Table 5 Specification of the developed implementation strategies

Webinar

Education meeting and modelling

The responsible researcher of the project (MHH) and three different keynote speakers

Increase knowledge regarding new behaviour, the evidence behind the behaviour, why it is essential (consequences for patients) and how to perform the behaviour

Address lack of knowledge and scepticism by gaining knowledge about why the behaviour is essential, thereby also facilitating a more bio-psychosocial professional identity

Two webinars were conducted: Webinar 1 at week 1 and Webinar 2 at week 12.

Both webinars were recorded and could be accessed on the homepage during the 16-week intervention

Webinar 1 lasted 1.5 h, and webinar 2 lasted 1 h

Acceptability applicability and feasibility

Theoretical evidence from the Behaviour Change Wheel (BCW) and participant involvement

E-learning videos

Education videos and persuasion

All participants, individually or in small groups at the clinics

Demonstration of behaviour by watching the videos and subsequently performing the communication exercises

Gain knowledge about how the new behaviour is carried out and change professional identity by reflecting on one's role

During the intervention at weeks 2, 3, 9 and 13

Each video lasted 5–15 min.

Acceptability and feasibility

Theoretical evidence from BCW and participant involvement

Communication exercises

Training of new behaviour

All participants conducting the exercises in small groups at the clinics

Training the communication either as role-play or as a dialogue exercise

Train and enable the new behaviour to feel more skilled and secure in practising it. By performing the exercises in groups, an environmental restructuring is promoted.

During the intervention at weeks 2, 3, 9 and 13

Each exercise took 30–45 min

Applicability and feasibility

Theoretical evidence from BCW and participant involvement

Peer learning

Peer feedback on new behaviour

All participants conducting peer learning in small groups

Observing patient consultation and giving/receiving feedback on the new behaviour

Giving/receiving feedback on new behaviour to address a lack of skills, biomechanical professional identity and culture

During the intervention at weeks 4, 10 and 14

Each peer learning session lasted 1 h

Acceptability applicability and feasibility

Theoretical evidence from BCW and participant involvement

Group dialogue meetings

Knowledge-sharing and medical records improvements

All participants at every clinic

Share knowledge and information about challenges and successes (approvals) and patient records

Restructuring the environment by knowledge sharing and modelling communication around psychosocial factors

During the intervention at weeks 5, 11 and 15

Each meeting lasted 1 h

Acceptability applicability and feasibility

Theoretical evidence from BCW and participant involvement

Implementation support: Champions

Facilitating behaviour change

Champion: One physiotherapist or chiropractor from every clinic

Ensuring practical issues such as booking appointments in the calendars and influencing habits by setting up reminder posters.

To enable and persuade a behaviour change by giving material and social support and adding new reminder objects to the environment

Before and during the intervention

The champions participated in a 2-h introduction meeting

Applicability and feasibility

Empirical and theoretical evidence from other studies shows the importance of having a champion associated