Department of Applied Health and Social Care, Edge Hill University, Ormskirk, Lancashire, UK.
Division of Medical Education, University of Manchester, Manchester, UK.
Transl Behav Med. 2020 Feb 3;10(1):96-102. doi: 10.1093/tbm/iby125.
Health professional Continuing Professional Development (CPD) courses often aim to change practice; understanding which training techniques drive behavior change can help educators facilitate this. The 93-item Behaviour Change Technique Taxonomy (BCTT) describes behavior change techniques (BCTs) used in behavior change interventions but was not designed for understanding CPD; it is necessary to explore how best to use the BCTT in this context. This study aimed to explore the BCTs used by CPD course educators to change healthcare practice and to develop and pilot an e-tool, based on the BCTT, to enable course designers and educators to understand which BCTs are in their training. This understanding could lead to enhanced CPD and an experimental approach to assessing the benefits of including a variety of BCTs in CPD. Two psychologists, trained in using the BCTT, observed three postgraduate medical CPD courses. In Phase 1, the BCTT was used to code 26 hours of observations. An e-tool including observed BCTs was developed and used to code 35 hours of observations in Phase 2. Feedback was collected through short discussions with educators from each course. The tool was further refined in Phase 3. Thirty-seven BCTs were identified in Phase 1, a further four in Phase 2, and a further two in Phase 3. The final e-tool comprised 43 BCTs with examples of their use based on course observations to aid identification, since educators fed back that they would value an uncomplicated tool with practice-related examples. A coding tool to understand the active ingredients in health professional CPD could enable educators to maximize the impact of CPD on practice. Further work should explore whether educators themselves are able to use the tool to code their training interventions.
医疗专业人员继续专业发展（CPD）课程通常旨在改变实践；了解哪些培训技术可以推动行为改变，这可以帮助教育者促进这一点。行为改变技术分类（BCTT）共有 93 项，描述了用于行为改变干预的行为改变技术（BCT），但它不是为了理解 CPD 而设计的；有必要探索如何在这种情况下最好地使用 BCTT。本研究旨在探索 CPD 课程教育者用来改变医疗保健实践的 BCT，并开发和试点一个基于 BCTT 的电子工具，使课程设计者和教育者能够了解他们的培训中包含哪些 BCT。这种理解可以提高 CPD，并为评估在 CPD 中包含各种 BCT 的益处提供实验方法。两位心理学家接受了使用 BCTT 的培训，观察了三门研究生医学 CPD 课程。在第 1 阶段，使用 BCTT 对 26 小时的观察进行编码。在第 2 阶段，开发了一个包含观察到的 BCT 的电子工具，并对 35 小时的观察进行了编码。通过与每门课程的教育者进行简短讨论收集了反馈。在第 3 阶段进一步完善了该工具。在第 1 阶段确定了 37 项 BCT，在第 2 阶段又确定了 4 项，在第 3 阶段又确定了 2 项。最终的电子工具包含 43 项 BCT，并根据课程观察提供了它们的使用示例，以帮助识别，因为教育者反馈说，他们希望使用一个不复杂且具有实践相关示例的工具。一个用于理解医疗保健专业人员 CPD 中有效成分的编码工具可以使教育者最大限度地提高 CPD 对实践的影响。进一步的工作应该探讨教育者本身是否能够使用该工具对其培训干预进行编码。
