Evidence for and implementation of academic detailing

Abstract

Academic detailing is a widely practiced and proven intervention for supporting behavior change by health professionals and enhancing health care. It draws on principles of social marketing, adult learning, social cognitive theory, the transtheoretical model of change and diffusion of innovation. Studies and meta-analyses have consistently reported effectiveness for academic detailing in prescribing programs. It has also been used successfully in a range of other contexts, including for diagnostic tests, immunization and public health programs. The components of an academic detailing program extend far beyond the visible detailing encounter itself. These include: collating and synthesizing the evidence to support a change in practice; understanding the motivation for the current practice and barriers to change; designing the program to not only support the change but to meet additional needs of participants; designing attractive and useful resources to support the visit; and developing clear objectives and key messages. Academic detailing is a cost-effective intervention in many situations, understanding when, how, why and in what contexts will be important for future evaluation of academic detailing services.