Table 3 Effectiveness of interventions, by type, in the 62 reviewed articles

Passive presentation 3(5%)

Passive/didactic presentation of knowledge (e.g., in training session or workshop)

Aved, 2007; Cross, 2007; Lia-Hoagberg, 1999

Generally effective at improving knowledge/attitude and behaviour/behavioural intention outcomes (few studies and varied outcomes, however, warrant cautious interpretation)

Multimode without exchange 16(28%)

Single or multiple training sessions involving multiple ‘modes’ of delivery (e.g., video, role-play, etc.), but no exchange between recipients and facilitators

Botash, 2005; Darby, 2007; Harris, 2011; Harris, 2002; Hibbard, 1987; Hsieh, 2006; Jones, 2004; Knapp, 2006; McGrath, 1987; Paranal, 2012; Protheroe, 2004; Short, 2006; Smeekens, 2011; Sullivan, 1990; Walker, 2009; Young, 2008

Generally effective at improving knowledge/attitude and behavioural outcomes, evidence for knowledge/attitude outcomes is stronger

Multimode with exchange 12(21%)

Single or multiple training sessions involving multiple ‘modes’ of delivery (e.g., video, role-play, etc.), including exchange between recipients and facilitators

Allert, 1997; Barber-Madden, 1983; Davila, 2006; Hazzard, 1984; Kleemeier, 1988; Lo Fo Wong, 2006; McCosker, 1999; Nicolaidis, 2005; Salmon, 2006; Schoening, 2004; Shefet, 2007; Wathen, 2011

Generally effective at improving knowledge/attitude and behavioural outcomes, evidence for knowledge/attitude outcomes is stronger

Complex/multifaceted 15(26%)

Intensive, multi-component interventions, usually over extended period of time

Berger, 2002; Bonds, 2006; Campbell, 2001; Cerezo, 2004; Cyr, 2009; Dresser, 2012; Dubowitz, 2011; Feder, 2011; Heyman, 2009; Janssen, 2002; Paluzzi, 2000; Rischke, 2011; Thompson, 2000; Whitaker, 2012; Zachary, 2002

Generally effective at improving knowledge/attitude and behaviour/behavioural intention outcomes (but most behavioural evidence is for screening or identification rates)

Other 6(11%)

Interventions do not fit clearly into above categories or multiple intervention types are compared

Boursnell, 2010; Chaffin, 1994; Lamb, 2000; Olson, 1996; Rheingold, 2012; Socolar, 1998

*

Unclear/unknown 5(9%)

In most cases, training duration, but not format, is known

Agirtan, 2009; Hawkins, 2001; Khan, 2005; Saunders, 2005; Warburton, 2006

*

Review articles

Varied 5(100%)

All review articles included studies using varied intervention types

Davidson, 2001; Larrivée, 2012; Louwers, 2010; Newton, 2010; O’Campo, 2011

*