabetes Centre, Ipswich Hospital, Ipswich, UK), Dr. A. Crown (Royal Sussex County Hospital), Dr. R. Herring and Dr. D. Russell-Jones (Royal Surrey County Hospital, Surrey, UK), O. Mustafa (Kings College Hospital) and Dr. R. Kottegoga (University Hospital Lewisham, London, UK). We would also like to acknowledge Prof. Tasha Sousa who delivered inspiring medical education workshops and highlighted useful references in parallel with the writing of this article.

Declaration of interest: The authors report no declaration of interest.