Table 3 Summary of hypotheses by theme and with examples

 1. Trust/credibility

If it is perceived to be without conflict of interest; when recommendations related to the A&F are based on good quality evidence

 2. Motivation/intention

If it is accompanied with positive reinforcement to those who have improved their performance; when accompanied by incentive

 3. Recipient characteristics

For those with a mastery goal orientation if it involves comparison to others

 4. Recipient priorities

When targeted at behaviors that the target feels is important to their professional roles/responsibilities

 5. Attack on self-identity

When measures are used to prevent a defensive response (providing other “reassuring” messages as well)

 6. Attract/maintain attention

If they engage the target’s attention

 7. Self-efficacy/control

If the behavior is under the control of the recipient

 8. Remove barriers

If they address barriers to change in behavior

 9. About aspects of behavior

For behaviors that are easy compared to those that are harder to do

 10. Decision processes or conceptual model

If designed with a clear understanding of the decision making process underlying the behavior to be changed

 11. Cognitive load

If as few graphs as possible are presented; without unnecessary depth elements; if the graphical representations are clearly and consistently labeled; when color changes are purposeful and convey meaning; when presenting absolute numbers as opposed to percentages; when graphical clutter is removed; when focused on a few, most important behaviors

 12. Comparisons

When the benchmark comparison is justified to be a reasonable standard; when a comparator is provided; when multiple individual practice data is presented along with the recipient’s data; if it involves a comparison to the self; if the comparator is specific to the recipient’s own context/practice.

 13. Action plans/coping strategies

If clear direction on how to change behavior is provided

 14. Feedback specificity

If individual level provider data is provided; if patient-specific information is provided; if it is as specific as possible

 15. Goal setting

If it is accompanied by a goal that is specific

 16. Justify need for behavior change

If accompanied by evidence supporting the behavior change

 17. Cognitive influences

If emphasis is on what needs to be achieved (loss framing) as opposed to what was achieved (gain framing).

 18. Nature of the data

If graphical representation displays the variability of data in order to indicate the error or uncertainty

 19. Guide reflection

If it involves a personal reflection component

20. Improving memory

If the reminder messages are presented in real time/point of care; if incorporates an emotional message underlining the desired behavior

 21. A&F timing

If individual change data over time is provided; when presented multiple times; when presented at the time of decision making

 22. Social engagement

If they involve engaging recipients in social discussion about the A&F

 23. Knowledge/learning

If it creates opportunities to learn

 24. User-guided experience

When complex information is scaffolded to allow a recipient to get more information if and when they want

 25. In-person A&F

When provided with human contact

 26. Responding to A&F providers

If they allow the recipient an opportunity to indicate why a recommended action was not taken.

 27. Opportunity costs

When there are few costs to change behavior

 28. Environment

If the environment encourages the desired behavior as the default.

 29. Development process involvement

When recipients have been involved in the design of the A&F

 30. Single hypotheses

If they imply some kind of extended commitment; if the recipient generates a response immediately prior to receiving the A&F; if the goal is made public; if it is provided to the intended target for behavior change; it includes multiple modes of information (e.g., pictures and text)