Table 1.

Summary of the training programme

Session	Time (minutes)	Purpose of session	Activities for session
1.1	15	Introductions and overview of programme and learning outcomes	Introduce the training programme in terms of the people involved, the intended learning outcomes and the process to be followed
1.2	30	Understand participant’s own prior experience of the challenges and successes of BBCC	Invite students to reflect in pairs and then share with the whole group on their prior experience with BBCC. This step was thought to be important in terms of building rapport between the trainers and participants, understanding the participant’s context, allowing them to express their ambivalence and frustrations and have these recognised, and helping to focus attention on behaviour change counselling.
1.3	45	Evidence for BBCC	Provide evidence of the current deficiencies in counselling, the reasons for them, the consequences for patients and health care providers.
			Provide evidence for the model of BBCC and its effectiveness.
			Allow time for discussion/questions.
1.4	30	Understand the guiding style	Identify the key characteristics of the guiding style by contrasting two DVD clips of BBCC – the one in a directing style and the other in a guiding style.
			Ask students to identify the key characteristics of each style, record and compare on newsprint.
2.1	40	Reflective listening	Talk: Give a brief overview of the theory of reflective listening
			Modelling: Demonstrate using DVD
			Practice: Using small group interactive exercises
2.2	40	Recognise, elicit and respond to change talk	Talk: Brief overview of theory from motivational interviewing
			Practical: Trainers reads out a list of statements and students drum on tables if they recognise change talk
2.3	40	Introduction to the 5 As	Talk: Overview of the 5 A steps, the purpose of each step and communication skills involved
			Allow time for discussion/questions
3.1	80	Applying the 5 As to each risk factor	● Form 4 groups
			● Each group looks at the training manual (5A steps and patient education material) for one behavioural risk factor
			● Form 4 new groups with one person from each of the previous groups
			● Each person teaches the others about their risk factor
			● Elicit feedback/discussion in whole group
3.2	40	Exchanging information	Talk: Brief overview of theory from motivational interviewing
			Modelling: Demonstrate elicit-provide-elicit with DVD
			Practice: Small group interactive exercises
4.1	30	Assess readiness to change	Talk: Brief overview of theory from motivational interviewing and application to the assess stage.
			Modelling: Demonstrate in role play or DVD
			Practice: Small group interactive exercises
4.2	60	Practice integrated BBCC	● Groups of 4
			● Allocate one different risk factor per person
			● Each person thinks of a patient to role play
			● Role play BBCC
			● Observe, give feedback and discuss
			● Facilitator to rotate to each group
4.3	25	Planning integration into real world	● Interview each other in pairs
			● Assess how ready your partner is to implement BBCC
			● Assist the person appropriately to plan change
			● Each person briefly gives feedback on their way forward to whole group
			● Discuss ways of ongoing learning with group
4.4	5	Closure and evaluation of workshop	Complete end of workshop with feedback form