Page - 169 - in Applied Interdisciplinary Theory in Health Informatics - Knowledge Base for Practitioners

multiple internal standards or goals at the same time; based on beliefs about past performance, expectations, norms, or an ideal goal [5]. Further, HI interventions like A&F interventions are typically complex and placed into a social and organisational context. This context is not in the scope of CT; taking it into account would require the use of different theories such as social cognitive theory. Finally, in contrast to for example feedback intervention theory or goal setting theory, CT provides no guidance as to which factors related to the context, recipients, or feedback itself may influence success of the feedback loop. Nevertheless, it is fair to say that CT has been very influential in our thinking about information systems and behaviour and will undoubtedly continue to do so. Teaching questions for reflection 1. Explain the various components of the negative feedback loop proposed by CT and their role in A&F. 2. What are, according to CT, the four possible responses a physician might give after being confronted by feedback that indicates that their clinical performance is below average? 3. Design a two-level hierarchical system reflecting a physician at the lower level using a decision support system at the higher level and explain how they interact. 4. Describe three CT-derived hypotheses one could test in a trial setting to increase A&F effectiveness. References [1] C.S. Carver, and M.F. Scheier, Control theory: a useful conceptual framework for personality-social, clinical, and health psychology., Psychol. Bull. 92 (1982) 111–135. doi:10.1037/0033-2909.92.1.111. [2] N. Wiener, Cybernetics: Control and communication in the animal and the machine. Cambridge, MA: MIT Press, 1948. [3] R.B. Ammons, Effects of Knowledge of Performance: A Survey and Tentative Theoretical Formulation, J. Gen. Psychol. 54 (1956) 279–299. doi:10.1080/00221309.1956.9920284. [4] W.T. Powers, Feedback: Beyond Behaviorism, Science (80-. ). 179 (1973) 351–356. doi:10.1126/science.179.4071.351. [5] A.N. Kluger, and A. DeNisi, The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory., Psychol. Bull. 119 (1996) 254–284. doi:10.1037/0033-2909.119.2.254. [6] E.A. Locke, and G.P. Latham, Building a practically useful theory of goal setting and task motivation. A 35-year odyssey., Am. Psychol. 57 (2002) 705–717. doi:10.1037/0003-066X.57.9.705. [7] A. Bandura, Social foundations of thought and action  : a social cognitive theory, 1986. [8] N. Ivers, G. Jamtvedt, S. Flottorp, J.M. Young, J. Odgaard-Jensen, S.D. French, M.A. O’Brien, M. Johansen, J. Grimshaw, and A.D. Oxman, Audit and feedback: effects on professional practice and healthcare outcomes., Cochrane Database Syst. Rev. 6 (2012) CD000259. doi:10.1002/14651858.CD000259.pub3. [9] N. van de Klundert, R. Holman, D.A. Dongelmans, and N.F. de Keizer, Data Resource Profile: the Dutch National Intensive Care Evaluation (NICE) Registry of Admissions to Adult Intensive Care Units., Int. J. Epidemiol. 44 (2015) 1850–1850h. doi:10.1093/ije/dyv291. [10] N.F. de Keizer, L. Peute, E. van der Zwan, M. Jaspers, and E. de Jonge, NICE Online; a web-based tool for monitoring performance measures in intensive care, Netherlands J. Crit. Care. 15 (2011) 131–136. [11] T. Tuti, J. Nzinga, M. Njoroge, B. Brown, N. Peek, M. English, C. Paton, and S.N. van der Veer, A systematic review of use of behaviour change theory in electronic audit and feedback interventions, Implement. Sci. (2017). [12] C. James, O. Denise, and M. Susan, Validation of the theoretical domains framework for use in behaviour W.T.GudeandN.Peek /ControlTheory toDesignandEvaluateAuditandFeedback Interventions 169