TY - JOUR
AU - T. J. LeCaire
AU - M. Schroeder
AU - U. Paniagua
AU - J. Stone
AU - T. Albrecht
AU - S. L. Houston
AU - S. B. Schrager
AU - C. M. Carlsson
AU - A. Walaszek
A1 - 
AB - BACKGROUND: An academic detailing model has improved self-efficacy of memory clinic clinicians to identify and manage complex behavioral and psychological symptoms in persons with dementia (BPSD). The purpose of this report is to describe a systematic approach to adapting a clinician education program previously delivered in two primary care integrated memory clinics for improving the management of BPSD to also be deliverable outside a memory clinic setting, in generalist primary care clinics. The RE-AIM/PRISM implementation framework guided the approach. METHODS: Application of the RE-AIM/PRISM framework to the academic detailing program for BPSD was mapped. Framework-guided qualitative interviews were completed with experienced (Champion) and inexperienced (Novice) program stakeholders including questions on perceived gaps in clinical care (BPSD management) and barriers and facilitators to the educational model. Inductive and deductive qualitative thematic analytic approaches were used, the latter organized by RE-AIM domains and multi-level context. Convergence or divergence in organized themes by stakeholder experience shaped examination of fit and interactions among domains, components and strategies of the model for pre-implementation adaptations planning for non-memory clinic primary care clinicians. RESULTS: A pragmatic application of the RE-AIM/PRISM framework was completed for collecting qualitative feedback from stakeholders, identifying multi-level contextual barriers and facilitators, and planning adaptations to our clinician education program. A description of the clinician stakeholders, the approach and one example of a clinician and intervention-level theme identified across RE-AIM domains for the program, self-efficacy in the management of BPSD, and resulting planned adaptations were shared. CONCLUSIONS: We provide a novel qualitative application of the RE-AIM/PRISM framework to inform adaptations for an intervention for primary care that incorporates feedback from both current experienced and future inexperienced program stakeholders. This approach can be used to identify multi-level contextual barriers and facilitators to reach, adoption, implementation, and effectiveness of this clinician education programs approach, academic detailing, for future primary care teams.
AD - University of Wisconsin School of Medicine and Public Health, Health Sciences Learning Center, 750 Highland Avenue, Madison, WI, 53726, USA. tjlecaire@wisc.edu.; Wisconsin Alzheimer's Institute, 610 Walnut Street, 9th floor WARF Building, Madison, WI, 53726, USA. tjlecaire@wisc.edu.; University of Wisconsin School of Medicine and Public Health, Health Sciences Learning Center, 750 Highland Avenue, Madison, WI, 53726, USA.; Wisconsin Alzheimer's Institute, 610 Walnut Street, 9th floor WARF Building, Madison, WI, 53726, USA.; Department of Psychiatry, 6001 Research Park Blvd, Madison, WI, 53719, USA.; Regional Milwaukee Office, Wisconsin Alzheimer's Institute, Center for Urban Population Health, 1020 N. 12th Street, Suite 4180, Milwaukee, WI, 53233, USA.; Department of Family Medicine and Community Health, 610 N Whitney Way, STE 200, Madison, WI, 53705, USA.; Wisconsin Research and Education Network, 610 N Whitney Way, STE 200, Madison, WI, 53705, USA.; Department of Medicine, Division of Geriatrics and Gerontology, Medical Foundation Centennial Building, 1685 Highland Avenue, 5158, Madison, WI, 53705, USA.; Geriatric Research Education and Clinical Center (GRECC), William S. Middleton Memorial Veterans Hospital, Madison, WI, 53705, USA.
AN - 40448179
BT - Implement Sci Commun
C5 - Healthcare Disparities; Education & Workforce; Medically Unexplained Symptoms
CP - 1
DA - May 30
DO - 10.1186/s43058-025-00754-5
DP - NLM
ET - 20250530
IS - 1
JF - Implement Sci Commun
LA - eng
N2 - BACKGROUND: An academic detailing model has improved self-efficacy of memory clinic clinicians to identify and manage complex behavioral and psychological symptoms in persons with dementia (BPSD). The purpose of this report is to describe a systematic approach to adapting a clinician education program previously delivered in two primary care integrated memory clinics for improving the management of BPSD to also be deliverable outside a memory clinic setting, in generalist primary care clinics. The RE-AIM/PRISM implementation framework guided the approach. METHODS: Application of the RE-AIM/PRISM framework to the academic detailing program for BPSD was mapped. Framework-guided qualitative interviews were completed with experienced (Champion) and inexperienced (Novice) program stakeholders including questions on perceived gaps in clinical care (BPSD management) and barriers and facilitators to the educational model. Inductive and deductive qualitative thematic analytic approaches were used, the latter organized by RE-AIM domains and multi-level context. Convergence or divergence in organized themes by stakeholder experience shaped examination of fit and interactions among domains, components and strategies of the model for pre-implementation adaptations planning for non-memory clinic primary care clinicians. RESULTS: A pragmatic application of the RE-AIM/PRISM framework was completed for collecting qualitative feedback from stakeholders, identifying multi-level contextual barriers and facilitators, and planning adaptations to our clinician education program. A description of the clinician stakeholders, the approach and one example of a clinician and intervention-level theme identified across RE-AIM domains for the program, self-efficacy in the management of BPSD, and resulting planned adaptations were shared. CONCLUSIONS: We provide a novel qualitative application of the RE-AIM/PRISM framework to inform adaptations for an intervention for primary care that incorporates feedback from both current experienced and future inexperienced program stakeholders. This approach can be used to identify multi-level contextual barriers and facilitators to reach, adoption, implementation, and effectiveness of this clinician education programs approach, academic detailing, for future primary care teams.
PY - 2025
SN - 2662-2211
SP - 69
ST - Qualitative application of the RE-AIM/PRISM framework to an educational intervention for improving the care of persons with behavioral and psychological symptoms of dementia
T1 - Qualitative application of the RE-AIM/PRISM framework to an educational intervention for improving the care of persons with behavioral and psychological symptoms of dementia
T2 - Implement Sci Commun
TI - Qualitative application of the RE-AIM/PRISM framework to an educational intervention for improving the care of persons with behavioral and psychological symptoms of dementia
U1 - Healthcare Disparities; Education & Workforce; Medically Unexplained Symptoms
U3 - 10.1186/s43058-025-00754-5
VL - 6
VO - 2662-2211
Y1 - 2025
ER -