TY - JOUR T1 - E-learning feedback method to improve spirometry quality and interpretation in primary care - A randomised intervention study JF - European Respiratory Journal JO - Eur Respir J DO - 10.1183/13993003.congress-2015.PA1813 VL - 46 IS - suppl 59 SP - PA1813 AU - Michal Bednarek AU - Adam Nowinski AU - Teresa Rayska AU - Witold Pobozy AU - Barbara Gebala-Jarocka AU - Marzena Zaluska AU - Mariola Kumanska AU - Grzegorz Augustyniak AU - Dorota Gorecka Y1 - 2015/09/01 UR - http://erj.ersjournals.com/content/46/suppl_59/PA1813.abstract N2 - Objective: The quality of spirometry in primary care is far from optimal, usually 60% of recordings fulfil the ATS/ERS criteria for good quality measurements. Traditional personnel trainings need frequent repeating to improve the results. We proposed a website platform to provide quality and interpretation feedback training for family doctors and practice nurses.Methods: Six primary care doctors and nurses with no previous experience in spirometry were invited to participate. They were equipped with NLHEP feature spirometer and held an 8 hour training including the theory and hands-on-practice. Each team sent 10 spirometries of any indication weekly for reference pulmonary function testing (PFT) centre via website. Three of the doctor/nurse teams were randomly chosen for feedback learning, the remaining three were controls. Feedback teaching was provided by PFT centre commenting on performed measurements with advices how to improve.Results: During 12 months of project duration 3215 spirometric tests including 9656 flow-volume loops were evaluated.The effects of e-learning intervention are shown in table.Intervention GroupControl GrouppPEFT & BEV1604 (96.9%)1110 (90.9%)0.0001smooth loop1514 (91.4%)1052 (86.2%)0.0001FET & EOTV1612 (97.3%)1143 (93.7%)0.0001ΔFEV1&FVC<150ml1132 (68.4%)825 (67.6%)nsFull ERS/ATS criteria1064 (64.2%)678 (55.6%)0.0001Interpretation concordance1442 (87.1%)1041 (85.3%)nsConclusions: The main technical fault in spirometry performed in primary care was the lack of reproducibility of FEV1 and FVC. E-learning feedback intervention was successful to gain better quality by 10%.Supported by: Grant NN4040818343. ER -