Table 3.

Behaviour change techniques (BCTs), modes and content of delivery to implement the seven prioritised interventions for multidisciplinary trauma team training

Interventions functions	Which BCTs could overcome the modifiable barriers and enhance the enablers.	Proposed intervention components (how the techniques will be delivered and what content will be delivered)
Facilitators and barriers relating to educational strategies for training a ‘flash’ trauma resuscitation team
Education Environmental restructuring Persuasion Modelling Enablement	Information about consequences Instructions on performing the behaviour Feedback on behaviour Problem-solving Action planning Social support Demonstration of the behaviour Social influences	Trauma Team Training programme will be modified to include: 1. Train ‘flash teams’ in ‘teaming’ which is teamwork on the flya 2. Contextualised simulated team trainingb 3. Spaced learningb 4. Rapid cycle deliberate practice of non-technical skillsc
Facilitators and barriers relating to moving from the concept of a ‘Team’ to ‘Teaming’
Education Training Persuasion Enablement	Policy category Regulation Guidelines Service Provision Communication/marketing	1. Regulations: Trauma governance committee 2. Guidelines: Trauma algorithms (treatment protocols) 3. Communication plan: TTT multi-media campaign 4. Service Provision: All trauma team members complete TTT
Facilitators and barriers relating to team culture in a ‘flash’ trauma resuscitation team
Modelling Enablement Incentivisation Environmental restructuring	Credible source Information about others approval Demonstration of the behaviour Salience of consequences Commitment Verbal persuasion about capacity Social support Social reward Goal setting Review behaviour goals	1. Sponsorship from senior leaders and managers 2. Team leader buddy system
Facilitators and barriers to standardising operational procedures to enable co-ordination in ‘flash’ trauma resuscitation teams
Environmental restructuring Modelling Enablement Persuasion Incentivisation	Adding objects to the environment Prompts/cues Restructuring the physical environment Demonstration of the behaviour Salience of consequences Information about consequences Commitment Feedback on outcomes of the behaviour Goal setting Social rewards Social support	1. Checklist and cognitive aids 2. Revision of equipment organisation and ergonomics 3. A stop clock to time-critical events/processes 4. Structure teamwork prompts, e.g. Zero-point surveyd 5. Structured debriefing toole

^aEdmondson AC. Teamwork on the fly. Harvard Business Review. 2012;90 (4):72–80

^bCheng A, Nadkarni VM, Mancini MB, et al. Resuscitation Education Science: Educational Strategies to Improve Outcomes From Cardiac Arrest: A Scientific Statement From the American Heart Association. Circulation. 2018:CIR. 0000000000000583

^cBurden AR, Pukenas EW, Deal ER, et al. Using Simulation Education With Deliberate Practice to Teach Leadership and Resource Management Skills to Senior Resident Code Leaders. Journal of Graduate Medical Education. 2014;6 (3):463–469

^dReid C, Brindley P, Hicks C, et al. Zero point survey: a multidisciplinary idea to STEP UP resuscitation effectiveness. Clin Exp Emerg Med. 9 2018;5 (3):139–143

^eRose S, Cheng A. Charge nurse facilitated clinical debriefing in the emergency department. Canadian Journal of Emergency Medicine. 2018:1–5