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Table 8 Use of educational theory in developing clinician support

From: Integrating clinician support with intervention design as part of a programme testing stratified care for musculoskeletal pain in general practice

Educational component Detail
Educational needs assessment ▪ Focus groups, TDF, feedback from GPs on pilot training
Task analysis ▪ Components identified as Cognitive (knowledge), Affective (attitudinal) or Psychomotor (skills) domains
Constructive alignment ▪ Selection of appropriate methods, tools and content to address domains, particularly clinical and IT skills
Session planning ▪ Length of training, balance of components, methods and resources. Selection and preparation of trainers
Delivery of training ▪ Sessions booked and delivered at practices
Records and “safety net” ▪ Training log and plan to train any who miss session
Monitoring of performance ▪ Regular data extraction and analysis
Feedback ▪ Early intervention if problems identified
▪ Monthly email feedback with performance data and encouragement
Evaluation ▪ Qualitative interviews with a sample of GPs