How do physicians behave when they participate in audit and feedback activities in a group with their peers?

Mansouri M, Lockyer J. A meta-analysis of continuing medical education effectiveness. J Contin Educ Health Prof. 2007;27(1):6–15.

Ivers N, Jamtvedt G, Flottorp S, Young JM, Odgaard-Jensen J, French SD, et al. Audit and feedback: effects on professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2012;6:CD000259. https://doi.org/10.1002/14651858.CD000259.pub3

Ivers NM, Grimshaw JM, Jamtvedt G, Flottorp S, O’Brien MA, French SD, et al. Growing literature, stagnant science? Systematic review, meta-regression and cumulative analysis of audit and feedback interventions in health care. J Gen Intern Med. 2014;29:1534–41.

Colquhoun HL, Brehaut JC, Sales A, Ivers N, Grimshaw J, Michie S, Carroll K, Chalifoux M, Eva KW. A systematic review of the use of theory in randomized controlled trials of audit and feedback. Implement Sci. 2013;8:66.

Colquhoun HL, Carroll K, Eva KW, Grimshaw JM, Ivers N, Michie S, Sales A, Brehaut JC. Advancing the literature on designing audit and feedback interventions: identifying theory-informed hypotheses. Implement Sci. 2017;12:117.

Colquhoun H, Michie S, Sales A, Ivers N, Grimshaw JM, Carroll K, et al. Reporting and design elements of audit and feedback interventions: a secondary review. BMJ Qual Saf. 2017;26:54–60.

Brehaut JC, Colquhoun HL, Eva KW, Carroll K, Sales A, Michie S, et al. Practice feedback interventions: 15 suggestions for optimizing effectiveness. Ann Intern Med. 2016;164:435–41.

Locke EA, Latham GP. Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. Am Pscychol. 2002;57:705–17.

Abraham C, Michie S. A taxonomy of behaviour change techniques used in interventions. Health Psychol. 2008;27:379–87.

Sales AE, Fraser K, Baylon MA, O’Rourke HM, Gao G, Bucknall T, et al. Understanding feedback report uptake: process evaluation findings from a 13-month feedback intervention in long-term care settings. Implement Sci. 2015;10:20.

French SD, Green SE, O’Connor DA, McKenzie JE, Francis JJ, et al. Developing theory-informed behaviour change interventions to implement evidence into practice: a systematic approach using the Theoretical Domains Framework. Implement Sci. 2012;7:38.

Cane J, O’Connor D, MIchie S. Validation of the theoretical domains framework for use in behaviour change and implementation research. Implement Sci. 2012;7:37.

Bandura A. Social learning theory. New Jersey: Prentice Hall; 1977.

Vygotsky L. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press; 1978.

Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M. Facilitated reflective performance feedback: developing an evidence- and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2). Acad Med. 2015;90:1698–706.

Sargeant J, Eva KW, Armson LH, Chesluk B, Dornan T, Holmboe E, et al. Features of assessment learners use to make informed self-assessments of clinical performance. Med Educ. 2011;45:636–47.

Telio S, Ajjawai R, Regehr G. The “educational alliance” as a framework for reconceptualising feedback in medical education. Acad Med. 2015;90(5):609–14.

Watling C, Driessen E, Van Der Vleuten CPM, Lingard L. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ. 2012;46(2):192–200.

Babenko O, Szafran O, Koppula S, Au L. Motivations for learning of family medicine residents trained in competency-based education. Educ Prim Care. 2018;29(2):86–93.

Ames C, Archer J. Achievement goals in the classroom: students’ learning strategies and motivation processes. J Educ Psych. 1988;80:260–7.

Urban TC. Achievement of goal theory: past results, future directions. In: Maehr ML, Pintrich PR, editors. Advances in motivation and achievement, vol. 10. Greenwich: JAI Press; 1997. p. 99–141.

Anderman LH, Anderman EM. Oriented towards mastery: promoting positive motivational goals for students. In: Gilman R, Huebner ES, Furlong MJ, editors. Handbook of positive psychology in schools. New York: Routledge/Taylor & Francis Group; 2009. p. 161–73.

Darnon C, Dompnier B, Poortvliet PM. Achievement goals in educational contexts: a social psychology perspective. Soc Personal Psychol Compass. 2012;6(10):760–71.

Madjar N, Bachner YG, Kushnir T. Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students? BMC Med Educ. 2012;12(1):4.

Silverman D. Interpreting qualitative data. Focus groups. In: Interpreting qualitative data. London: Sage; 2014. p. 213–8.

Eva KW, Armson H, Holmboe E, Lockyer J, Loney E, Mann K, et al. Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Adv Health Sci Educ Theory Pract. 2012;17(1):15–26.

Harvey G, Kitson A. PARIHS revisited: from heuristic to integrated framework for the successful implementation of knowledge into practice. Implement Sci. 2016;11:33.

Sargeant JM, Mann KV, van der Vleuten CP, Metsemakers JF. Reflection: a link between receiving and using assessment feedback. Adv Health Sci Educ Theory Pract. 2009;14(3):399–410.

Ajzen I. The theory of planned behaviour. Organ Behav Hum Decis Process. 1991;50(2):179–211.

Wakefield J, Herbert C, Maclure M, Dormuth C, Wright JM, Legare J, et al. Commitment to change statements can predict actual change in practice. J Contin Educ Health Prof. 2003;23(2):81–93.

Armson H, Elmslie T, Roder S, Wakefield J. Is the cognitive complexity of commitment-to-change statements associated with change in clinical practice? An application of Bloom’s Taxonomy. J Contin Educ Health Prof. 2015;35(3):166–75.