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Behavior change techniques in health professional training: developing a coding tool.

Emma Pearson1, Lucie Byrne-Davis2, Eleanor Bull2,3

  • 1Department of Applied Health and Social Care, Edge Hill University, Ormskirk, Lancashire, UK.

Translational Behavioral Medicine
|December 12, 2018
PubMed
Summary
This summary is machine-generated.

This study developed an e-tool to identify behavior change techniques (BCTs) in health professional Continuing Professional Development (CPD) courses. The tool helps educators understand and enhance CPD effectiveness for improved healthcare practice.

Keywords:
Continuing Medical EducationCurriculum development/evaluationProfessional development

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Area of Science:

  • Medical Education
  • Behavioral Science
  • Health Professions Education

Background:

  • Continuing Professional Development (CPD) courses aim to improve healthcare practices.
  • Understanding behavior change techniques (BCTs) is crucial for effective CPD.
  • The Behaviour Change Technique Taxonomy (BCTT) needs adaptation for CPD contexts.

Purpose of the Study:

  • To explore BCTs used by CPD educators to change healthcare practice.
  • To develop and pilot an e-tool based on the BCTT for CPD course analysis.
  • To enhance CPD design and facilitate an experimental approach to evaluating BCTs.

Main Methods:

  • Two psychologists observed three postgraduate medical CPD courses.
  • The BCTT was used to code 26 hours of observations (Phase 1).
  • An e-tool was developed and refined through further coding (35 hours) and educator feedback (Phases 2 & 3).

Main Results:

  • A total of 43 BCTs were identified and incorporated into the final e-tool.
  • The e-tool provides examples of BCTs based on course observations for easier identification.
  • Educators favored an uncomplicated tool with practice-related examples.

Conclusions:

  • A coding tool to identify BCTs in health professional CPD can help maximize impact on practice.
  • The developed e-tool aids educators in understanding and potentially enhancing CPD interventions.
  • Further research should investigate educators' ability to use the tool independently.