Division of Overdose Prevention, National Center for Injury Prevention and Control, U.S. Centers for Disease Control and Prevention, Atlanta, Georgia, USA.
RTI International, Research Triangle Park, North Carolina, USA.
Pain Med. 2022 Sep 30;23(10):1644-1653. doi: 10.1093/pm/pnac039.
Academic detailing is a clinical education technique characterized by targeted, one-on-one, interactive conversations between trained staff and the clinician. This study describes variations in implementing academic detailing among jurisdictions receiving funding from the U.S. Centers for Disease Control and Prevention (CDC) to prevent prescription drug overdoses.
In 2015, CDC started the Prescription Drug Overdose Prevention for States (PfS) program.
This study focuses on 11 of the 29 funded jurisdictions that implemented academic detailing as part of their PfS efforts.
Jurisdictions provided annual progress reports from 2016 to 2019. We conducted semistructured interviews in 2017 and 2018 with all funded jurisdictions and conducted follow-up interviews with three jurisdictions in 2020 to obtain additional context. We used an analytic matrix display to identify themes from annual progress report data, the coding report from the 2017/2018 interviews, and the three follow-up interviews from 2020.
Two academic detailing models emerged: 1) one-on-one detailing, where centrally trained staff conducted all visits, and 2) a train-the-trainer model. Jurisdictions also described a hybrid model, which they referred to as academic detailing despite not meeting the definition of academic detailing. We identified variations in delivery strategies, staffing, and curriculum development within and between models. Despite these differences, common themes included the need to use data to focus academic detailing and the importance of partnerships.
Adoption of academic detailing as a strategy for improving opioid prescribing behaviors has increased. However, there is limited guidance and standardization to guide and evaluate implementation and outcomes.
学术详述是一种临床教育技术，其特点是在经过培训的工作人员与临床医生之间进行有针对性的、一对一的互动对话。本研究描述了在美国疾病控制与预防中心（CDC）资助的 29 个司法管辖区中，实施学术详述以预防处方药物过量的情况存在差异。
2015 年，CDC 启动了“预防州内处方药物过量（PfS）计划”。
本研究重点关注了参与 PfS 计划的 29 个资助司法管辖区中的 11 个。
各辖区在 2016 年至 2019 年期间提供了年度进展报告。我们在 2017 年和 2018 年对所有资助的辖区进行了半结构化访谈，并在 2020 年对三个辖区进行了后续访谈，以获取更多的背景信息。我们使用分析矩阵显示来确定年度进展报告数据、2017/2018 年访谈的编码报告以及 2020 年的三个后续访谈中的主题。
出现了两种学术详述模型：1）一对一详述，由集中培训的工作人员进行所有访问；2）培训师模式。辖区还描述了一种混合模式，尽管不符合学术详述的定义，但他们称之为学术详述。我们在模型内和模型之间发现了交付策略、人员配备和课程开发方面的差异。尽管存在这些差异，但共同的主题包括需要使用数据来集中学术详述以及合作伙伴关系的重要性。
作为改善阿片类药物处方行为的策略，学术详述的采用有所增加。然而，在指导和评估实施和结果方面，缺乏指导和标准化。
