Title |
A protocol for a systematic review of the use of process evaluations in knowledge translation research
|
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Published in |
Systematic Reviews, December 2014
|
DOI | 10.1186/2046-4053-3-149 |
Pubmed ID | |
Authors |
Shannon D Scott, Thomas Rotter, Lisa Hartling, Thane Chambers, Katherine H Bannar-Martin |
Abstract |
Experimental designs for evaluating knowledge translation (KT) interventions for professional behavior change can provide strong estimates of intervention effectiveness but offer limited insight how the intervention worked or not. Furthermore, trials provide little insight into the ways through which interventions lead to behavior change and how they are moderated by different facilitators and barriers. As a result, the ability to generalize the findings from one study to a different context, organization, or clinical problem is severely compromised. Consequently, researchers have started to explore the causal mechanisms in complementary studies (process evaluations) alongside experimental designs for evaluating KT interventions. This study focuses on improving process evaluations by synthesizing current evidence on process evaluations conducted alongside experimental designs for evaluating KT interventions. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Canada | 6 | 60% |
United Kingdom | 1 | 10% |
United States | 1 | 10% |
Unknown | 2 | 20% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 5 | 50% |
Scientists | 3 | 30% |
Practitioners (doctors, other healthcare professionals) | 1 | 10% |
Science communicators (journalists, bloggers, editors) | 1 | 10% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Canada | 1 | 2% |
Unknown | 47 | 98% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 10 | 21% |
Researcher | 8 | 17% |
Student > Master | 7 | 15% |
Student > Doctoral Student | 4 | 8% |
Other | 3 | 6% |
Other | 5 | 10% |
Unknown | 11 | 23% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 11 | 23% |
Nursing and Health Professions | 8 | 17% |
Social Sciences | 5 | 10% |
Psychology | 3 | 6% |
Arts and Humanities | 2 | 4% |
Other | 4 | 8% |
Unknown | 15 | 31% |