ArticleBMJ open quality2018
Focused educational intervention improves but may not sustain knowledge regarding falls management.
Article in BMJ open quality, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Co-designing an exercise maintenance intervention for older adults exiting falls prevention programmes: a multi-stage stakeholder consultation approach.Health psychology and behavioral medicine · 2026Article
- Improving Referral Patterns for Bronchoscopic Lung Volume Reduction: A Quality Improvement Initiative.Chronic obstructive pulmonary diseases (Miami, Fla.) · 2024Article
- Focused educational intervention improves intern knowledge of perioperative patient blood management principles.BMJ open quality · 2021Article
- Evaluation of a Genetics Education Program for Health Interpreters: A Pilot Study.Frontiers in genetics · 2021Article
- Fall prevention implementation strategies in use at 60 United States hospitals: a descriptive study.BMJ quality & safety · 2020Article
- Education interventions for health professionals on falls prevention in health care settings: a 10-year scoping review.BMC geriatrics · 2020Article
- Exploring Asian Indian views about cancer and participation in cancer research: an evaluation of a culturally tailored educational intervention.Journal of community genetics · 2020Article
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe number of falls in hospital ranges from 3.8 to 8.6 falls per 1000 bed days.
aimTo assess the retention of knowledge regarding falls management in foundation year 1 (FY1) doctors before and after a short educational intervention.
methodsA 3-stage quality improvement project was conducted at a West Midlands teaching hospital to highlight issues regarding falls management. A questionnaire assessing areas of knowledge regarding assessment and management of falls was delivered to 31 F1s. This was followed by a short presentation regarding falls management. The change in knowledge was assessed at 6 and 16 weeks postintervention. The questionnaire results were analysed using unpaired t-tests on STATA (V.14.2).
resultsThe mean score for knowledge regarding falls management in the preintervention, early postintervention and late postintervention were 73.7%, 85.2% and 76.4%, respectively. Although there was an improvement in the knowledge at 6 weeks' postintervention, this returned to almost baseline at 16 weeks. The improvement in knowledge did not translate to clinical practice of falls management during this period.
conclusionAlthough educational interventions improve knowledge, the intervention failed to sustain over period of time or translate in clinical practice. Further work is needed to identify alternative methods to improve sustainability of the knowledge of falls and bring in the change in clinical practice.
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