To describe the development, delivery, and outcome of an action-oriented intervention comprising an awareness-raising educational video and workshop designed to support general practice teams to identify and plan decarbonization actions, delivered from May-September 2024.

Healthcare services internationally are committing to net zero targets. General practice is recognized as having a pivotal role in achieving these ambitions. However, limited awareness of decarbonization initiatives and insufficient support for implementation highlight the need for an educational resource to facilitate action planning.

Principles of organizational change, video-design, and barriers to decarbonization informed the intervention’s development. The video included modules featuring resource materials and ideas to support the development and implementation of decarbonization actions in general practice. Prompts for a facilitated workshop discussion were developed to support action planning. The intervention was delivered to 64 multidisciplinary staff across 12 general practices in England. A conceptual content analysis was conducted on completed practice green action plans (GAPs) and data from an online participant feedback form were analysed using descriptive statistics to assess perceptions of the intervention. Free-text comments were thematically analysed.

Across the 12 GAPs, each practice planned between three and eight decarbonization actions. ‘Managing waste’ was the most frequently addressed area, appearing in 10 practice GAPs, and most planned actions mapped onto those presented within the video. Thirty (46.9%) participants completed the evaluation survey. The intervention was well received, with 28 (93.3%) survey respondents rating the overall usefulness of the video as 4 or 5 (1 ‘not at all useful’ to 5 ‘very useful’). Free-text comments for suggested improvements related to time for consolidating learning, and concerns about the video’s audio quality and duration.

The educational workshop successfully facilitated the development of structured GAPs with explicit timescales and intended outcomes. This study did not assess the implementation of planned actions.

Educating emergency medical staffs in triage skills is an important aspect of disaster preparedness. The aim of the study was to compare the effect of role-playing and educational video presentation on the learning and performance of the emergency medical service staffs in Khozestan, Iran

A total of 144 emergency technicians were randomly classified into two groups. A researcher trained the first group using an educational video method and the second group with a role-playing method. Data were collected before, immediately, and 15 days after training using a questionnaire covering the three domains of demographic information, triage knowledge, and triage performance. The data were analyzed using defined knowledge and performance parameters.

There was no significant difference between the two training methods on performance and immediate knowledge (P = .2), lasting knowledge (P=.05) and immediate performance (P = .35), but there was a statistical advantage for the role-playing method on lasting performance (P = .02).

The two educational methods equally increase knowledge and performance, but the role-playing method may have a more desirable and lasting effect on performance.

AghababaeianH, SedaghatS, TaheryN, Sadeghi MoghaddamA, ManieiM, BahramiN, Araghi AhvaziL. A Comparative Study of the Effect of Triage Training by Role-Playing and Educational Video on the Knowledge and Performance of Emergency Medical Service Staffs in Iran. Prehosp Disaster Med. 2013;28(6):1-5.