Evidence into Practice 3: Practical Solutions

Four-part 'Evidence into Practice' series

A thought leadership series from KMG Communications exploring how expert communication transforms complex evidence into informed decisions, meaningful action and better outcomes across healthcare, research, government and industry.

Part 3: The Practical Solution - Educational resources that change behaviour 

Designing educational resources that help clinicians move from evidence to action: The role of academic detailing

How clear communication transforms evidence into better decisions across healthcare, government and research.

In Part 1 of the Evidence into Practice series, we explored why communication has become a strategic capability in healthcare, government and research. In Part 2, we examined why even the strongest evidence often fails to change clinical practice, despite widespread access to high-quality research. 

The obvious question follows: If communication is essential for changing practice, what should effective educational resources actually look like?

The answer is not simply "clearer" resources or "better" design. Effective academic detailing materials are built around a fundamentally different purpose. They are not designed to communicate information. They are designed to support better clinical decisions.

Educational resources are implementation tools

Many educational resources begin with an obvious question: What information do clinicians need to know?

While this seems logical, it is often the wrong place to start. Academic detailing takes a different approach. Instead of asking what information should be included, it asks what decisions clinicians are trying to make, what barriers they encounter and what support they need to translate evidence into practice. 

This distinction is important. Educational resources developed primarily to communicate information often become comprehensive but difficult to use. Resources developed to support decision-making are more likely to become practical tools that clinicians return to during everyday practice. The objective is no longer simply knowledge transfer. It is implementation.

Design around decisions, not diseases

Traditional educational resources are frequently organised around clinical conditions or research topics. Academic detailing materials are often organised around decisions.

• Should this patient be screened?
• Does this presentation warrant further investigation?
• When is referral appropriate?
• What treatment option is most appropriate?
• How should I explain this recommendation to the patient sitting in front of me?

Framing educational content around these questions reflects the way clinicians actually think during consultations. Rather than asking readers to translate information into practice themselves, well-designed resources support that translation from the outset. The result is communication that feels immediately relevant rather than theoretically useful.

Less information can achieve more

One of the greatest strengths of academic detailing is recognising that effectiveness is not determined by the amount of information provided. Healthcare professionals are already managing an extraordinary volume of evidence, guidelines, policy updates and professional development requirements. Adding another lengthy document rarely improves implementation. In many cases, it contributes to the very information overload discussed in Parts 1 and 2 of this series.

Effective educational resources therefore prioritise clarity over completeness. They identify the evidence that matters most, communicate it concisely and present it within the context of practical clinical decisions. This is not about oversimplifying complex science. It is about reducing unnecessary cognitive effort so that important evidence remains accessible when clinicians need it most.

Credibility is designed into the resource

Healthcare professionals place considerable trust in educational materials. That trust should never be taken for granted. Scientific accuracy remains fundamental, but credibility depends on more than accurate referencing. Balanced interpretation of evidence, acknowledgement of uncertainty and transparency about the strength of recommendations all contribute to whether clinicians view a resource as trustworthy.

Equally important is respecting professional judgement. Educational resources that acknowledge the complexity of clinical decision-making are often more persuasive than those presenting rigid rules or oversimplified solutions. Trust is earned through balance as much as certainty.

Good resources anticipate real-world barriers

Academic detailing recognises that clinicians rarely reject evidence because they disagree with it. More often, they encounter practical barriers that make implementation difficult, such as:

• Limited consultation time
• Competing priorities
• Uncertainty about individual patients
• Local referral pathways
• Organisational constraints

Effective educational resources acknowledge these realities rather than ignoring them. They provide practical strategies, decision-support tools and realistic implementation advice that helps clinicians apply evidence within the context of their own practice. In doing so, they demonstrate an understanding that implementation is as much about solving practical problems as communicating scientific evidence.

Communication supports confidence

Clinical decisions are rarely straightforward. Healthcare professionals routinely manage uncertainty while balancing research evidence, patient preferences, co-existing conditions and professional experience. Educational resources should therefore do more than provide answers. They should build confidence. Confidence that:

• the evidence has been interpreted appropriately.
• recommendations are proportionate to the available evidence.
• suggested approaches can be applied safely within everyday clinical practice.

This is one of the most valuable contributions academic detailing can make - not simply increasing knowledge, but strengthening confidence in decision-making.

From educational resources to better care

The purpose of academic detailing has never been to produce attractive educational materials. Its purpose is to improve clinical practice. Well-designed resources support meaningful conversations, encourage reflection, address implementation barriers and help clinicians make better decisions for their patients. Ultimately, they support fundamental principles explored throughout this Evidence into Practice series, including:

• Research generates knowledge
• Communication creates understanding
• Educational resources help turn that understanding into action.

When designed thoughtfully, academic detailing materials become far more than information products. They become practical tools for improving healthcare.

Frequently Asked Questions (FAQs)

The Practical Solution - Educational resources that change behaviour 

Q: What are academic detailing materials?
A: Academic detailing materials are evidence-based educational resources used during one-to-one or small-group educational visits with healthcare professionals. They typically include concise visitor guides, discussion prompts, visual aids, case studies and practical take-home resources designed to support informed clinical decision-making and encourage evidence-based practice.

Q: Why do some educational resources fail to change clinical practice?
A: Many educational resources focus on presenting information rather than supporting decisions. Lengthy text, excessive detail, poor structure and a lack of practical recommendations make it difficult for busy clinicians to identify what matters most. Effective materials prioritise clarity, relevance and actionable messages that can be applied immediately in practice.

Q: What makes academic detailing materials effective?
A: The most effective materials are evidence-based, concise, visually engaging and tailored to the needs of the target audience. They present a small number of clear key messages, acknowledge uncertainty where appropriate, anticipate common clinical questions and provide practical strategies that clinicians can confidently implement.

Q: How important is design in educational resources?
A: Design plays a critical role. Good design helps clinicians quickly navigate information, understand complex evidence and retain key messages. Clear headings, logical structure, effective use of white space, diagrams and high-quality graphics all improve readability and reduce cognitive load, making evidence easier to apply in practice. Clear structure and plain language consistently improve comprehension and usability of professional content. 

Q: Should AI be used to create academic detailing materials?
A: AI can assist with literature searches, drafting and formatting, but it should not replace expert oversight. Academic detailing requires critical appraisal of evidence, clinical judgement and an understanding of behavioural change principles. Human expertise remains essential to ensure accuracy, balance and credibility.

Q: Can KMG Communications develop academic detailing materials for your organisation?
A: Yes. KMG Communications develops evidence-based educational resources for healthcare organisations, universities, professional colleges and industry. We create academic detailing visitor guides, educational slide decks, clinician toolkits, evidence summaries and supporting resources that translate complex evidence into practical information clinicians can use with confidence.

Need help translating complex evidence into clear, actionable communication?

KMG Communications partners with government agencies, healthcare organisations, researchers and professional bodies to develop evidence-based documents, educational resources and implementation materials that support better decision-making. Whether you're developing clinical guidelines, educational resources, policy documents or implementation tools, we can help transform complex evidence into communication that informs, engages and drives meaningful change.

Explore our services or get in touch to discuss your next project.