gms | German Medical Science

G-I-N Conference 2012

Guidelines International Network

22.08 - 25.08.2012, Berlin

Comprehensive quality improvement in general practice in the Netherlands

Meeting Abstract

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  • L. van der Jagt - Dutch College of General Practitioners, Utrecht, Netherlands

Guidelines International Network. G-I-N Conference 2012. Berlin, 22.-25.08.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocP185

DOI: 10.3205/12gin297, URN: urn:nbn:de:0183-12gin2976

Published: July 10, 2012

© 2012 van der Jagt.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


Outline

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Background: In 2007, the Dutch College for General Practitioners started the introduction of educational courses and training for general practitioners. A set of 90 guidelines and related tools for application have been used as a basis for this education. The courses present information on specific clinical topics, decision making, doctor-patient communication, coordination and organization of care. The program are organised in collaboration with regional organizations responsible for continuing medical education of GPs.

Objectives: To provide an overview of educational courses based on guidelines, including strengths and limitations of this formula.

Methods: We evaluated the strategy of implementing guidelines through organising CME in collaboration with GP experts. Criteria to assess its success included the needs and demands of GPs, the desired quality, the expertise of GP trainers, and the costs.

Results: Implementation of guidelines through organising CME is successful under specific conditions. Courses organised as an integrated part of the regional curricula, with a focus on implementation of guidelines, executed by colleague-experts, with a low admittance fee are attractive for participants.

Discussion: Interactive educational courses could help practitioners to implement the guidelines. Feed back on performance and practice accreditation could facilitate quality improvement initiatives.

Implications for guideline developers/users: Guidelines should be considered as part of a quality improvement cycle. To improve quality care, they should not be produced in isolation but integrated in a quality improvement program.