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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.