Background
Methods
Literature search
Study inclusion criteria
Study Design | Primary research studies, including experimental, quasi-experimental, and non-experimental designs (e.g., case study). |
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Participants
| Dietitians, occupational therapists, pharmacists, physiotherapists, speech-language pathologists |
Interventions
| Interventions/strategies with a primary purpose of translating research (or enhancing research uptake) into clinical practice; examples of potential interventions include reminders, use of multidisciplinary teams, educational programs, researcher-clinician interventions. |
Outcomes
| Empirically assessed change (by way of quantitative or qualitative data) at the professional/process level (e.g., change in clinical practice), patient level (e.g., improved response to the clinical practice intervention) or the economic level (e.g., change in costs). |
Study selection
Data extraction
Intervention reporting
Quality criteria
Data analysis/synthesis
Results
KT interventions
KT interventions by profession
Outcomes
Outcome categories
Outcomes by profession
Outcomes by KT intervention
Interventions
Intervention effects in quantitative research studies: primary outcomes
First author (Year) Country | Study design (Sample size) | Single/ multiple intervention | EPOC intervention(s) | Type of targeted behaviour (EPOC) (specific behaviour targeted) | Main outcomes (EPOC) | Effect on main outcomes Consistent (C), Mixed (M), Unclear, Not done |
---|---|---|---|---|---|---|
Pharmacy studies | ||||||
Hoffmann, W, et al.[62] (2008) Germany | Randomized controlled trial (112 pharmacies) | Multiple | Professional- educational meetings | Procedures (intensified structured counselling) | Patient | M |
Professional- educational material | ||||||
Hirsch, JD, et al.[60](2009) USA | Retrospective cohort study (10 pharmacies) | Single | Financial: provider-fee for service | General management of a problem (medication therapy management services) | Patient | M1
|
Munroe, WP, et al.[69](1997) USA | Retrospective cohort study (8 pharmacies) | Single | Professional- educational meetings | General management of a problem (patient-focused pharmacist intervention) | Economic | M |
Bracchi, RCG, et al.[50](2005) UK | Non-concurrent cohort study (261 Pharmacists) | Single | Professional- educational material | Procedures (adverse drug reaction reporting) | Professional/process | C (significant positive effect) |
Dualde, E, et al.[54](2009) Spain | Non-concurrent cohort study (190 Pharmacists) | Single | Professional- educational meetings | Procedures (pharmacotherapy follow-up services) | Professional/process | M |
Airaksinen, M, et al.[45] (1998) Finland | Before-after study (7 pharmacies) | Multiple | Professional- educational materials | Procedures (patient counselling) | Professional/process | M |
Professional- mass media | Patient | |||||
Benrimoj, SI, et al.[49](2007) Australia | Before-after study (40 pharmacies) | Multiple | Professional- educational meetings | Procedures (standards of practice for handling non-prescription meds) | Professional/process | M |
Professional- educational outreach visits | ||||||
Professional- audit and feedback | ||||||
Egen, V, et al.[55](2003) Germany | Before-after study (42 Pharmacists) | Multiple | Professional- mass media Professional- educational outreach visits Professional- educational materials | Patient education (promoting prophylaxis) | Professional/process | M2
|
Fjortoft, N, et al.[56](2003) USA | Before-after study (49 Pharmacists) | Multiple | Professional- educational meetings | General management of a problem (lipid management and hypertension services) | Professional/process | M |
Professional- educational material | ||||||
Fjortoft, N, et al.[57](2007) USA | Before-after study (33 Pharmacists) | Multiple | Professional- educational meetings | Other (preceptor leadership) | Professional/process | Not done3
|
Professional- reminders | ||||||
Martin, BA, et al.[65](2010) USA | Before-after study (25 Pharmacists) | Multiple | Professional- educational meetings | General management of a problem (tobacco cessation) | Professional/process | C4 (significant positive effect) |
Professional- educational material | ||||||
Brooks, V. G.[51] (2001) USA | Cross-sectional study (213 Pharmacists) | Single | Professional- educational meetings | Other (broad education activities) | Professional/process | M |
Physiotherapy Studies
| ||||||
Bekkering, GE, van Tulder MW, et al.[48] (2005) The Netherlands | Randomized controlled trial (113 Physiotherapists) | Multiple | Professional- educational materials | General management of a problem (clinical guidelines for low back pain) | Patient | C (non-significant) |
Professional- educational meetings | ||||||
Bekkering, GE, Hendricks, HJM, et al.[47] (2005) The Netherlands | Randomized controlled trial (113 Physiotherapists) | Multiple | Professional- educational materials | General management of a problem (clinical guidelines for low back pain) | Professional/process | C (significant positive effect) |
Professional- educational meetings | ||||||
Hoeijenbos, M, et al.[61] (2005) The Netherlands | Randomized controlled trial (113 Physiotherapists) | Multiple | Professional- educational materials (2) | General management of a problem (clinical guidelines for low back pain) | Economic | M5
|
Professional- educational meetings | ||||||
Rebbeck, T, et al.[72] (2006) Australia | Randomized controlled trial (27 Physiotherapists) | Multiple | Professional- educational meetings | General management of a problem (clinical guidelines for acute whiplash) | Patient | C6 (non-significant) |
Professional- educational outreach visits | ||||||
Professional- educational materials (3) | ||||||
Stevenson, K, et al.[74] (2006) UK | Randomized controlled trial (30 Physiotherapists) | Multiple | Professional- educational meetings | General management of a problem (clinical management of patients with low back pain) | Professional/process | M |
Professional- local opinion leaders | ||||||
Kerssens, JJ, et al.[64] (1999) The Netherlands | Interrupted time series (without comparison group) (19 Physiotherapists) | Single | Professional- educational meetings | Patient education | Professional/process | C7 (non-significant) |
Brown, CJ et al.[52] (2005) USA | Cross-sectional study (94 Physiotherapists) | Multiple8
| Professional- educational outreach visits | Illness prevention (fall prevention) | Professional/process | C9 (significant positive effect) |
Professional- educational material (2) | ||||||
Gross, DP, et al.[58] (2009) Canada | Cross-sectional study (241 Physiotherapists) | Multiple | Professional- educational meetings | General management of a problem (work disability prevention) | Professional/process | Unclear10
|
Professional- educational materials | ||||||
Professional- local opinion leaders | ||||||
Schreiber, J, et al.[73] (2009) Canada | Qualitative - participatory action research (5 Physiotherapists) | multiple | Professional- educational meetings | Other (evidence-based practice) | Professional/process | Sustained positive attitude and beliefs about evidence-based practice. |
Professional- educational material (2) | ||||||
Variable performance related to evidence-based practice knowledge and behaviours. | ||||||
Physiotherapy and Occupational Therapy Studies
| ||||||
Nikopoulou-Smyrni, P, et al.[70] (2007) UK | Randomized controlled trial (4 Physiotherapists and 4 Occupational Therapists) | Multiple | Professional- educational meetings | Procedures (application of new clinical reasoning model) | Professional/process | Unclear |
Professional-reminders | ||||||
Tripicchio, B, et al.[75] (2009) USA | Before-after study (24 Therapists) | Single | Professional- educational meetings | Professional-patient communication (OPN Method) | Professional/process | M |
Occupational Therapy Studies
| ||||||
McCluskey, A, et al.[66] (2005) Australia | Before-after study (114 Occupational Therapists) | Multiple | Professional- educational meetings | Other (evidence-based practice) | Professional/process | M |
Professional- educational material | ||||||
Professional- reminders11
| ||||||
Hammond, A, et al.[59] 2005) UK | Cross-sectional study (48 Occupational Therapists) | Single | Professional- educational meetings | General management of a problem (joint protection) | Professional/process | Not done12
|
McKenna, K, et al.[67] (2005) Australia | Cross-sectional study (213 Occupational Therapists) | Single | Professional- educational material | Other (evidence-based practice) | Professional/process | Not done |
Vachon, B, et al.[76] (2009) Canada | Qualitative - grounded theory (8 Occupational Therapists) | Single | Professional- educational meetings | Other (evidence-based decision making) | Professional/process | Participants developed their ability to use 6 different types of reflective thinking, which brought about perspective changes in their clinical decision-making process and sometimes lead to application in professional practice. Perspective changes were not achieved at the same pace/level by all participants. |
Dietetics Studies
| ||||||
Banz, M, et al.[46] (2004) USA | Randomized controlled trial (172 Dieticians) | Single | Professional- educational meetings | Patient education | Professional/process | M |
Brug, J, et al.[53] (2007) The Netherlands | Randomized controlled trial (37 Dieticians) | Single | Professional- educational meetings13
| Procedures (counselling style) | Professional/process | M14
|
Johnson, ST, et al.[63] (2007) Canada | Cross-sectional study (103 Dieticians) | Single | Professional- educational meetings | Patient education | Professional/process | M |
Speech-Language Pathology Studies
| ||||||
Pennington, L, et al.[71] (2005) UK | Randomized controlled trial (34 Speech-Language Pathologists) | Single | Professional- educational meetings | Other (evidence-based practice) | Professional/process | C15 (non-significant) |
Molfenter, SM, et al.[68] (2009) Canada | Qualitative - not clear (4 Speech-Language Pathologists) | Single | Professional- educational outreach visits16
| General management of a problem (Dysphagia) | Professional/process | The intervention enhanced the participants learning and allowed them to offer a greater quantity and variety of services to their patients. |
Studies with mixed effects
Studies with consistent effects
Intervention effects in quantitative research studies: secondary outcomes
Intervention effects by profession
Intervention effects of randomized controlled trials
Intervention evaluation in qualitative research studies
Published intervention reporting
First author (Year) | WIDER recommendations to improve reporting of the content of behaviour change interventions | |||
---|---|---|---|---|
Detailed description of intervention | Clarification of assumed change process and design principles | Access to intervention Manuals/ Protocols | Detailed description of active control conditions | |
(Y/N) | (Y/N) | (Y/N) | (Y/N) | |
Pharmacy Studies
| ||||
Hoffmann, W, et al. (2008) | N | N | Y | No active control |
Hirsch, JD, et al. (2009) | N | N | N | No active control |
Munroe, WP, et al. (1997) | N | N | N | No active control |
Bracchi, RCG, et al. (2005) | N | N | N | No active control |
Dualde, E, et al.(2009) | N | N | N | No control group |
Airaksinen, M, et al. (1998) | N | N | N | No control group |
Benrimoj, SI, et al. (2007) | N | Y | Y | No control group |
Egen, V, et al.(2003) | N | N | N | No control group |
Fjortoft, N, et al. (2003) | N | N | N | No control group |
Fjortoft, N, et al. (2007) | N | N | N | No control group |
Martin, BA, et al. (2010) | N | N | N | No control group |
Brooks, VG, et al. (2001) | N | N | N | No active control |
Physiotherapy Studies
| ||||
Bekkering, GE, van Tulder MW, et al. (2005) | N | N | N | No active control |
Bekkering, GE, Hendricks, HJM, et al. (2005) | N | N | N | No active control |
Hoeijenbos, M, et al. (2005) | N | N | N | No active control |
Rebbeck, T, et al. (2006) | N | N | N | N |
Stevenson, K, et al. (2006) | N | N | N | N |
Kerssens, JJ, et al. (1999) | N | Y | Y | No active control |
Brown, CJ et al. (2005) | N | N | N | No control group |
Gross, DP, et al. (2009) | N | N | Y | No control group |
Schreiber, J, et al. (2009) | N | N | N | No control group |
Physiotherapy & Occupational Therapy Studies
| ||||
Nikopoulou-Smyrni, P, et al. (2007) | N | N | N | N |
Tripicchio, B, et al. (2009) | N | N | N | No control group |
Occupational Therapy Studies
| ||||
McCluskey, A, et al. (2005) | N | N | N | No control group |
Hammond, A, et al. (2005) | N | N | N | No control group |
McKenna, K, et al. (2005) | N | N | Y | No control group |
Vachon, B, et al. (2009) | N | Y | N | No control group |
Dietetics Studies
| ||||
Banz, M, et al. (2004) | N | N | N | No active control |
Brug, J, et al. (2007) | N | N | N | No active control |
Johnson, ST, et al. (2007) | N | N | N | No active control |
Speech-Language Pathology Studies
| ||||
Pennington, L, et al. (2005) | N | N | N | No control group |
Molfenter, SM, et al. (2009) | N | Y | N | No control group |