Supporting healthcare professional behaviour change through personalized feedback: a qualitative study of doctors’ prescribing practices

Abstract

Background: Prescribing errors that result in patient harm cost the NHS in England about £750 million annually. Consequently there is a need to develop more effective training that includes providing feedback on prescribing practices. This study aimed to explore doctors’ perceptions of: (1) receiving feedback about prescribing errors; and (2) how feedback impacts on subsequent practice. Methods: Semi-structured interviews (n=23) were conducted with junior and senior doctors working at hospitals in North West England. Interviews explored the acceptability of two feedback interventions they had received (written individual feedback or a group workshop) about prescribing errors. A thematic approach was used to analyse the data. Findings: Doctors reported changes in their prescribing behaviours following feedback about their prescribing errors. In particular, feedback was perceived as valuable for identifying gaps in knowledge, encouraging self-reflection and learning from others through peer-comparison. Awareness of errors provided opportunities to construct personalised action plans to support future prescribing behaviours and address perceived knowledge and skills deficits. Discussion: Personalised feedback about prescribing errors has the potential to support behaviour change relating to doctors’ prescribing behaviours. Feedback may act as an effective training strategy by providing opportunities for personal development by identifying gaps in knowledge and skills.