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Feedback as a strategy to change behaviour: the devil is in the details
Elaine L Larson1, Sameer J Patel, David Evans
1School of Nursing, Columbia University, New York, NY 10032, USA. ell23@columbia.edu
Journal of Evaluation in Clinical Practice
|December 2, 2011
Summary
Performance feedback strategies are crucial for improving clinical practice. However, current interventions often lack essential components, hindering educational and behavioral impact.
Area of Science:
- Medical Education
- Healthcare Quality Improvement
- Behavioral Science
Background:
- Performance feedback is a key strategy for enhancing clinical practice among healthcare professionals.
- Existing feedback interventions show significant variability in design and effectiveness.
Purpose of the Study:
- To analyze the theoretical foundations and core elements of audit and feedback strategies.
- To evaluate recent feedback interventions for inclusion of essential components.
- To propose future directions for optimizing feedback's educational and behavioral impact.
Main Methods:
- A review of studies published between 2009-2010 that incorporated feedback interventions.
- Assessment of studies based on the actionable feedback model, focusing on timeliness, individualization, lack of punitiveness, and customizability.
Main Results:
- Significant heterogeneity was observed in the definition, implementation, and outcomes of feedback interventions, impeding cross-study comparisons.
- No reviewed studies fully incorporated all components of the actionable feedback model.
Conclusions:
- Feedback interventions frequently neglect behavior change principles, contributing to variability in approaches and outcomes.
- Lack of standardization and clarity in applying behavioral theory to feedback practices presents challenges for widespread implementation and replication.
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