Training to Change Practice: Behavioural Science to Develop Effective Health Professional Education

Description

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 approachesDefining the behaviours that you want to change, intended behavioural outcomes (IBOs), and specifying your IBOsExploring the influences on behaviours, covering Influences on practice, and how to explore influences on each IBODeveloping 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. 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