Table 3

Ratings on questionnaire to factors that encourage and discourage family physicians' use of academic detailing (using a 5-point Likert scale where 1 = strongly discourage and 5 = strongly encourage)

Non-users

Users


Encouraging/Discouraging Factor

Mean Rating (SD)

Mean Rating (SD)


Relevance to practice of topic being presented

3.63 (1.1)

4.45 (0.6)*

Evidence-based approach

4.00 (1.1)

4.38 (0.8)

Usefulness of handout

3.27 (1.3)

4.30 (0.8)*

Effectiveness of academic detailing as a way of learning

3.21 (1.4)

4.18 (0.9)*

Awareness that topic was being presented

3.19 (1.0)

4.11 (0.8)*

Follow up by finding answers to questions

3.86 (1.0)

4.02 (0.9)

Clinical knowledge of topic being presented

3.40 (1.0)

3.84 (0.8)*

Obtaining CME credits

3.89 (0.9)

3.67 (1.0)

Scheduling time to see the academic detailer

2.52 (1.3)

3.45 (1.0)*

Having access to CME in other ways

3.02 (1.2)

3.36 (0.9)*

Spending office time doing CME

2.11 (1.1)

3.33 (1.0)*

Having CME provided by a non-physician

2.55 (1.0)

3.21 (0.8)*


The body of the question was: Many factors may determine whether physicians see an academic detailer for CME. Please rate how much the following aspects of the Dalhousie Academic Detailing Service

    discourage
or
    encourage
you from seeing an academic detailer.

* Statistically significant at p < .004

Allen et al. BMC Medical Education 2007 7:36   doi:10.1186/1472-6920-7-36

Open Data