Theory | Underlying constructs used | Operationalization of constructs |
---|---|---|
Social constructivist learning theory [48] | Contextual learning, collaborative learning, active participation, and knowledge construction to enhance attention, storage, and retrieval of knowledge from memory. | Presenting a variety of clinical problems that adequately reflect authentic clinical practice, accounting for the case-specifity of clinical competence. |
Simulating the context of daily practice in a role-play accounting for the context-specifity of clinical competence. | ||
Enhancing active participation of each participant by assigning pre-defined roles, and by using a performance based format. | ||
Applying metacognitive strategies to guide the professional development process. | ||
Self-assessment | Designing an improvement plan based on peer feedback. | |
Conscious goal setting and action planning | Discussing the improvement plan with peers. | |
Learning in the context of daily practice to bridge the gap between learning context and application context. | Delivering the program within communities of practice that share the same setting or the same interest. | |
Social cognitive learning theory [33] | Enhancing the development of self-efficacy beliefs. | |
Performing the new behavior and experiencing the consequences of that behavior (mastery experience). | Performing the new behavior individually, by reasoning aloud and demonstrating diagnostic and treatment skills relevant to the LBP guidelines. | |
Observing the behavior of others and the consequences of that behavior (vicarious experience). | Observing a peer’s performance and providing individualized improvement feedback. | |
Stages of change theory [53] | Alligning implementation strategies to the stages of change. | Delivering the program within communities of practice. Peers are involved in the professional development process and are capable of tailoring feedback to stages of change. |
Theory of planned behaviour [34] | Changing attitudes and subjective norms toward the new behavior. | Introducing peers to the assessor perspective. In appraising a peers’ performance, peer assessors need to develop an understanding and a mutually accepted quality standard to deliver credible performance feedback. |
Enhancing the development of self-effecacy beliefs. |