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.
Author(s): Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky, Eleanor Bull
Publisher: Wiley-Blackwell
Year: 2023
Language: English
Pages: 129
City: Hoboken
Training to Change Practice
Contents
Foreword
Acknowledgements
CHAPTER 1 Education and Training as a Behaviour Change Intervention
What Is Continuing Professional Development?
The Purpose(s) of CPD
The Challenges of Changing Practice through CPD
Important Concepts and Theories
Miller’s Pyramid
Figure 1: The interaction of capability, opportunity, motivation and Miller’s Pyramid
A Shared Theoretical Language
Why Think about Behavioural Theory?
The COM-B Framework
Figure 2: Influences on behaviour mapped to capability, opportunity and motivation
A Focus on Motivation
Why Is Behavioural Science Important?
Effective and Enjoyable Training
Principles for Effective Training
Principle 1. Starting from Where Learners Are
Principle 2. Working in Partnership
Principle 3. Interactive/Active Learning
Principle 4. Communication
Principle 5. A Collaborative Learning Environment
Principle 6. Individual and Group Voices
Principle 7. Time for Reflection
Check Your Understanding and Reflect
Useful Links and Further Reading
Behavioural theories and types of behaviours
Dual processing
The COM-B Framework
PRIME Theory and other briefings on behaviour change
References
CHAPTER 2 Defining the Behaviours That You Want to Change
Introduction
Developing a Theory of Change
Tips and examples
Intended Behavioural Outcomes (IBOs)
Tips and examples
How to Develop IBOs
Tips and examples: Topic guide and cues for a behavioural specification focus group
What Does the Evidence Say?
Choosing the IBOs on Which to Focus
Whose IBOs Are They?
Check Your Understanding
Useful Links and Further Reading
Developing A Theory of Change
References
CHAPTER 3 Exploring the Influences on Behaviours
Influences on Practice
Figure 3: The COM-B framework
Capability
Tips and examples
Opportunity
Tips and examples
Motivation
Tips and examples
How to Explore Influences on Each IBO
Before Developing CPD
Tips and examples
Tips and examples
During CPD
Check Your Understanding and Reflect
Further Reading
More About Exploring Influences on Behaviour
References
CHAPTER 4 Developing CPD to Change Behaviour
The Active Ingredients of Behaviour Change Activities
Reminder: What is COM-B Again?
BCTs and Communication Skills in Education and Training
Tips and examples
How to Develop Your Training Activities
Capability
What Does the Evidence Say?
Figure 4: The Johari Window
Tips and examples
Figure 5: Post-it notes to illustrate an effective practitioner
Building Psychological Capability
Tips and examples
Building Physical Capability
Figure 6: A cycle for physical capability improvement (learning a skill)
Tips and examples
Opportunity
Building Physical Opportunity
Tips and examples
An Appreciative Inquiry Approach
Building Social Opportunity
Tips and examples
Tips and examples
Figure 7: Comic book strip
Motivation
Building Reflective Motivation
Tips and examples
Building Automatic Motivation
Tips and examples
Planning the ‘How’ of Your Training
Consider Space
Consider Numbers
Consider Acoustics and Visuals
Consider Time
Consider Dynamics
Consider Technical Equipment and Skills
Consider Administrative Support
Consider Refreshments
Consider Culture/Contexts/Countries
Online
Blended Learning – Synchronous and Asynchronous
Figure 8: Considerations for a blending learning course
The Building Blocks of Your Training
Figure 9: Overview of training structure
Introductions
Welcoming
Introductory Activities
Trainee Introductions
Create Name-Plates
Introductory Bingo
Introduce Your Neighbour
Throw the Soft Toy
Group Agreements
Course Expectations, Hopes and Fears
Balancing Training Energy
Endings: Reflection, Action Planning and Evaluation
Check Your Understanding and Reflect
Further Reading
References
CHAPTER 5 Assessing and Evaluating
Process vs. Outcome
Why Are You Evaluating?
Theories and Frameworks to Help Us Evaluate
The Kirkpatrick Model
Tips and examples
Evaluation of Complex Interventions
Assessing Behavioural Influences
Topic guide
Figure 10: Topic guide example for interviews about the impact of a course on practice at follow-up
Assessing Behaviour
Check Your Understanding
Further Reading
References
Guides
Sample Training Plans
Aims
Tips and Examples: Setting up A Session
Cards for Change
Index
EULA
