Development and evaluation of an online education tool on attention deficit hyperactivity disorder for general practitioners: the important contribution of co-production

B French,K Sayal,C L Hall,D Daley,E Perez Vallejos

doi:10.1186/s12875-020-01289-5

B French, K Sayal + Show 3 more

Open Access

https://doi.org/10.1186/s12875-020-01289-5

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Abstract

BackgroundAttention deficit hyperactivity disorder (ADHD) is underdiagnosed in the UK and the assessment and diagnosis pathway often involves a general practitioner (GP) referral to secondary care services. GPs’ levels of knowledge and understanding about ADHD is often a significant barrier in patients accessing care. The development of an online education resource could improve GPs knowledge of ADHD and optimise appropriate referrals. Involving end-users in co-creating interventions may enhance their clinical utility and impact routine clinical practice. However, there is limited published evidence describing how to meaningfully involve stakeholders in both the design and development components of co-production.MethodWe report a step wise, co-production approach towards developing an online ADHD education intervention for GPs. Preparatory work highlighted the relevant topics to be included in the intervention, from which educational videos were then developed. Workshops were then conducted with GPs, leading to further refinement of the video content and subsequently the final intervention. A pilot usability study (n = 10 GPs) was then conducted to assess the intervention’s acceptability, feasibility and accessibility.ResultsThe development of the online intervention was greatly facilitated by the involvement of GPs. Having a co-production development process ensured the consistent adaptation of the intervention to meet GPs’ needs. The usability study showed that the content of the intervention was suitable, easily accessible, engaging and delivered at an acceptable level of intensity, validating the development approach taken.ConclusionWhile further studies are needed to evaluate the efficacy of the developed intervention, preliminary findings demonstrated that it was acceptable and well received. The importance of co-development was highlighted in developing an intervention that addresses specific needs for GPs. This development approach may be useful for other researchers and developers of clinical interventions.

Highlights

Attention deficit hyperactivity disorder (ADHD) is underdiagnosed in the UK and the assessment and diagnosis pathway often involves a general practitioner (GP) referral to secondary care services
The development of the online intervention was greatly facilitated by the involvement of GPs
The importance of co-development was highlighted in developing an intervention that addresses specific needs for GPs

Summary

Introduction

Attention deficit hyperactivity disorder (ADHD) is underdiagnosed in the UK and the assessment and diagnosis pathway often involves a general practitioner (GP) referral to secondary care services. Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder affecting 3–5% [1, 2] of children, with symptoms often continuing into adulthood. GPs do not always readily recognise ADHD symptoms or impairment; many report low confidence and limited knowledge on the condition [7]. This is a key barrier for children at risk of ADHD accessing care. Currently there are few evidence-based interventions aimed at improving GPs knowledge and confidence of ADHD. The development of interventions targeted at increasing their knowledge and confidence is essential

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