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Development and Training and Modules

AIM 2. To use the collective experience in PrEP implementation to formulate a training plan for PCPs

Literature review

All studies on PrEP in USA until 2020 categorized by knowledge, motivation, skills and opportunities

Expand that review to include Canadian studies

First outcome

Identify which knowledge, skills, motivations and educational resources are needed to the prescription of PrEP

Identify best practices for educational activities that may increase PrEP prescription in PCPs

Current study

29 interviews with some information on educational needs and recomendations

50 surveys with information on preferences skills and motivations

Second outcome

Identify educational learning objectives , resources and tools

Manuscripts, abstracts for conferences

Needs, preferences and recommendations for PrEP training
Report No 1

Expert support, shadow, and continuous mentorship

Formalizing Training

in

institutions 

Incentives, time, resources, budget and clinical support

Knowledge and skills on medication and counselling

Policies

and

medical directives

Mixed strategies, shadow, clinical cases, expert discussions

Course Development Process

Presentation of the study_edited.jpg

Training module evaluation - Report Number 4

  • Pre-post training design

  • Invite 250 primary care providers

  • 38 complete the module

  • 21 give post training feedback

  • 8 give three months feedback

Main results

  • PCPs’ referral patterns (≤ 10 patients) and contact with infections disease doctors increased moderately and respectively by 25% and 13%.

  • PCPs’ knowledge about the criteria used for initiating same-day PrEP increased significantly by 134%.

  • Knowledge about referrals for patients who required unplanned PrEP discontinuation increased significantly by about 180% after completing the training module.

  • Learners’ knowledge about how to perform a planned PrEP discontinuation increased significantly by 84%.

  • Significant increases were observed for knowledge about resources required for determining financial coverage for PrEP patients (73%) and how to guide patients to obtain PrEP coverage (83%).

  • Knowledge about skills required to administer PrEP medications increased between 57% to 81% while increases in knowledge about how to start PrEP ranged from 19% to 46%.

  • Knowledge about who can take TDF/FTC or TAF/FTC for PrEP respectively increased by 65% and 80%.

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