understanding and changing clinician behavior epi 245 ralph gonzales, md, msph professor of...
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Understanding and Changing Clinician Behavior
Epi 245
Ralph Gonzales, MD, MSPHProfessor of Medicine; Epidemiology
& Biostatistics
22 October 2009
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Seminar Outline: Stepwise Approach
• Clinician behavior in larger context• Step 1: Use theory to understand clinician
behavior• Step 2: Use theory to create a model for
changing clinician behavior• Step 3: Integrate results from Steps 1 and 2
into an implementation strategy
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Health Care Quality• Donabedian A. JAMA 1988;260:1743-8
Structure Process Outcomes
Community Characteristics
Delivery System Characteristics
Provider Characteristics
Population Characteristics
Health Care Providers-Technical Processes-Interpersonal Processes
Public & Patients-Access-Acceptance-Adherence
Health Status
Functional Status
Satisfaction
Mortality
Cost
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Failed Attempts to Change Antibiotic Prescribing Behavior in the US
Poses, 1995 (Univ Student Health, N=14 physicians)– Target: pharyngitis in college students– Strategy: Decision-making educational seminar– Results: pre/post non-equivalent control: no difference
O’Connor, 1999 (Health Partners, MN, N=4 practices)– Target: URIs in adults– Strategy: dissemination of URI guideline– Results: pre/post, no control group: no difference in 21-day Rx rates
Mainous, 2000 (Kentucky Medicaid, N=216 physicians). – Target: colds, URIs, bronchitis in children in 1997.– Strategy: Practice profiling and feedback
– Results: pre/post randomized allocation: no difference
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No Magic Bullets!
Oxman AD, Thomson MA, Davis DA, Haynes B. No magic bullets: a systematic review of 102
trials of interventions to improve profession practice. Can Med Assoc J 1995;153:423-31.
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Knowledge Behavior∆ Knowledge≠ ∆ Behavior
“Knowledge is necessary, but usually insufficient, for behavior change”
“Better implementation strategies must be created in order to effectively Translate Evidence into
Practice.”
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Rudimentary individual change theory
KNOWLEDGEKNOWLEDGE ATTITUDE / ATTITUDE / MOTIVATIONMOTIVATION BEHAVIORBEHAVIOR
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Eisenberg… Medical Care 1985;23:461–483. Understanding physician behavior“There are few iron-clad rules for practicing medicine and too
much of it is an exercise in dealing with uncertainty.”
As a result, there are a wide variety of factors that can influence what doctors do…
• Self-interest: Desire for income; Desire for a style of practice; Personal characteristics; Practice setting; Community standard of care
• Patient interest: Patient’s economic well-being; Clinical factors; Patient demand; Defensive medicine; Patient characteristics; Patient convenience
• Social good: Role in society; Sustaining medical profession
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PATIENT FACTORSSymptoms & their meaningsExpectations; DemandsHealth system experiences Health care coverage or ability to payCultural understandings[Dis]trust re advice
SYSTEM FACTORSCost of medicines & careCare setting factors (e.g. schedules, formularies)Health plan featuresPharmaceutical promotionsPharmacy practicesAvailability of technologyRegulatory environment Community factors Cultural context Media / health informationCLINICIAN FACTORS
SociodemographicsSpecialty / trainingKnowledge and AwarenessJudgment & heuristicsPerceived patient expectationsCommunication styleSelf-Efficacy
Medical Decision/BehaviorMedical Decision/Behavior
Cross-sectional model of clinician behavior
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PATIENT FACTORS SYSTEM FACTORS
CLINICIAN FACTORS
Clinical Decision/BehaviorClinical Decision/Behavior
Coronary Artery Stents
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PATIENT FACTORS SYSTEM FACTORS
CLINICIAN FACTORS
Clinical Decision/BehaviorClinical Decision/Behavior
Antibiotic Treatment of Viral URIs
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PATIENT FACTORS SYSTEM FACTORS
CLINICIAN FACTORS
Clinical Decision/BehaviorClinical Decision/Behavior
Contraceptive Method
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Kravitz RL et al. Influence of patients’ requests for direct-to-consumer advertised antidepressants: a randomized controlled trial. JAMA. 2005;293:1995-2002.
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1: Physicians' shared decision-making behaviors in depression care.Young HN, Bell RA, Epstein RM, Feldman MD, Kravitz RL.Arch Intern Med. 2008 Jul 14;168(13):1404-8.2: Let's not talk about it: suicide inquiry in primary care.Feldman MD, Franks P, Duberstein PR, Vannoy S, Epstein R, Kravitz RL.Ann Fam Med. 2007 Sep-Oct;5(5):412-8.3: Exploring and validating patient concerns: relation to prescribing for depression.Epstein RM, Shields CG, Franks P, Meldrum SC, Feldman M, Kravitz RL.Ann Fam Med. 2007 Jan-Feb;5(1):21-8.4: Do patient requests for antidepressants enhance or hinder physicians' evaluation of depression? A randomized controlled trial.Feldman MD, Franks P, Epstein RM, Franz CE, Kravitz RL.Med Care. 2006 Dec;44(12):1107-13.5: Caught in the act? Prevalence, predictors, and consequences of physician detection of unannounced standardized patients.Franz CE, Epstein R, Miller KN, Brown A, Song J, Feldman M, Franks P, Kelly-Reif S, Kravitz RL.Health Serv Res. 2006 Dec;41(6):2290-302.6: Types of information physicians provide when prescribing antidepressants.Young HN, Bell RA, Epstein RM, Feldman MD, Kravitz RL.J Gen Intern Med. 2006 Nov;21(11):1172-7.7:What drives referral from primary care physicians to mental health specialists? A randomized trial using actors portraying depressive symptoms.Kravitz RL, Franks P, Feldman M, Meredith LS, Hinton L, Franz C, Duberstein P, Epstein RM.J Gen Intern Med. 2006 Jun;21(6):584-9.
What 1 Good Audio-Taped Study Can Do For You
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System Factors: Aiken Study
• Measure Quality and Quality Gap– Variation in nurse-patient ratios
• Link Quality Gap to Outcome Gap– Lives saved per change in nurse-patient ratio
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Seminar Outline: Stepwise Approach
• Clinician behavior in larger context• Step 1: Use theory to understand clinician
behavior– Why do they do what they do?– What types of studies does one employ?
• Step 2: Use theory to create a model for changing clinician behavior
• Step 3: Integrate results from Steps 1 and 2 into an implementation strategy
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Step 1: Understanding Behavior
A. Study the knowledge, attitudes, beliefs and behaviors that are associated with a specific target behavior…. Understand your target group using interviews, surveys & observation.
B. Study the environmental and ecological factors associated with the specific target behavior…. such as geography, practice setting, patient population characteristics
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Case Study:Why do physicians prescribe (unnecessary)
antibiotics for viral URIs?
• Clinician Studies– Clinician Factors– Patient Factors
• Patient Studies• Public Studies
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Physician Practice AnalysisAbx Rate Purulence Factors Present
0
20
40
60
80
100
0 1 2 3 to 5
No. Factors Present
An
tib
ioti
c R
x R
ate
(%)
n=148
n=106
n=46
n=22
Purulence Factors: Hx green nasal discharge; Hx green phlegm; PEx green nasal discharge; PEx tonsillar exudate; tobacco use
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Physician Practice Analysis + Survey
Antibiotic Treatment of Acute Respiratory Infections
0
20
40
60
80
100
Perceived Patient Expectations
Ant
ibio
tic P
resc
ript
ion
Rat
e
YesNoUnsure
Hamm, J Fam Pract 1996;43:56-62
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How do URI patients influence their doctors?-Scott, J Fam Pract 2001;50:853-8.
Frequency Abx RxExplicit request 15 93%Chief complaint presentation -Candidate diagnosis 66 62%
-Portraying severity of illness 119 80%Appeals to circumstances
-life-world 16 88%-previous positive experience 39 97%
*Used field-notes from direct observation of 298 encounters (18 practices; 50 FP physicians)
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Is Antibiotic Treatment Necessary forPatient Satisfaction?
• Hamm, 1996– patient satisfaction not related to antibiotic prescription
• Mangione-Smith, 1999– parent satisfaction not related to antibiotic prescription
• Gonzales, 2000– patient satisfaction not related to antibiotic prescription
even after antibiotic prescribing had been reduced
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Identify “Targets” for Improving Antibiotic Use
Patient Expectations/Demands for Abx– Clinical Features: Purulence = antibiotics– Previous Antibiotic Treatment– Illness Label
Clinician Beliefs about Abx Rx– Acute Bronchitis: Diagnosis = Antibiotic– URIs: Purulence = Antibiotic
System Factors: facilitators/barriers…– Visit Duration– Telephone advice nurse
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Examples of how we incorporated into Guidelines and Education
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Seminar Outline: Stepwise Approach
• Clinician behavior in larger context• Step 1: Use theory to understand clinician
behavior• Step 2: Use theory to create a model for
changing clinician behavior– How do we help change happen?
• Step 3: Integrate results from Steps 1 and 2 into an implementation strategy
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Drilling Down Deeper…
Understanding Behavior Change
Theory of Planned Behavior; Transtheoretical Model
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Step 2: Create Model for Behavior Change
A. Organize and predict how various factors inter-relate; what role they play as facilitators and barriers
B. Explain change process and pathway– Draw causal inferences between intervention
and results
C. Guide evaluation and iterative process
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Theory of Planned Behavior
Behavior
Attitude
BehaviorIntention
Subjective Norms
Perceived Behavioral
Control
Behavioral Beliefs
Outcome Expectancy
Normative Beliefs
Motivation to Comply
Control Beliefs
Perceived Power
External Factors-Practice Guidelines-Patient Requests-Environment/Resources
Ceccato et al, J Cont Educ Health Prof 2007
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Cabana MD, et al. Why Don’t Physicians Follow Clinical Practice Guidelines? A Framework for Improvement. JAMA 1999;282:1458-65
Differential Diagnosis• Lack of Awareness• Lack of Familiarity• Lack of Agreement• Lack of Self-Efficacy• Lack of Outcome Expectancy• Inertia of Previous Practice; Heuristics• Delivery System/Practice Barriers; Environmental• Guideline Related Barriers; Uptake vs. Eliminate• Patient Preferences
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Rubinson L, et al. Why is it that internists do not follow guidelines for preventing intravascular catheter infections? Infect Control Hosp Epidemiol. 2005 Jun;26(6):525-33.
NOT ASSOCIATED with adherence• Clinician experience and subspecialty• Awareness of CDC guidelinesSTRONGLY ASSOCIATED with adherence
• High outcome expectancy for the use of large sterile drapes (OR, 5.3; CI 95, 2.2-12.6).
• Availability influenced use of specific antiseptic agents
CONCLUSIONS:Because improved adherence to these practices will require increased outcome
expectancy for maximal barrier precautions and availability of chlorhexidine gluconate, targeting these areas through focused education and systems modifications is essential.
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http://www.engenderhealth.org/res/onc/hiv/preventing/hiv6p3.html
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Copyright © 2008 The Royal College of PsychiatristsCHILVERS, R. et al. Br J Psychiatry 2002;181:99-101
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Prochaska-Driven Intervention Design
Pre-Contemplation
Preparation
Contemplation
Action
Maintenance
CME; Report Cards, etc Skill-Building, P4P, Laws, etc.
Intervention Strategies
Education; Feedback CQI; Incentives; Detailing Regulatory; CQI
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“Stages of Change” / TTM
• Very appealing! – Brief– High face validity – Easy to explain – Readily applicable for understanding & interventions– Useful for distinguishing between motivation phase &
volition phase– Stages of change interventions appear in the short term at
least to be somewhat more effective than non-stage matched interventions
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Limitations of TTMThe bad news: • Rather weak evidence, mostly from cross-sectional
studies • Stages of change may be unstable over time• Few studies about using TTM in changing providers’
behavior• Need for prospective studies -- longitudinal,
experimental designs
Sutton S. Interpreting cross-sectional data on stages of change. Psychol Health. 2000;15:163–171.Adams JWM. Why don't stage-based activity promotion interventions work? Health Educ Res. 2004;20:237–243.
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From TPB (content)Patient Factors/Demands: origins of
expectations– Clinical Features: Purulence =
antibiotics– Previous Antibiotic Treatment– Illness Label
Physician Factors: origins of Abx Rx – Beliefs
• Acute Bronchitis: Diagnosis = Antibiotic
• URIs: Purulence = AntibioticSystem Factors: facilitators/barriers…
– Visit/Pharmacy co-pay– Visit Duration– Telephone advice nurse
From TTM (mechanism)For contemplation stage physicians
Need convincingNeed stronger motivation
Preparation stageAttenuate strong patient factors Need to make it normative/impt.
Action stageNeed to make it easyNeed to reassure they can do it
Communication skillsPractice Guidelines
How TPB and TTM informed Abx Intervention Designs
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Summary Steps 1 & 2
• We understand some of the key factors that contribute to the behavior of interest
• We have a model for understanding how these factors influence behavior
• We have a hunch about where our physicians lie in their readiness to change…
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Seminar Outline:Stepwise Approach
• Clinician behavior in larger context• Step 1: Use theory to understand clinician
behavior• Step 2: Use theory to create a model for
changing clinician behavior• Step 3: Integrate results from Steps 1 and 2
into an implementation strategy
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Step 3: Design & Implement Intervention
A. Visit the Toolbox
B. Probe your Target Audience
C. PRECEDE-PROCEED
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Changing Clinician BehaviorThe Tool Box
• Education [adult learning theory]– Best if real-time, leadership-endorsed,
repeated/sustained over time
• Feedback [social cognitive theory]• Participation [management theory]• Administrative changes [misanthropy]• Incentives• PenaltiesEisenberg… Medical Care 1985;23:461–483.
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Physician-Centered Strategies• Education
– Textbooks; medical journals– Medical school/residency curricula; CME
• Feedback– Reminders; Profiling
• Opinion Leaders• Participatory CQI• Financial Incentives and Penalties• Administrative
– Creating and/or Removing Barriers– Laws, Regulations, Institutional Policies
• Academic Detailing
Weaker
Stronger
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Physician Survey:To what extent will different interventions facilitate
a reduction in excess antibiotic use?
0
10
20
30
40
50
60
70
% r
espo
ndin
g "A
Gre
at D
eal"
new rapid tests
patient education
advice nurse &self-care manuals
practiceguidelines
new antibiotics
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Quality of life
Phase 1 Socialassessment
Health
Educational strategies
Policyregulation
organization
HealthProgram
Phase 4a
Phase 5Implementation
Phase 6Process evaluation
Phase 7Impact & Outcome evaluation
Predisposing
Reinforcing
Enabling
Phase 3Educational &
ecologicalassessment
Behavior
Environment
Phase 4b
Phase 2
Epidemiological Assessment
Genetics
PRECEDE-PROCEED
Administrative &policy assessment
InterventionAlignment
Green & Kreuter, Health Program Planning, 4th ed., NY, London: McGraw-Hill, 2005.
• Predisposing,• Reinforcing, &• Enabling• Constructs in• Educational/Ecological• Diagnosis &• Evaluation
• Policy,• Regulatory &• Organizational• Constructs in• Educational &• Environmental• Development
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Intervention Study (RWJF, 200k):An Office-Based Intervention to Improve Abx Rx
C on trolS ite
O ff iceE ducation
O ff ice In terven tionS ite
preven tionself -care
w hen to seek carew hat to expect
H ouseholdE ducation
du ration of illnesslack of A bx benef it
an tibiotic res is tance
O ff iceE ducation
opin ion leaderfeedback"detailing"
C lin ic ianE ducation
F u ll In terven tionS ite
Kaiser Permanente of Colorado
Gonzales et al. Decreasing antibiotic use in ambulatory practice: Impact of a multidimensional intervention on the treatment of uncomplicated acute bronchitis in adults. JAMA, 1999;281:1512-1519.
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Intervention Study:Impact of Office-Based Acute Bronchitis Intervention
0
20
40
60
80
100
11 12 1 2 // 11 12 1 2 // 11 12 1 2
% in
cide
nt v
isit
s pr
escr
ibed
Abx
ControlLimitedFull
baseline year 1 year 2
Gonzales et al. JAMA 1999;
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Denver Health Urgent Care Denver Health Urgent Care Clinic (CDC, 75k)Clinic (CDC, 75k)Intervention Design Intervention Design
ConsiderationsConsiderationsPublic/Patient Population• low literacy skills• large Hispanic/Latino segment
Clinician and Practice Setting• MDs, NPs; variable schedules• long waiting periods
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Denver Health Urgent Care Denver Health Urgent Care ClinicClinic
Intervention ComponentsIntervention Components
A. JABERWALKI Computer Module (Predisposing)
B. Clinician Educational Session (Predisposing; Reinforcing)
C. Examination Room Posters (Predisposing; Enabling)
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Intervention Impact
0
20
40
60
80
100
bronchitis pharyngitis sinusitis URI/viral
Ant
ibio
tic
Rat
e, %
baselinecomputerno computer
Denver Health Urgent Denver Health Urgent Care ClinicCare Clinic
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Intervention Study (VA/AHRQ, 2M):Cluster-randomized ED Trial: IMPAACT Project
• Predisposing: CPGs; A/F• Enabling: Posters skills; Kiosks Pt Educ’n• Reinforcing: opinion leaders; A/F;
endorsements
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IMPAACT Results
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ENVIRONMENT
Behavioral Intention Action Maintenance
Theory of Planned Behavior
Contemplation
Preparation
Pre- Contemplation
PREDISPOSING ENABLING REINFORCING
Self -Efficacy
Beliefs Attitudes
Social Norms
Motivation and Persuasion
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SUMMARY (Homework Exercise)1. Identify a clinician (eg, physician, nurse, pharmacist) behavior that is, or
contributes to, the principle behavior that you are attempting to improve with your intervention.
2. Using the trans-theoretical model, stage your target clinician group with
regard to the behavior that you are attempting to improve with your intervention.
3. Using the Theory of Planned Behavior, identify some potential factors that
contribute to your clinician behavior of interest. Support with references if possible.
4. Describe a plan for learning more about the factors that contribute to the
target clinician behavior of interest that will serve to inform your final intervention design.