Table 4.

Bloom’s Taxonomy levels coded for asthma supported self-management educational initiatives

Study, country, risk of bias	Cabana 2006a USA Unclear	Clark 1998a USA Unclear	Griffiths 2016a UK Unclear	Shah 2011a Australia Unclear	Cohen 2014 Israel High				Evans 1997 USA Unclear	Sheikh 2016 USA Unclear	Bruzzese 2006a USA Unclear	Cleland 2007 UK Unclear	Homer 2005 USA High	Prabhakaran 2012 Singapore Unclear			Smeele 1999 Netherlands Unclear	Toelle 1993 Australia High	Tomson 1997 Sweden High	Volovitz 2003 Israel High
					I1	I2	I3	I4						I1	I2	I3				I1	I2
Evidence of effectiveness?	Y	Y	Y	Y	Y	Y	Y	Y	Y	Y	N	N	N	N	N	N	N	N	N	N	N
Implementation outcomes	NR	Action plan	NR	Action plan	NR				Action plan; Patient education	Action plan; Patient education	NR	NR	Action plan	Knowledge			Patient education	NR	Action plan	NR
Health outcomes	Urgent office visit; ED visit; Hospital-isation	ED visit; Hospital-isation	Unscheduled care; Time to first unscheduled care; QoL	Hospital-isation	Asthma control				Control medication	Acute care visit	Urgent physician visit; ED visit; Hospital-isation	Steroid courses; QoL; Asthma control	ED visit; Hospital-isation; Asthma attacks	NR			Exacerbation	Unscheduled doctor/ ED visit; Symptoms limiting activity	Control medication	Shortness of breath
Low level thinking skills
Knowledge	✓	✓	✓	✓	✓	✓	✓	✓	✓	✓	✓	✓✓	✓	✓	✓	✓	✓	✓	✓	✓	✓
Comprehension	✓	✓	✓	✓			✓	✓	✓	✓	✓	✓	✓	✓	✓	✓	✓
High level thinking skills
Application	✓	✓	✓	✓			✓	✓	✓	✓	✓	✓	✓	✓	✓	✓	✓
Analysis							✓	✓	✓				✓
Synthesis							✓	✓					✓
Evaluation							✓	✓

BOLD are significant results in favour of the intervention

I, intervention; N, no; Y, yes

^aStudy evaluated the Physician Asthma Care Education (PACE) programme