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"charset": "", "tags": [], "relations": {}, "dateAdded": "2015-08-26T15:58:39Z", "dateModified": "2015-08-26T15:58:39Z" } }, { "key": "RRPNM2H9", "version": 36, "library": { "type": "group", "id": 363494, "name": "Dalhousie Academic Detailing", "links": { "alternate": { "href": "https://www.zotero.org/groups/dalhousie_academic_detailing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/363494/items/RRPNM2H9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dalhousie_academic_detailing/items/RRPNM2H9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Michie et al.", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "RRPNM2H9", "version": 36, "itemType": "journalArticle", "title": "The behaviour change wheel: a new method for characterising and designing behaviour change interventions", "creators": [ { "creatorType": "author", "firstName": "Susan", "lastName": "Michie" }, { "creatorType": "author", "firstName": "Maartje M.", "lastName": "van Stralen" }, { "creatorType": "author", "firstName": "Robert", "lastName": "West" } ], "abstractNote": "BACKGROUND: Improving the design and implementation of evidence-based practice depends on successful behaviour change interventions. This requires an appropriate method for characterising interventions and linking them to an analysis of the targeted behaviour. There exists a plethora of frameworks of behaviour change interventions, but it is not clear how well they serve this purpose. This paper evaluates these frameworks, and develops and evaluates a new framework aimed at overcoming their limitations.\nMETHODS: A systematic search of electronic databases and consultation with behaviour change experts were used to identify frameworks of behaviour change interventions. These were evaluated according to three criteria: comprehensiveness, coherence, and a clear link to an overarching model of behaviour. A new framework was developed to meet these criteria. The reliability with which it could be applied was examined in two domains of behaviour change: tobacco control and obesity.\nRESULTS: Nineteen frameworks were identified covering nine intervention functions and seven policy categories that could enable those interventions. None of the frameworks reviewed covered the full range of intervention functions or policies, and only a minority met the criteria of coherence or linkage to a model of behaviour. At the centre of a proposed new framework is a 'behaviour system' involving three essential conditions: capability, opportunity, and motivation (what we term the 'COM-B system'). This forms the hub of a 'behaviour change wheel' (BCW) around which are positioned the nine intervention functions aimed at addressing deficits in one or more of these conditions; around this are placed seven categories of policy that could enable those interventions to occur. The BCW was used reliably to characterise interventions within the English Department of Health's 2010 tobacco control strategy and the National Institute of Health and Clinical Excellence's guidance on reducing obesity.\nCONCLUSIONS: Interventions and policies to change behaviour can be usefully characterised by means of a BCW comprising: a 'behaviour system' at the hub, encircled by intervention functions and then by policy categories. Research is needed to establish how far the BCW can lead to more efficient design of effective interventions.", "publicationTitle": "Implementation science: IS", "publisher": "", "place": "", "date": "2011", "volume": "6", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "42", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Implement Sci", "DOI": "10.1186/1748-5908-6-42", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1748-5908", "archive": "", "archiveLocation": "", "shortTitle": "The behaviour change wheel", "language": "eng", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "PMID: 21513547 \nPMCID: PMC3096582", "tags": [ { "tag": "Evidence-Based Medicine", "type": 1 }, { "tag": "Health Behavior", "type": 1 }, { "tag": "Health Policy", "type": 1 }, { "tag": "Health Promotion", "type": 1 }, { "tag": "Health Services Research", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Intervention Studies", "type": 1 }, { "tag": "Motivation", "type": 1 }, { "tag": "Physician's Practice Patterns", "type": 1 }, { "tag": "Public Health Practice", "type": 1 }, { "tag": "Quality Improvement", "type": 1 }, { "tag": "Risk Reduction Behavior", "type": 1 } ], "collections": [ "6I6RMFEA" ], "relations": {}, "dateAdded": "2015-08-26T15:58:39Z", "dateModified": "2015-08-26T15:58:39Z" } }, { "key": "CS72VZHN", "version": 36, "library": { "type": "group", "id": 363494, "name": "Dalhousie Academic Detailing", "links": { "alternate": { "href": "https://www.zotero.org/groups/dalhousie_academic_detailing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/363494/items/CS72VZHN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/dalhousie_academic_detailing/items/CS72VZHN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1709542, "username": "MichelleBoudreau", "name": "Michelle Boudreau", "links": { "alternate": { "href": "https://www.zotero.org/michelleboudreau", "type": "text/html" } } }, "creatorSummary": "Kusurkar et al.", "parsedDate": "2012-06", "numChildren": 1 }, "data": { "key": "CS72VZHN", "version": 36, "itemType": "journalArticle", "title": "Have motivation theories guided the development and reform of medical education curricula? A review of the literature", "creators": [ { "creatorType": "author", "firstName": "Rashmi A.", "lastName": "Kusurkar" }, { "creatorType": "author", "firstName": "Gerda", "lastName": "Croiset" }, { "creatorType": "author", "firstName": "Karen V.", "lastName": "Mann" }, { "creatorType": "author", "firstName": "Eugene", "lastName": "Custers" }, { "creatorType": "author", "firstName": "Olle", "lastName": "Ten Cate" } ], "abstractNote": "PURPOSE: Educational psychology indicates that learning processes can be mapped on three dimensions: cognitive (what to learn), affective or motivational (why learn), and metacognitive regulation (how to learn). In a truly student-centered medical curriculum, all three dimensions should guide curriculum developers in constructing learning environments. The authors explored whether student motivation has guided medical education curriculum developments.\nMETHOD: The authors reviewed the literature on motivation theory related to education and on medical education curriculum development to identify major developments. Using the Learning-Oriented Teaching model as a framework, they evaluated the extent to which motivation theory has guided medical education curriculum developers.\nRESULTS: Major developments in the field of motivation theory indicate that motivation drives learning and influences students' academic performance, that gender differences exist in motivational mechanisms, and that the focus has shifted from quantity of motivation to quality of motivation and its determinants, and how they stimulate academic motivation. Major developments in medical curricula include the introduction of standardized and regulated medical education as well as problem-based, learner-centered, integrated teaching, outcome-based, and community-based approaches. These curricular changes have been based more on improving students' cognitive processing of content or metacognitive regulation than on stimulating motivation.\nCONCLUSIONS: Motivational processes may be a substantially undervalued factor in curriculum development. Building curricula to specifically stimulate motivation in students may powerfully influence the outcomes of curricula. The elements essential for stimulating intrinsic motivation in students, including autonomy support, adequate feedback, and emotional support, appear lacking as a primary aim in many curricular plans.", "publicationTitle": "Academic Medicine: Journal of the Association of American Medical Colleges", "publisher": "", "place": "", "date": "Jun 2012", "volume": "87", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "735-743", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Acad Med", "DOI": "10.1097/ACM.0b013e318253cc0e", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1938-808X", "archive": "", "archiveLocation": "", "shortTitle": "Have motivation theories guided the development and reform of medical education curricula?", "language": "eng", "libraryCatalog": "NCBI PubMed", "callNumber": "", "rights": "", "extra": "PMID: 22534597", "tags": [ { "tag": "Canada", "type": 1 }, { "tag": "Curriculum", "type": 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