Behavioural science to develop effective health professional education serves as a practical guide in the cutting-edge area of health professional education and behavioural science. This textbook will provide practical evidence-based guidance to enhance the real world impact of your health professional training,
To aid in seamless reader comprehension, chapters work through clear step by step stages, with boxes to verify understanding, along with examples to work through and links to further reading if readers want to understand more about underlying theory. The book also contains a series of templates which can be adapted for use by the reader.
Sample topics covered in Behavioural Science to develop effective health professional education include:
Education and training as a behaviour change intervention, covering language of learning and behaviour change, with examples of behaviour change intervention approaches Defining the behaviours that you want to change, intended behavioural outcomes (IBOs), and specifying your IBOs Exploring the influences on behaviours, covering Influences on practice, and how to explore influences on each IBO Developing training to change behaviour, covering active ingredients of behaviour change activities, and the process of creating behaviourally informed training
For postgraduate and undergraduate health professional courses, continuing professional development providers, and providers of health professional training in medicine, nursing, dentistry, and allied health professions, Behavioural Science to develop effective health professional education is an essential resource on the subject that helps make education and training more effective.
Contents Foreword ix Acknowledgements xi CHAPTER 1 Education and Training as a Behaviour Change Intervention 1 Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky, Eleanor Bull, Nicola McCleary and Chris Armitage What Is Continuing Professional Development? 2 The Purpose(s) of CPD 2 The Challenges of Changing Practice through CPD 3 Important Concepts and Theories 4 Miller’s Pyramid 4 Figure 1: The interaction of capability, opportunity, motivation and Miller’s Pyramid 5 A Shared Theoretical Language 6 Why Think about Behavioural Theory? 7 The COM-B Framework 8 Figure 2: Influences on behaviour mapped to capability, opportunity and motivation 8 A Focus on Motivation 9 Why Is Behavioural Science Important? 10 Effective and Enjoyable Training 10 Principles for Effective Training 11 Principle 1. Starting from Where Learners Are 11 Principle 2. Working in Partnership 11 Principle 3. Interactive/Active Learning 12 Principle 4. Communication 13 Principle 5. A Collaborative Learning Environment 13 Principle 6. Individual and Group Voices 14 Principle 7. Time for Reflection 15 Check Your Understanding and Reflect 15 Useful Links and Further Reading 16 Behavioural theories and types of behaviours 16 Dual processing 16 The COM-B Framework 16 PRIME Theory and other briefings on behaviour change 16 References 16 CHAPTER 2 Defining the Behaviours That You Want to Change 20 Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull Introduction 21 Developing a Theory of Change 22 Tips and examples 22 Intended Behavioural Outcomes (IBOs) 23 Tips and examples 24 How to Develop IBOs 24 Tips and examples: Topic guide and cues for a behavioural specification focus group 26 What Does the Evidence Say? 26 Choosing the IBOs on Which to Focus 27 Whose IBOs Are They? 27 Check Your Understanding 28 Useful Links and Further Reading 28 Developing A Theory of Change 28 References 29 CHAPTER 3 Exploring the Influences on Behaviours 30 Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull Influences on Practice 31 Figure 3: The COM-B framework 31 Capability 31 Tips and examples 31 Opportunity 31 Tips and examples 32 Motivation 32 Tips and examples 32 How to Explore Influences on Each IBO 32 Before Developing CPD 33 Tips and examples 33 Tips and examples 35 During CPD 35 Check Your Understanding and Reflect 36 Further Reading 36 More About Exploring Influences on Behaviour 36 References 36 CHAPTER 4 Developing CPD to Change Behaviour 38 Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull The Active Ingredients of Behaviour Change Activities 39 Reminder: What is COM-B Again? 39 BCTs and Communication Skills in Education and Training 40 Tips and examples 40 How to Develop Your Training Activities 41 Capability 44 What Does the Evidence Say? 45 Figure 4: The Johari Window 45 Tips and examples 45 Figure 5: Post-it notes to illustrate an effective practitioner 46 Building Psychological Capability 47 Tips and examples 47 Building Physical Capability 48 Figure 6: A cycle for physical capability improvement (learning a skill) 49 Tips and examples 49 Opportunity 50 Building Physical Opportunity 50 Tips and examples 51 An Appreciative Inquiry Approach 52 Building Social Opportunity 52 Tips and examples 53 Tips and examples 53 Figure 7: Comic book strip 54 Motivation 55 Building Reflective Motivation 55 Tips and examples 56 Building Automatic Motivation 56 Tips and examples 57 Planning the ‘How’ of Your Training 57 Consider Space 57 Consider Numbers 58 Consider Acoustics and Visuals 58 Consider Time 58 Consider Dynamics 58 Consider Technical Equipment and Skills 59 Consider Administrative Support 59 Consider Refreshments 59 Consider Culture/Contexts/Countries 59 Online 60 Blended Learning – Synchronous and Asynchronous 61 Figure 8: Considerations for a blending learning course 62 The Building Blocks of Your Training 63 Figure 9: Overview of training structure 63 Introductions 63 Welcoming 63 Introductory Activities 64 Trainee Introductions 64 Create Name-Plates 64 Introductory Bingo 65 Introduce Your Neighbour 65 Throw the Soft Toy 65 Group Agreements 65 Course Expectations, Hopes and Fears 66 Balancing Training Energy 66 Endings: Reflection, Action Planning and Evaluation 67 Check Your Understanding and Reflect 67 Further Reading 68 References 68 CHAPTER 5 Assessing and Evaluating 70 Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull Process vs. Outcome 71 Why Are You Evaluating? 72 Theories and Frameworks to Help Us Evaluate 72 The Kirkpatrick Model 73 Tips and examples 73 Evaluation of Complex Interventions 74 Assessing Behavioural Influences 75 Topic guide 76 Figure 10: Topic guide example for interviews about the impact of a course on practice at follow-up 76 Assessing Behaviour 78 Check Your Understanding 79 Further Reading 79 References 80 Guides 81 Sample Training Plans 81 Aims 88 Tips and Examples: Setting up A Session 88 Cards for Change 94 Index 111
Jo Hart, Professor of Health Professional Education, Division of Medical Education, University of Manchester, UK. Lucie Byrne-Davis, Professor of Health Psychology, Division of Medical Education, University of Manchester, UK. Wendy Maltinsky, Senior Lecturer, Division of Psychology, Faculty of Natural Sciences, University of Stirling, UK. Eleanor Bull, Senior Health Psychologist, Manchester University NHS Foundation Trust and Derbyshire County Council, UK; Honorary Senior Lecturer, Division of Medical Education, University of Manchester, UK.
