Between seminars, intervention-arm participants were also emailed a weekly case to analyze in response to set questions; responses and individualized faculty feedback were exchanged via email.
Before the start of the study, community sensitization seminars about the intervention, recognition of illness in children, and prompt care seeking were conducted.
These included trainer and learner time, including time online, as well as materials, travel, etc. Training involved two seminars at each intervention practice attended by one general practitioner and one practice nurse, two rounds of simulated consultations with feedback from a facilitator and a web based e-learning programme and forum.
Short-term-interventions like seminars on weekends, specific short interventions dealing with one topic or internet-based sessions may be reasonable concepts to increase the attendance.
Nevertheless, all of these factors need to be considered by the clinician in theultimate design of the treatment program.In this seminar, a clinical intervention model is presented that offers guidelines for diagnosticand treatment plans for these dual diagnosis children.
In summary the implementation programme included multifaceted interventions, seminars, local implementation teams, regular feedback and academic visits.
A voluntary and anonymous (at person level) questionnaire was issued to staff on-site at the intervention seminar and they were asked to complete it and return it immediately.
The strategies included a sickness absence committee with representatives from the health care sector and social security system; education interventions; seminars and discussions with primarily physicians; web pages and booklets with information directed at physicians and patients.
Topics of the seminars and other interventions were related to nosocomial infections, hand hygiene practices, improving the rational use of antibiotics based on WHO antibiotic guideline and measures to prevent nosocomial bloodstream infections, ventilator-associated pneumonia and catheter-associated urinary tract infections.
Teams in the Control group (and study non-participants) participated in the same seminars and workshops as Intervention students, but did not undertake the associated extended simulation.
The ELL interventionist is not allowed to attend the seminar on the TEL intervention and vice versa.
