IMPLEMENTING EVIDENCE-BASED CARE IN LOW INCOME COUNTRIES: ACCEPTABILITY AND IMPACT OF A UGANDAN TRAINING COURSE in Abstracts from the ICBM 2014 Meeting

Introduction. Understanding the efficacy and efficiency of education programmes is crucial in low and middle income countries where workforce development is key to improving patient health. However, education programmes are typically evaluated in terms of increases in knowledge, skills, satisfaction or patient outcomes meaning there is a lack of evidence about whether, how and in what circumstances, such programmes lead to changes in professional practice. The aim of the present study was to assess behaviour change in a multi-professional group taking part in a oneday course on acute illness management (AIM) in Uganda. Methods. Using questionnaires, we measured knowledge pre and post course; key drivers of behaviour (capability, opportunity and motivation) post-course; and behavior 1 month post-course. Results. 51 health professionals took part in AIM and all took part in the research. There was a significant increase in knowledge pre to post course.There were high levels of self-reported capability and motivation and lower levels of opportunity. Behavioural intentions were significantly higher than self-reported behaviours at 1 month. Knowledge was not predictive of self-reported behaviour 1 month later. Conclusion. It is acceptable to measure behavioural predictors alongside education. We need further work to understand the link between knowledge, predictors and behaviour change; knowledge is necessary but not sufficient to change professional practice. Evaluation of the impact of education by measuring predictors of