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. 2021 Jul 29;31(1):241–254. doi: 10.1007/s11136-021-02950-x

Fig. 3.

Fig. 3

Scores on the domains ‘discussing PROMs with the clinician’, ‘Influence of KLIK on the (preparation of the) consultation’, and ‘content of PROMs’ (patients: N = 31, parents: N = 130)