Improving chronic care through continuing education of interprofessional primary healthcare teams: a process evaluation

Figures & data

Table I. Interview sample.

Program implementers			Total
Co-manager			3
Practice coach			3
Administrative staff			2
Clinical advisor			1
E-health lead			1
Total			10
Program participants	Practice- based	Community- based	Total
Health professionals
Physician	16	0	16
Registered nurse	13	0	13
Diabetes nurse educator	1	9	10
Dietitian	7	3	10
Case manager	0	7	7
Pharmacist	6	1	7
Nurse practitioner	6	0	6
Social worker	6	0	6
Health promoter	2	0	2
Registered practical nurse	2	0	2
Physiotherapist	0	1	1
Administrative staff
Office manager/Executive director	8	4	12
Administrative assistant	1	0	1
Total	68	25	93

Table II. Intended versus implemented educational activities.

Intended activities
	Pre-work		Offsite learning session		Practice-based action-period
Program streams	Offsite	Manual	Number	Length	Number	Length (m)	Overall duration	Round of implementation during the life of the program	Implemented activities
A – Learning collaborative	1 d	✓	3	2 d	3	4	12 m	2	7/8 (88%)
B – Spread collaborative	–	✓	1 + 1	1.5 d + 1 d	1	6	6 m	3	6/6 (100%)
C – Knowledge transfer	–	✓	1	1 d	0	0	1 d	4	4/4 (100%)
D – Practice coaching	–	✓	1	2 h*	0	0	2 h	**	N/A
E – Web-based program	–	✓	On-line modules		Self-directed			Online access as needed	Modules developed and accessible

d = day; h = hour; m = months.

*Practice-based session.

**Educational (classroom) versus supportive (practice-based) practice coaching could not be determined.

Table III. Supportive activities.

	Description
Teleconferences	Monthly discussions about learning session content, lessons-learned, QI efforts, data tracking, new material (guest speakers), and/or troubleshooting.
Practice coaching	Assigned coaches met with each team (on-site, telephone, email) as needed to discuss questions/concerns/progress, data extraction/reporting, tools/resources, facilitate communication with program managers and other participating teams, and to keep participants motivated to do QI work.
IT training/support	Provided strategically/as needed to facilitate team collaboration using electronic communication within/external to practice, and to develop a QI mechanism by advancing use of technology.
Web-based tools	Provided program information, videos of expert faculty presentations, diabetes care/information management resources, communication forum for interaction with implementers and other participants, and reporting forms for clinical indicators/QI efforts.