• Gang Xu, Richard Baines, Rachel Westacott, Nick Selby, and Susan Carr.
• John Walls Renal Unit, University Hospitals of Leicester NHS Trust Leicester, Leicester, UK.
• BMJ Open. 2014 Jan 1; 4 (3): e004388.

ObjectiveTo assess the impact of a quality improvement project that used a multifaceted educational intervention on how to improve clinician's knowledge, confidence and awareness of acute kidney injury (AKI).Setting2 large acute teaching hospitals in England, serving a combined population of over 1.5 million people.ParticipantsAll secondary care clinicians working in the clinical areas were targeted, with a specific focus on clinicians working in acute admission areas.InterventionsA multifaceted educational intervention consisting of traditional didactic lectures, case-based teaching in small groups and an interactive web-based learning resource.Outcome MeasuresWe assessed clinicians' knowledge of AKI and their self-reported clinical behaviour using an interactive questionnaire before and after the educational intervention. Secondary outcome measures included clinical audit of patient notes before and after the intervention.Results26% of clinicians reported that they were aware of local AKI guidelines in the preintervention questionnaire compared to 64% in the follow-up questionnaire (χ²=60.2, p<0.001). There was an improvement in the number of clinicians reporting satisfactory practice when diagnosing AKI, 50% vs 68% (χ²=12.1, p<0.001) and investigating patients with AKI, 48% vs 64% (χ²=9.5, p=0.002). Clinical audit makers showed a trend towards better clinical practice.ConclusionsThis quality improvement project utilising a multifaceted educational intervention improved awareness of AKI as demonstrated by changes in the clinician's self-reported management of patients with AKI. Elements of the project have been sustained beyond the project period, and demonstrate the power of quality improvement projects to help initiate changes in practice. Our findings are limited by confounding factors and highlight the need to carry out formal randomised studies to determine the impact of educational initiatives in the clinical setting.

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