Young Taryn, Dizon Janine, Kredo Tamara, McCaul Michael, Ochodo Eleanor, Grimmer Karen, Louw Quinette
Centre for Evidence-based Health Care, Division of Epidemiology and Biostatistics, Faculty of Medicine and Health Sciences, Stellenbosch University, PO Box 241, Cape Town, 8000, South Africa.
International Centre for Allied Health Evidence (iCAHE), City East Campus, P4-18 North Terrace, University of South Australia, Adelaide 5000, Australia.
Pan Afr Med J. 2020 May 13;36:18. doi: 10.11604/pamj.2020.36.18.20800. eCollection 2020.
Use of good quality, evidence-informed and up-to-date clinical practice guidelines (CPGs) has the potential to impact health outcomes. This paper describes the development, implementation and evaluation of a dedicated CPG training course to address the training needs of CPG stakeholders in South Africa.
We first reviewed the content and teaching strategies of existing CPG courses. This review consisted of a systematic review of teaching and learning strategies for guideline teams and a document review of existing courses offered by international guideline groups, universities and professional groups. We then strengthened an existing CPG course and evaluated it.
We found no studies on teaching and learning strategies for guideline teams. We identified six CPG courses being offered as full courses (part of a postgraduate degree program) by universities or as independent training for continuing professional education by professional groups. Contents focused on new guideline development. One course included alternative methods of guideline approaches such as contextualization and adaptation. The format varied from face-to-face sessions, to online sessions, group exercises and discussions, seminar format and project based activities. The revised CPG four-month long course that we implemented was designed to be pragmatic, reflective and contextually relevant. It used local guideline examples, authentic tasks, and an online forum for discussions and resources. It covered de novo CPG development, alternative methods of development (adopting, contextualising, adapting), and implementing CPGs. Course evaluation identified strengths and areas for improvement.
Dedicated capacity development has potential to positively influence CPG development and implementation.
使用高质量、基于证据且与时俱进的临床实践指南（CPG）有可能影响健康结果。本文描述了一门专门的CPG培训课程的开发、实施和评估情况，以满足南非CPG利益相关者的培训需求。
我们首先回顾了现有CPG课程的内容和教学策略。该回顾包括对指南制定团队的教学和学习策略的系统综述，以及对国际指南组织、大学和专业团体提供的现有课程的文档综述。然后，我们强化了一门现有的CPG课程并对其进行评估。
我们未找到关于指南制定团队教学和学习策略的研究。我们确定有六门CPG课程作为完整课程（研究生学位课程的一部分）由大学提供，或作为专业团体提供的持续专业教育的独立培训。内容侧重于新指南的制定。有一门课程纳入了指南制定方法的替代方式，如情境化和改编。形式从面对面授课、在线课程、小组练习和讨论、研讨会形式到基于项目的活动不等。我们实施的经过修订的为期四个月的CPG课程旨在做到务实、具有反思性且与实际情况相关。它使用了本地指南示例、真实任务以及一个用于讨论和资源共享的在线论坛。它涵盖了全新的CPG制定、替代制定方法（采用、情境化、改编）以及CPG的实施。课程评估确定了优点和改进领域。
专门的能力发展有可能对CPG的制定和实施产生积极影响。
