Table 2.
Multiple-component interventions exclusively addressed to HCPs or students: main characteristics of the interventions
| Author and year | Interventions on EHR: alerts, prompts, standing orders | Assessment and feedback | Role play or scenario simulation | In-person educational session |
Synchronous online learning |
Asynchronous learning |
Educational materials and reminders | Online game, apps | Arts based tools | Training-of-trainers | Other | Main results of the evaluation | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| SU | CS | SU | CS | SU | CS | ||||||||||
| Interventions targeted at healthcare professionals | |||||||||||||||
| Gilkey M.B. 2019a | X | X | . | X | X | . | . | . | . | X | . | X | . | . | − + |
| Sandokji I. 2021b | X | X | . | X | . | . | . | . | . | X | . | . | . | . | + |
| Rand C.M. 2018ab; Rand C.M. 2018bb | X | X | . | . | . | . | X | . | . | . | . | . | . | Telephone calls; practice teams | − + |
| Rao S. 2020b | X | X | . | . | . | . | . | X | . | . | . | . | . | . | + |
| Werk L.N. 2019a | X | X | . | . | . | . | . | X | . | . | . | . | . | . | − + |
| Bratic J.S. 2019b | X | . | . | X | . | . | . | . | . | . | . | . | . | . | − + |
| Buenger L.E. 2020b | X | . | . | X | . | . | . | . | . | . | . | . | . | . | + |
| Stetson R.C. 2019b | X | . | . | . | . | . | . | . | . | X | . | . | . | . | + |
| Steiner C.R. 2021b | X | . | . | . | . | . | . | . | . | X | . | . | X | . | − |
| Giduthuri J.G. 2019a | . | X | . | X | . | . | . | . | . | . | . | . | . | . | ++ |
| Bonville C.A. 2019a | . | X | . | X | . | . | . | . | . | . | . | . | . | Quality improvement training | + |
| Irving S.A. 2018c | . | X | . | X | X | . | . | . | . | . | . | . | . | . | − |
| Whitaker J.A. 2018a | . | X | . | X | X | . | . | . | . | . | . | . | . | . | − + |
| Bradley-Ewing A. 2021a | . | X | . | . | X | . | . | . | . | . | . | . | . | Behavioural nudges | − |
| Hastings T.J. 2019a | . | X | . | . | . | X | . | X | . | . | . | . | . | . | − + |
| Oliver K. 2020b | . | X | . | . | . | X | X | . | . | . | . | . | . | Quality improvement training | − + |
| Fiks A.G. 2016c | . | X | . | . | . | X | . | . | . | . | . | . | . | . | − + |
| Wallace-Brodeur R. 2020b | . | X | . | . | . | X | X | . | . | . | . | . | . | Quality improvement training | + |
| Kawczak S. 2020c | . | X | . | . | . | . | . | X | . | . | . | . | . | . | − + |
| Loiacono M.M. 2021a | . | X | . | . | . | . | . | . | . | X | . | . | . | . | − + |
| Spina C.I. 2020b | . | X | . | . | . | . | . | . | . | . | . | . | . | Incentives | + |
| Malo T.L. 2018a | . | . | X | X | X | . | . | . | . | . | . | . | . | . | + |
| Dawson R. 2018b | . | . | X | X | X | . | . | . | . | . | . | . | . | . | − + |
| Rosen B.L. 2021d | . | . | X | X | X | . | . | . | . | . | . | . | . | . | + |
| Morhardt T. 2016d | . | . | X | X | X | . | . | . | . | . | . | . | . | . | + |
| Evans L. 2019b | . | . | X | X | X | . | . | . | . | . | . | . | . | . | + |
| Fiorito T.M. 2021b | . | . | X | X | X | . | . | . | . | . | . | . | . | . | + |
| Austin J.D. 2020d | . | . | X | X | X | . | . | X | X | X | . | . | . | . | + |
| Chen H. 2020b | . | . | X | X | . | . | . | . | . | . | . | . | . | . | + |
| Glanternik J.R. 2020b | . | . | X | . | X | . | . | . | . | . | . | . | . | . | − + |
| Brewer N.T. 2021c | . | . | X | . | X | . | . | . | . | . | . | . | X | . | − + |
| Maurici M. 2019b | . | . | X | . | X | . | . | . | . | . | . | . | . | . | + |
| Kumar M.M. 2019b | . | . | X | . | . | . | . | X | X | . | . | . | . | . | − + |
| Gatwood J. 2021a | . | . | X | . | . | . | . | X | X | . | . | . | . | . | − |
| Pahud B. 2020a | . | . | X | . | . | . | . | X | X | . | . | . | . | . | − + |
| Salous M.H. 2020b | . | . | . | X | X | . | . | . | . | X | . | . | . | . | − + |
| Shukla A. 2018e; Pampena E. 2019b | . | . | . | X | X | . | . | . | . | X | . | . | . | . | + |
| Wermers R. 2021b | . | . | . | X | X | . | . | . | . | X | . | . | . | . | −+ |
| Brodie N. 2018b | . | . | . | X | X | . | . | . | . | X | . | . | . | . | + |
| Barton S.M. 2022c | . | . | . | . | X | X | . | . | . | . | . | . | . | . | − + |
| Abdalla A. 2021b | . | . | . | X | . | . | . | . | . | X | . | . | . | . | − + |
| Percy J.N 2019d | . | . | . | . | . | X | . | . | . | . | . | . | X | . | − |
| Skoy E. 2020b | . | . | . | . | . | . | . | X | . | X | . | . | . | . | + |
| Williams S.E. 2021a | . | . | . | . | . | . | . | X | X | X | . | . | . | Quality improvement training | − + |
| Ciemins E.L. 2020d | . | . | . | X | . | X | . | . | . | . | . | . | . | Learning collaborative model | + |
| Bishop J.M. 2021b; Real F.J. 2021d | . | . | . | . | . | . | . | X | . | . | X | . | . | . | + |
| Interventions targeted at students | |||||||||||||||
| Schnaith A.M. 2018b | . | . | X | X | . | . | . | . | . | . | . | X | . | . | + |
| Onello E. 2020b | . | . | X | X | X | . | . | . | . | . | . | . | . | . | + |
| Vyas D. 2018b | . | . | X | X | X | . | . | X | . | . | . | . | . | . | + |
| Chase A.J. 2020d | . | . | X | . | X | . | . | . | . | . | . | . | . | . | + |
| Coleman A. 2017 e | . | . | X | . | . | . | . | X | X | . | . | . | . | Podcast | + |
| Chidume T. 2020e | . | . | X | . | . | . | . | X | X | . | . | . | . | . | + |
| Chen G. 2021b | . | . | . | X | . | . | . | . | . | . | . | . | . | Learning and practicing intramuscular injections | + |
| Lepiller Q. 2020b | . | . | . | . | . | . | . | X | . | . | . | . | . | Preparing and managing a primary prevention intervention | + |
| Koski K. 2018d | . | . | . | . | . | . | . | . | . | . | . | X | . | Writing exercise | + |
Notes: References are provided in Supplementary file S2.
a
(Cluster) randomized controlled trial.
b
Uncontrolled pre–post study.
c
Non-randomized controlled trial.
d
Qualitative or mixed method design.
e
Only post-intervention evaluation.
CS, communication strategies; her, electronic health record; SU, scientific updating; +, encouraging results in favour of the intervention; + −, conflicting results; −, non-significant results.