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Implementation of a teaching programme to improve doctors' awareness of DVLA guidelines: a multicentre study
  1. Mahiben Maruthappu1,
  2. Mark Sykes1,
  3. Ben L Green2,
  4. Robert Watson1,
  5. Nicholas D Gollop3,
  6. Joseph Shalhoub1,
  7. Ka Ying Bonnie Ng1,4
  1. 1Imperial College London, London, UK
  2. 2Leeds Teaching Hospitals Trust, Leeds, UK
  3. 3The Norfolk and Norwich University Hospital, Norwich, UK
  4. 4Princess Anne Hospital, Southampton, UK
  1. Correspondence to Dr Ka Ying Bonnie Ng, Princess Anne Hospital, Coxford Road, Southampton SO16 5YA, UK; bonnie.ng{at}doctors.org.uk

Abstract

Introduction Over half of the UK population holds a driver's licence. Driver and Vehicle Licensing Authority (DVLA) guidelines are available for conditions from most specialties. Despite this, no focused training occurs in the undergraduate or postgraduate setting. We evaluate the impact of a teaching programme to improve guideline awareness.

Methods A 25-point questionnaire was designed using the current DVLA guidelines. Five questions were included for the following fields: neurology, cardiology, drug and alcohol abuse, visual disorders and respiratory. This was distributed to doctors in training at five hospitals. Four weeks later, a single-session teaching programme was implemented. The questionnaire was redistributed. Preintervention and postintervention scores were compared using the Wilcoxon rank sum test.

Results 139 preteaching and 144 post-teaching questionnaires were completed. Implementation of a single-session teaching programme significantly improved the knowledge of DVLA guidelines in all five areas explored. Median scores: neurology, preteaching 40%, post-teaching 100%, p<0.001; cardiology, 0%, 100%, p<0.001; drug and alcohol misuse, 0%, 100%, p<0.001; visual disorders, 40%, 100%, p<0.001; respiratory disorders, 20%, 100%, p<0.001; and overall, 28%, 92%, p<0.001.

Conclusions Knowledge of DVLA guidelines among our cohort was poor. Implementation of a single-session teaching programme can significantly improve guideline knowledge and awareness, serving as a cost-effective intervention.

  • EDUCATION & TRAINING (see Medical Education & Training)
  • MEDICAL EDUCATION & TRAINING

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Footnotes

  • Correction notice This article has been corrected since it was published Online First. The author, Nicholas Gollop's name has been corrected.

  • Contributors MS: statistical analysis, manuscript synthesis. MM, BLG, RW, NG, JS and KYBN: data collection, statistical analysis, manuscript review.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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