AUDIO MODULES

Click on the modules below to access the audio files. 
WELCOME: Purpose of this Guide
​You’re embarking upon this curriculum as an academic detailing (AD) facilitator-in-training (FIT). When you’ve completed the FIT Program process outlined below, you’ll be prepared to train new academic detailers to conduct 1:1 visits with clinicians to provide up-to-date, evidence-based tools and resources that support better care and improve health outcomes. You may choose to become a facilitator within your own AD program, a facilitator for the National Resource Center for Academic Detailing (NaRCAD), or both. 
MODULE 1: ​​Understanding the History and Strategy of AD | Michael A. Fischer, MD, MS
This module will provide a background and history on the foundations of AD.

By the end of this module, you’ll be able to:
  • Understand the foundational content needed to teach about the history and impact of AD, including the research literature supporting AD.
  • Be prepared to guide trainees in thinking about how to adapt AD for their specific context or topic while maintaining fidelity to the original model.
MODULE 2: ​Preparing to Facilitate a Training | Bevin K. Amira (with Amanda G. Kennedy, PharmD, BCPS)
This module will help you to consider structured ways to welcome trainees on the first day of the training, create a space conducive to learning and risk-taking, support trainees in skill-building, and understand big picture goals of an AD techniques training.  As a FIT, you’ll first need to identify your own skills, approaches, and weaknesses in both learning and teaching content. 

Taking a step back to look at this process will allow you to identify, as much as possible, potential blind spots in your own learning and teaching approaches, as well as the ways in which your unique skills can create a positive learning experience for trainees.
By the end of this module, you’ll be able to:
  • Create a productive learning environment for trainees.
  • Foster safety, support, and growth for trainees.
  • Encourage participation among trainees with varied learning styles, professional backgrounds, experiences, and approaches.
  • Bring your own unique talents and skills to an interactive and memorable training course.
MODULE 3: ​Teaching How to Gain Access, Deliver an Introduction, and Conduct a Needs Assessment | Amanda G. Kennedy, PharmD, BCPS
This module covers the important aspects of teaching trainees to gain access to clinicians, complete meaningful introductions, and conduct clinician needs assessments. The goal of this module is to prepare you to facilitate trainee learning for these three critical elements of a detailing visit. 

By the end of this module, you’ll be able to:
  • Assist trainees in developing strategies for recognizing and overcoming barriers to successfully booking a visit with a clinician.
  • Facilitate the delivery of concise and meaningful introductions by trainees.
  • Empower trainees to complete effective needs assessments of clinicians.
  • Build camaraderie among the trainees in your group that can be strengthened by your facilitation of the remainder of the training.
MODULE 4: ​Teaching How to Deliver Key Messages and Use Educational Materials  | Mary Elizabeth Doyle Tadduni, PhD, MBA, MSN, RN
As an experienced detailer, you know how to deliver an effective key message to a clinician. But how do you teach new detailers these concepts? This module will explore ways to teach trainees the importance of key messages, the corresponding elements of features and benefits, the ways in which proper use of educational materials can make a visit even more impactful, and the importance of balancing thoughtful preparation with flexibility. 

By the end of this module, you’ll be prepared to teach future trainees how to:
  • Deliver a key message or series of messages to a clinician to encourage behavior change.
  • Confidently relate each key message to a corresponding series of features and benefits.
  • Practice the skills needed to successfully use educational materials during 1:1 visits.
  • Continue to build confidence by practicing key message delivery through role play.
MODULE 5: Teaching How to Navigate Barriers, Enablers, and Objections  | Loren Regier, BSP, BA 
During the training that you’ll facilitate, it’s important to support trainees in understanding and responding to challenges. Doing this successfully requires you to provide trainees with the knowledge and skills to be prepared for both typical and unexpected pushback.

As you work through this topic during the training, you’ll create a safe space to role play pushback, helping trainees to understand why a key message may not be well received and encouraging them to try different approaches to overcome these challenges.

By the end of this module, you’ll be prepared to teach trainees how to:
  • Understand and respond to barriers, enablers, and objections that arise during 1:1 visits with clinicians.
  • Distinguish barriers from objections and apply the best strategy to handling each.
  • Acquire preparation skills to be ready for typical barriers.
  • Practice reacting to objections in real time by remaining open-minded and respectful.
MODULE 6: ​Teaching How to Summarize, Close, and Secure Follow-up Visits | Zack Dumont, MS, ACPR, BSP 
This module empowers you to teach trainees about the science and art behind summarizing and securing commitment for a behavior change.

By the end of this module, you will be prepared to teach trainees how to:
  • Skillfully summarize key points covered during a visit.
  • “Close” (i.e., end the visit) empathetically, artfully, and clearly with a tangible behavior change commitment between detailer and clinician.
  • Secure future contact based on relationship capacity and program needs, either with follow-up visits or other modes of contact.
MODULE 7: ​The Complete Role Play: Supporting and Evaluating the Final Training Step  | Anna Morgan-Barsamian, MPH, RN, PMP
This module will help you reflect on your experiences as a facilitator thus far and prepare you to lead trainees in each of their complete role plays. This module will also prepare you to integrate reflective assessments that will support trainees in understanding their readiness to detail.

By the end of this module, you’ll be ready to:
  • Facilitate a complete role play and subsequent debrief sessions.
  • Implement an assessment and evaluation strategy to determine the readiness of trainees to begin detailing.
  • Determine areas that need continued practice before trainees are ready for field visits.
  • Wrap up a training using a strengths-based model of encouragement, sharing tangible tools and resources for detailers to implement in their programming.
APPENDIX A: Trainee FAQs



​​We’re providing suggested scripted responses to frequently asked questions from trainees. Feel free to use these responses or adapt them to make your own. 
​Explore our other NaRCAD toolkits and find resources you need to build your program.