Knowledge Translation, Education and Prevention Chair in Respiratory and Cardiovascular Health, Laval University, Quebec City, QC, Canada.
Quebec Heart and Lung Institute, Laval University, Quebec City, QC, Canada.
BMC Health Serv Res. 2018 Jun 18;18(1):460. doi: 10.1186/s12913-018-3284-6.
Therapeutic patient education (TPE) improves quality of life and reduces health care utilization among patients with chronic obstructive pulmonary disease (COPD). However, benefits from TPE might depend on the performance of the educators and training is needed to ensure the effective delivery of TPE interventions. Based on the framework by Moore et al. (J Contin Educ Health Prof 29:1-15, 2009), we will compare the impact of two continuing education (CE) activities on TPE in regard to the following educational outcomes: (1) learning, (2) self-report of competence, (3) performance of the educators, and (4) outcomes of COPD patients who will meet the newly trained educators for TPE.
We will conduct a non-randomized controlled study using mixed methods. Educators will first participate in a CE activity on TPE that will include a role-playing simulation (experimental group) or in a lecture on TPE (comparison group) and then will perform TPE in COPD patients. Among educators, we will assess: (1) learning, by measuring knowledge about TPE, and (2) self-report of competence using self-administered questionnaires before and after the activity. Then, after the CE activity, we will assess (3) educators' performance levels in delivering TPE by rating a videotaped TPE intervention. In COPD patients who will meet the newly trained educators for TPE after either CE activity, we will assess (4) quality of life and resource utilization using interviewer-administered questionnaires, before and after TPE. Statistical analyses will compare the experimental group against the comparison group using multivariate models. Using a semi-structured interview guide, we will conduct interviews with educators and perform content analysis. Results will be integrated in order that qualitative results further explain the quantitative ones.
To the best of our knowledge, this is the first controlled mixed methods study to compare the impact of two CE activities on TPE in regard to four educational outcomes. We believe this study will serve as a model for evaluating CE activities on TPE. Results from this study could increase educators' performance levels in delivering effective TPE interventions, and, in turn, COPD patient outcomes.
The study was registered on https://clinicaltrials.gov/ ( NCT02870998 ) on March 15, 2016.
治疗性患者教育（TPE）可提高慢性阻塞性肺疾病（COPD）患者的生活质量并降低医疗保健利用率。然而，TPE 的益处可能取决于教育者的表现，并且需要培训以确保有效实施 TPE 干预措施。根据 Moore 等人的框架（J Contin Educ Health Prof 29:1-15, 2009），我们将比较两种继续教育（CE）活动对 TPE 的影响，具体涉及以下教育结果：（1）学习，（2）自我报告的能力，（3）教育者的表现，以及（4）将接受新培训的教育者进行 TPE 的 COPD 患者的结果。
我们将采用混合方法进行非随机对照研究。教育者将首先参加 TPE 的 CE 活动，该活动将包括角色扮演模拟（实验组）或 TPE 讲座（对照组），然后在 COPD 患者中实施 TPE。在教育者中，我们将评估：（1）通过测量 TPE 知识来评估学习情况，（2）使用活动前后的自我管理问卷来评估自我报告的能力。然后，在 CE 活动之后，我们将通过对录像 TPE 干预措施进行评分来评估（3）教育者实施 TPE 的表现水平。在接受两种 CE 活动之一后的 COPD 患者中，我们将使用访谈者管理的问卷在 TPE 之前和之后评估（4）生活质量和资源利用情况。使用多变量模型将实验组与对照组进行比较。我们将使用半结构化访谈指南对教育者进行访谈并进行内容分析。结果将进行整合，以便定性结果进一步解释定量结果。
据我们所知，这是第一项比较两种 CE 活动对 TPE 的影响的对照混合方法研究，涉及四个教育结果。我们相信这项研究将成为评估 TPE 的 CE 活动的模型。该研究的结果可以提高教育者实施有效 TPE 干预措施的水平，并进而改善 COPD 患者的结果。
该研究于 2016 年 3 月 15 日在 https://clinicaltrials.gov/（NCT02870998）注册。
