Table 2.
|
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. |
1Secondary outcomes measured at the level of economics with mixed effect.
2Secondary outcomes measured at the level of the patient with mixed effect.
3Secondary outcomes identified at the level of the professional/process with positive effect; however, comparative statistics were not done.
4Secondary outcomes measured at the level of the professional/process with a consistent, statistically significant, positive effect and Tertiary outcomes measured at the level of the professional/process with consistent effect (non-significant).
5Secondary outcomes measured at the level of the patient with mixed effect.
6Secondary outcomes measured at the level of the professional/process with mixed effect and the level of economics with consistent effect (non-significant).
7Secondary outcomes measured at the level of the patient with consistent effect (non-significant).
8Participants exposed to other interventions (not described or measured in this research report) as part of an ongoing, community-wide effort to translate research evidence into practice.
9Secondary outcomes were identified at the level of the professional/process; however, results were not reported.
10Secondary outcomes measured at the level of economics with consistent effect (non-significant).
11The intervention also included an optional educational outreach visit; however, data was not collected or reported on this aspect of the intervention.
12Secondary outcome measured at the level of the professional/process with mixed effect.
13The intervention had an additional component termed ‘on demand feedback and advice’ that cannot be classified within the EPOC frameworkiple (n=1 (n=21.
14Secondary outcomes measured at the level of the patient with mixed effect.
15Secondary outcomes measured at the level of economics with consistent effect (non-significant).
16The intervention had an additional component termed ‘monitor progress, provide assistance on as needed basis via email, telephone, in-person’ that cannot be classified within the EPOC framework.