Educating general practitioners about prenatal testing: Approaches and challenges

Objectives To examine the effects of an education intervention on the knowledge and practice behaviours of general practitioners (GPs) regarding prenatal screening and diagnostic testing in Melbourne, Australia. Methods A single group, pre-test, repeated post-test design was used. Information on demographics, knowledge, behaviours and skills was collected via a self-administered questionnaire prior to the educational intervention. Responses to individual questions were coded and scores calculated, as well as a percent total score. Following the education, data were again collected, immediately afterwards (Post-Q) and six-to-eight months later (Foll-Q). Results Data for all three time points were collected from 63 GPs and showed a variable, and relatively poor knowledge regarding aspects of prenatal testing, especially before education. The percent mean total score at baseline was 51.2 +/- 1.59% (CI 48.02 to 54.39), which increased significantly (p < 0.001) in both Post-Q (62.88 +/- 1.51%; CI 59.86 to 65.89) and Foll-Q (58.92 +/- 1.6%; Cl 55.71 to 62.12). Conclusion The educational intervention significantly increased knowledge and practice behaviour of GPs, even up to eight months later, but this could be improved further, to a considerable extent. There is a need for ongoing multi-faceted approaches to educating GPs on prenatal testing to ensure that they are engaged in appropriate practice. Copyright (c) 2005 John Wiley & Sons, Ltd.