Abstract
BackgroundTherapeutic 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.MethodsWe 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.DiscussionTo 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.Trial registrationThe study was registered on https://clinicaltrials.gov/ (NCT02870998) on March 15, 2016.
Highlights
Therapeutic patient education (TPE) improves quality of life and reduces health care utilization among patients with chronic obstructive pulmonary disease (COPD)
We believe that (5) improvements in patient outcomes before and after TPE will be greater in the experimental group (TPE delivered by educators who attended the experimental continuing education (CE) activity), compared to the comparison group (TPE delivered by educators who attended the comparison CE activity)
Based on the framework by Moore et al [15], our study will aim to compare the impacts of two CE activities on TPE that target COPD educators in regard to five educational outcomes
Summary
The following study protocol adheres to the SPIRIT guidelines [20]. Study design We will conduct a pragmatic non-randomized controlled study using explanatory sequential mixed methods [21]. From November 2017, and thereafter, small groups of < 10 educators will be involved in a CE activity on TPE that will include a role-play simulation (experimental group). Physician-diagnosed COPD patients, who will meet the newly trained COPD educators for TPE after either CE activity, will be eligible to participate in the study. Interventions Educators will be allocated to a CE activity on TPE that will include a role-playing simulation and involve a small group of attendees (experimental group) or to a lecture on TPE that will be presented to a moderate-to-large group of attendees (comparison group). The content of the CE activities will pertain to TPE and the general learning objective of both CE activities can be described as: to be able to deliver effective TPE interventions to COPD patients. The activity was pretested among both experienced and non-experienced educators (n ≈ 4 per occasion)
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