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Vermont Academic Detailing Program

Vermont Academic Detailing Program. Charles MacLean MD Amanda Kennedy PharmD, BCPS Richard Pinckney MD, MPH University of Vermont College of Medicine Office of Primary Care and Area Health Education Centers February 11, 2008 Contact information charles.maclean@vtmednet.org

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Vermont Academic Detailing Program

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  1. Vermont Academic Detailing Program • Charles MacLean MD • Amanda Kennedy PharmD, BCPS • Richard Pinckney MD, MPH • University of Vermont College of Medicine • Office of Primary Care and Area Health Education Centers • February 11, 2008 • Contact information • charles.maclean@vtmednet.org • amanda.kennedy@vtmednet.org • richard.pinckney@vtmednet.org

  2. Outline • History • Logistics • How our program may differ • Challenges • Questions

  3. History • 1999: Established by a PharmD-MD team • Began as a formulary management tool for BlueCross BlueShield • Additional support from UVM-AHEC, Community Health Foundation • 2004: Amanda Kennedy and Rich Pinckney hired to co-direct program • 2007: Vermont Legislature supports expansion • Charles MacLean • Act 80: Increasing Transparency of Prescription Drug Pricing and Informationwww.leg.state.vt.us

  4. Overview of Current Program • AD Team • One MD / One PharmD • ~25 visits per year • mostly scheduled noontime sessions • Content development • 1 new module per year • ~100 hours development per module • Group Detailing Module • Providers, nursing, other staff invited to attend • Training program • New for 2008

  5. Vermont Primary Care Practices • Geography • Providers • 385 FP and IM providers • 48/192 practices visited • Travel Burden • Median round-trip driving distance 93 miles per session (range 0-342 miles) • Median time commitment of 3.5 hours per academic detailer per session (range 1-7.25 hours)

  6. Prescriber Incentives • Epocrates Pro gift certificate ($60 value) • Breakfast or lunch • CE credits planned for 2008

  7. Group Detailing vs 1:1 Sessions • Advantages • Opportunity to have partners share their prescribing preferences—peers are a strong influence • Time for a comprehensive overview of topic • Opportunity for a change to office microsystem • Many practices have time set aside • Efficiency when traveling long distances • Disadvantages • Don’t need this long a session for a more focused learning objective • Unknown effect on the social marketing relationship • Fewer visit opportunities because of scheduling

  8. Antibiotic prescribing • Based on CDC Get Smart Program • Format: • AD sessions with 9 practices • Office microsystems approach • Wall posters • Patient handout during rooming • Viral prescription pad • Formula for success • Long-standing consensus • Readiness and awareness • Thirst for implementation strategies

  9. Challenges for AD programs • Travel burden • Financial support and sustainability • Keeping content up to date • High demand • Evaluation

  10. Are there creative ways to deliver contentat a distance or asynchronously? • Telephone and web support—Kennedy et al • Initial face-to-face meetings • 1 year telephone and web support • Goal: 400 providers in VT, ME, PA • University educational platform (Blackboard) Do we need multiple formats for different learning styles?

  11. What is the importance of the relationship? How often, how long, how much content? How do we share content among programs? PCP vs speciality audiences Consumer audiences PWP program Any experience with vouchers? Questions

  12. Topics of interest

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