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056 Effectiveness of shared decision-making training programs for health care professionals using reflexivity strategies: secondary analysis of a systematic review
  1. Ndeye T Diouf1,2,
  2. Angèle Musabyimana1,2,
  3. Georgina S Dofara1,
  4. Sabrina Guay-Bélanger1,
  5. Marie-Claude Tremblay1,3,4,
  6. Maman J Dogba1,3,4,
  7. Ginette Saucier1,
  8. France Légaré1,4
  1. 1VITAM – Centre De Recherche En Santé Durable, Centre Intégré Universitaire De Santé Et Services Sociaux De La Capitale-nationale, Quebec, Canada
  2. 2Department of Community Health, Faculty of Nursing and Faculty of Medicine, Université Laval, Quebec, Canada
  3. 3Office of Education and Continuing Professional Education, Université Laval, Quebec, Canada
  4. 4Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada

Abstract

Introduction Training healthcare professionals stands out as a promising intervention to foster Shared decision Making (SDM) adoption. However, the most effective type of SDM training remains unclear. We aimed to identify SDM training programs that included reflexivity strategies and were assessed as effective and to explore whether further factors can be associated with their effectiveness.

Methods From our Cochrane review (2018), we extracted training programs targeting healthcare professionals and identified those that used reflexivity strategies. Those identified were further categorized according to the type of strategy used. We then identified the proportion of programs that were classified as effective and compared them by categories. In addition, we compared programs using peer-to-peer group learning with those with an interprofessional orientation in term of effectiveness.

Results Of the 31 training programs extracted, 24 (77%) were interactive, 7 (23%) were unidirectional. Of the interactive programs, 10 (42%) were deemed effective, as opposed to 1 unidirectional program (14%). Of the 24 interactive programs, 7 (29%) integrated reflexivity strategies, of which 5 (71%) utilized a peer-to-peer group learning approach, 3 (60%) of them were effective. The other two programs used a self-appraisal individual learning strategy, neither of which was effective. Five out of the 31 programs had an interprofessional orientation, among which 3 (60%) were effective; the remaining 26 (84%) of the 31 programs were without interprofessional orientation, among which 8 (31%) were effective.

Discussion Our findings suggest a higher efficacy rate for reflexivity-based training programs. Peer-to-peer group learning strategies appear more effective than self-appraisals. The combination of reflexivity strategies with an interprofessional orientation yields better outcomes.

Conclusion This study is the first to evaluate the effectiveness of SDM training programs incorporating reflexivity strategies. Results pave the way for enhancing future SDM training based on reflexivity.

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