Table 3.
Intervention Type | Definitiona | Example | No. used in very promising intervention | No. used in quite promising interventions | No. used in not promising interventions | Total no. of times used across all interventions | Promise ratio |
---|---|---|---|---|---|---|---|
Enablement | Increasing means/ reducing barriers to increase capability (beyond education or training) or opportunity (beyond environmental restructuring) | Providing feedback on prescribing e.g. sending prescribing profiles for the previous 3 months to prescribers at intervention sites [55] | 7 | 8 | 4 | 19 | 3.75 |
Education | Increasing knowledge or understanding | Guidelines stating the recommended empirical antibiotic to be administered [61] | 7 | 6 | 3 | 16 | 4.33 |
Training | Imparting skills | Delivering training sessions on how to use algorithms to support antibiotic prescription decision making [68] | 3 | 4 | 2 | 9 | 3.5 |
Modelling | Providing an example for people to aspire to or imitate | Training sessions providing hypothetical case scenarios demonstrating the behaviour [68] | 1 | 3 | 0 | 4 | – |
Environmental Restructuring | Changing the physical or social context | Assigning a team member to a new role [54] | 6 | 7 | 4 | 17 | 3.25 |
Incentivisation | Creating an expectation of reward | Payment to intervention facilities to incentivise compliance to guidelines [53] | 0 | 1 | 0 | 1 | – |
Restriction | Using rules to reduce the opportunity to engage in the target behaviour (or to increase the target behaviour by reducing the opportunity to engage in a competing behaviour) | Enforcing mandatory attendance to training on antimicrobial prescribing [53] | 0 | 1 | 0 | 1 | – |
Persuasion | Using communication to induce positive or negative feelings or stimulate action | Using credible sources (such as colleagues perceived to be experts in infectious diseases) to reinforce messages from training, education sessions or guidelines [67] | 7 | 3 | 2 | 12 | 5 |
aDefinitions from [41].