|
Intervention: Training |
| Outcomes |
Relative effect
(95% CI) |
Quality of the evidence
(GRADE) |
Comments |
| Population health outcomes |
No evidence |
|
|
| Access to health care |
No evidence |
|
|
| Utilization of health care |
No evidence |
|
|
| Quality of health care |
No evidence |
|
|
| Efficiency of health care |
No evidence |
|
|
| Equity of health care |
No evidence |
|
|
| District manager job‐posting vacancy rates |
No evidence |
|
|
| District managers’ knowledge measured within a practice environment |
No evidence |
|
|
| District managers’ skills measured within a practice environment |
No evidence |
|
|
| District managers’ knowledge measured outside of practice |
In one study (CBA), in‐service district manager training significantly increased knowledge of planning processes. |
⊕⊕⊝⊝
low
|
1 CBA; downgraded due to serious risk of bias; upgraded due to large effect. |
| District managers’ skills measured outside of practice |
In one study (CBA), in‐service district manager training significantly increased monitoring and evaluation skills. |
⊕⊕⊝⊝
low
|
1 CBA; downgraded due to serious risk of bias; upgraded due to large effect. |
| GRADE Working Group grades of evidence
High quality: Further research is very unlikely to change our confidence in the estimate of effect.
Moderate quality: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.
Low quality: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.
Very low quality: We are very uncertain about the estimate. |
