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Table 1 Outcomes table for change in knowledge

From: The effectiveness of knowledge translation strategies used in public health: a systematic review

Randomized controlled trials (3)
Study Measurement period Study population groups Baseline Follow up Overall effect Measurement
Barwick 2009 Baseline 34 Child & youth mental health practitioners   Mean Score: Mean Score: F= 2.37 CAFAS knowledge questionnaire (content knowledge): 20 true/false questions reduced to a total score. Total scores ranged from 0 to 20.
  End of intervention (11 months)   I: Communities of Practice n=17 12.1 14.1 p=0.14  
    C: Usual Practice n=17 10.4 10.8   
Di Noia 2003 Baseline 188 school personnel, community providers, and policy makers   Mean Scores: Mean Scores: F =25.67 Individual-item measures with Likert-scaled response options to determine if respondents knew where to locate drug abuse prevention findings and materials.
Follow up (6 months) I: Pamphlet n=55 0.94 1.04 p<0.05
I: CD-ROM n=64 0.96 0.75 Lower scores are indicative of more favourable ratings.
I: Internet n=69 0.73 0.63
Forsetlund 2003 Baseline 148 public health physicians I: Workshop, information service, discussion list, free access to databases n=73 Mean Scores   Mean Difference Baseline scores included in analysis. Scores were summed and means for individual overall scores computed.
End of intervention (1.5 years)
SK: 0.4
t=4.3
95% CI (0.2-0.6) Respondents graded self-perceived knowledge (SK) and knowledge about terms of importance to critical appraisal (CK) on scales ranging from 0 to 2 for CK and from 0 to 3 for SK. An additional question was added to concept knowledge, scored as either 0 or 1. Higher scores indicative of more favourable ratings.
SK:1.1 p=0.00
CK:1.3 CK: 0.2
t=2.6
95% CI (0.0-0.3)
  p=0.01
C: Access to free library services for one year n=75 SK:0.7
     CK:1.1    
  1. Note: I = Intervention C = Control.