2. Additional elements: structure Goal/standard/audit Feedback Action plans Characteristics of recipients General/external aspects Mechanism

3. Additional elements – Goal/Standard/Audit Visibility of required behaviour Modifiability of behaviour e.g. co-morbidity of patients, extent to which it is automated, habit strength Engagement with setting the goal Number of goals Quality of goal SMART goals

4. Feedback Competence of deliverer e.g. how to give feedback Seriousness of outcome Profile/importance of outcome in society Salience/vividness/emotional connotations of feedback Behaviour Recipient seeks feedback rather than passively receiving it Multiple behaviours Framing – positive vs negative/ gain vs loss Complexity of target (different types, draw on theory) Credibility of source Goal orientation (motivation, mastery vs learning) of recipients Intrusiveness of intervention vs part of daily routine Visibility of feedback Timeliness

5. Feedback ctd –Interpretation, time to review, –Opportunity to reflect and discuss (e.g on causes of behaviour, instances of successful performance) –Support from management/ leaders for feedback –Graded feedback, starting positively –Multi-modality –Format re. new media –Linked to key messages –Feedback to teams –Longitudinal feedback – to tell a story

6. Action plan Involvement with creating action plans Nature of action plans e.g. if-then plans

7. Characteristics of recipients Past experience of audit and feedback as more or less useful Alignment with goals/values etc of recipient re. receiving feedback and changing behaviour Knowledge of goals and why they are there Allegiance of goal Perceived social comparison with group and individuals/ social norm Trust in organisation Autonomy of recipient Intuitive vs reflective orientation Learning style Authority of recipient Organisation/ self-regulation of recipient Educational level/ reflectiveness Responsibility for practice Union membership

8. General/External aspects Combine with other interventions e.g. –Financial or other consequences of A&F –Whether A&F evaluated Automation of practice Preparation/anticipation for intervention e.g. present audit details and that you will be assessed Time spent on intervention Engagement in designing A&F Alignment with goals/values etc of recipient

9. Mechanism Relationship between components and outcome e.g. curvilinear

10. What is “intrinsic” to A&F? Prototypical - Components of audit & feedback Discretionary – action plans, modes of delivery Assumptions –that being used for a group that are motivated to change their practice –interactions between co-interventions and how intrinsic factors work –minimal standard for feedback - comparison data, feedback of recent performance, include written/visual feedback

11. Criteria for selecting/prioritising Empirical findings Theory/principles from relevant literature/disciplines Dominant beliefs/Frequent current practice Practitioner experience

12. Testable hypotheses 1.Level of aggregation of feedback data should be aligned to performance to be changed – individual vs practice/team 2.Complexity/nature of feedback re. number of indicators reported on number of behaviours; bundles; order/priority of indicators; tailoring 3.Format of feedback 4.Mode of delivery of feedback – eg. Paper, electronic, social 5.Frequency of feedback 6.Time to reflect/act on feedback 7.Engagement in design and delivery of feedback vs top down 8.Role for intermediate outcomes/process measures 9.Providing information/commentary alongside the feedback to add to /interpret the feedback 10.Including action plans – type e.g. if-then 11.Training of recipients of feedback

13. Constraints/ considerations – criteria to use to select what to study 1.Cost 2.Current priorities and policies 3.Current practice and possibilities e.g. re. quality of data, measures 4.Feasibility and screening work 5.Designs to 1.translate activity into evidence 2.maximise number of components to test within resources 6.Sample size – collaborations across groups