Overall learners rated the sessions highly in achieving session objectives, and in general rated the value of the face-to-face sessions higher than the online modules.
Learning session objectives were to educate team members about the importance of discussing IP at a WCV, principles of QI methodology, including how to conduct Plan-Do-Study-Act (PDSA) cycles, how to implement the IP screening tool into practice, and how monthly data should be collected and reported.
Overall feedback suggests students felt session objectives were met.
The specific topics were given to the group members before each session, and selected support materials in line with the session objectives were provided along with a summary of the previous session and the objectives for the current session.
Formative student feedback is taken at the end of each session concentrating on whether the various learning modalities used were relevant to session objectives.
For example, a study included in this meta-analysis (14) provided a description of the intervention as well as an extensive table detailing session objectives and components.
In the pilot study, a 20-minute time period was reasonable during the school day and adequate for achieving session objectives.
Each program facilitator completed a 1-page assessment after each ENRICH session to identify any issues with the session objectives and content, resources, location and equipment, participants, and timing and questions.
Training session objectives were to illustrate how to complete CARAT in the EMR, provide opportunities for the clinical team to complete CARAT in a "sandbox" environment, and solicit feedback from the clinical team on integrating CARAT into the workflow.
Although the seminar teachers were free to utilize any method and media to meet their session objectives, they were encouraged to use as much interactive teaching approach as possible.
