Development and Implementation of a Group-Based Behaviour Change Intervention for Clinical Instructors Using the BOPPPS Model

Background Clinical instructors are required to be both skilled practitioners and effective teachers; however, most lack formal training in teaching skills. This gap often results in a disconnect between conceptual knowledge and clinical practice. Although the BOPPPS model has demonstrated effectiveness in enhancing learning outcomes, limited attention has been given to supporting instructors in its practical implementation. Group-based behaviour change interventions offer a promising approach to advancing professional development in complex educational environments. The present study details the development and implementation of such an intervention to support clinical instructors' adoption of the BOPPPS model, employing a checklist to enhance the reporting of group-based behaviour change interventions. Methods Twenty clinical instructors from diverse disciplines participated in a three-day Instructional Skills Workshop, organised into four stable interdisciplinary groups of five. The intervention had three phases: pre-workshop preparation (distribution of BOPPPS materials, course-planning templates, and assessment rubrics), structured workshop delivery, and group reflection. Grounded in Kolb's experiential learning cycle and guided by the Behaviour Change Wheel, each day followed a standard cyclical sequence: BOPPPS-structured mini-lesson delivery, private self-evaluation and facilitator feedback, structured peer assessment, and facilitated group discussion. These activities used five behaviour change techniques: behavioural rehearsal, feedback on behaviour, discrepancy identification, social comparison, and social support with joint problem-solving. The intervention ended with a joint poster reflection and a gallery walk to consolidate group learning and support professional identity formation. Discussion This intervention reconceptualises clinical faculty development as a dynamic process of professional behaviour change rather than a passive transfer of knowledge. Embedding BOPPPS practice within stable interdisciplinary group structures enabled the workshop to utilise peer accountability, iterative feedback, and social learning as mechanisms for change, fostering psychological safety, reflective practice, and educator identity formation. This theoretically grounded methodology is applicable to other clinical specialities and healthcare education contexts. Future research should incorporate controlled pre–post designs with observer-rated assessments and longitudinal follow-up to assess sustained behaviour change.