Department of Pediatrics, Stanford University School of Medicine, Stanford, CA.
Department of Pediatrics, and Director of the Center for Excellence in Developmental Disabilities, University of California Davis, Sacramento, CA.
J Dev Behav Pediatr. 2021 Apr 1;42(3):173-181. doi: 10.1097/DBP.0000000000000882.
This medical education quasi-randomized controlled trial (quasi-RCT), involving 97 developmental-behavioral pediatrics fellows across the United States, examined differential effects of 2 autism-focused, online, interactive case-based trainings on shared decision-making (SDM).
An intervention case provided direct teaching about SDM, addressing autism treatment options. A comparison case focused on evidence-based practice (EBP) related to medication use in autism with no specific SDM teaching. Measured outcomes included self-reported SDM and attitudes toward concordance in medication-prescribing.
After the intervention, both groups showed significantly increased SDM, but not medication-prescribing concordance (controlling for trainee level, autism patient numbers, and past SDM training).
This quasi-RCT presents evidence that knowledge of SDM in care of children with autism can be enhanced by online case-based training focused either indirectly on evidence-based practice or directly on SDM. Consistent online SDM training can be provided to all trainees, irrespective of the location.
本项医学教育类类随机对照试验（quasi-RCT）纳入了全美 97 名发育行为儿科研究员，旨在探究 2 种聚焦自闭症的在线互动案例式培训对共同决策（SDM）的差异影响。
干预组案例提供了关于 SDM 的直接教学，涉及自闭症治疗选择。对照组案例则侧重于与自闭症药物使用相关的循证实践（EBP），没有特定的 SDM 教学。测量结果包括自我报告的 SDM 和对药物处方一致性的态度。
干预后，两组的 SDM 均显著增加，但药物处方一致性没有变化（控制研究员级别、自闭症患者数量和既往 SDM 培训）。
这项类随机对照试验提供了证据，表明在线案例式培训可以提高自闭症儿童护理中 SDM 的知识，培训内容可以间接聚焦循证实践，也可以直接聚焦 SDM。一致的在线 SDM 培训可以提供给所有学员，无论其所在地点。
