Effectiveness of a videoconference training course on implementing pharmacy services

Objective The aim of this research was to assess the effects of a series of four training courses comprised of 13 synchronous videoconferences on the implementation of cognitive services in Spanish community pharmacies. Setting A phone survey to continuing training course attendants. Methods A random sample of 225 pharmacists registered in a 2004 videoconference course was selected. The phone-survey questionnaire included quality perception elements rated on a 5-point Likert scale, and a series of questions used to identify position in the Rogers 5-step innovation–decision model. An algorithm was used to translate the questions into Rogers’ categories. To discover determinants of attendants position in these categories, bivariate analysis, simple correspondence analysis, and logistic regressions were performed. Main outcome measure Position in Rogers’ diffusion of innovation steps regarding the adoption of pharmacotherapy follow-up. Results The perception of the course quality rated between good and very good for the majority of respondents. A significant association between having attended two or more of these four courses and the Persuasion/Decision step in Rogers’s model appeared. No association was found between course attendance and the Implementation/Confirmation step of patient follow-up. Fifty percent of those who indicated they implemented the service reported following-up with less than 10 patients, and only 25% reported following up with more than 20 patients. Conclusions Although participation in these courses was associated with higher steps in Rogers’ model, significant association appeared only with Persuasion/Decision steps and not with the Implementation/Confirmation step, reflecting an attitude but not a performance change.