Process evaluation of complex interventions: Medical Research Council guidance

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Process evaluation is an essential part of designing and testing complex interventions. New MRC guidance provides a framework for conducting and reporting process evaluation studies

Related collections

Most cited references 3

Record: found
Abstract: found
Article: not found

Multidisciplinary, interdisciplinary, or dysfunctional? Team working in mixed-methods research.

Jon Nicholl, Alicia O’Cathain, Elizabeth Murphy (2008)

Combining qualitative and quantitative methods in a single study-otherwise known as mixed-methods research-is common. In health research these projects can be delivered by research teams. A typical scenario, for example, involves medical sociologists delivering qualitative components and researchers from medicine or health economics delivering quantitative components. We undertook semistructured interviews with 20 researchers who had worked on mixed-methods studies in health services research to explore the facilitators of and barriers to exploiting the potential of this approach. Team working emerged as a key issue, with three models of team working apparent: multidisciplinary, interdisciplinary, and dysfunctional. Interdisciplinary research was associated with integration of data or findings from the qualitative and quantitative components in both the final reports and the peer-reviewed publications. Methodological respect between team members and a principal investigator who valued integration emerged as essential to achieving integrated research outcomes.

0 comments Cited 38 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

A new theory of health promoting schools based on human functioning, school organisation and pedagogic practice.

Paul Aveyard, Larry W Markham (2003)

This paper outlines a novel explanatory frame for understanding how schools may intervene in order to promote pupils' health. The new theory is synthesised from an Aristotelian interpretation of human functioning and a theory of cultural transmission. In keeping with recent influential theoretical developments, it is proposed that health has its roots in human functioning. It follows from this concept that the promotion of pupils' health is facilitated by the promotion of pupil functioning and the primary mechanisms through which schools promote pupil functioning and, hence, health, are through the influences of school organisation, curriculum development and pedagogic practice on pupil development. According to the new theory, good human functioning is dependent on the realisation of a number of identified essential human capacities and the meeting of identified fundamental human needs. Two essential capacities, the capacity for practical reasoning and the capacity for affiliation with other humans, plan and organise the other essential capacities. The realisation of these two capacities should, it is argued, be the primary focus of health promoting schools. Additionally, health promoting schools should ensure that fundamental human needs concerning non-useful pain and information about the body are met. A number of testable hypotheses are generated from the new theory. Comparisons with existing interpretations of health promoting schools indicate there are similarities in the actions schools should take to promote health. However, the new theory can, uniquely, be used to predict which pupils will enjoy the best health at school and in adulthood. Additionally, according to the new theory, schools do not need designated health education classes or teaching staff with specialist health education roles in order to be health promoting. It is concluded that the new theory may have a number of advantages over existing theories at both the policy and intervention levels.

0 comments Cited 31 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

Moving tobacco prevention outside the classroom.

Robin M. Mermelstein (2008)

0 comments Cited 4 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Contributors

Graham F Moore: Role: research fellow

Suzanne Audrey: Role: research fellow

Mary Barker: Role: associate professor of psychology

Lyndal Bond: Role: principal research officer

Chris Bonell: Role: professor of sociology and social policy

Wendy Hardeman: Role: senior research associate in behavioural science

Laurence Moore: Role: director

Alicia O’Cathain: Role: professor of health services research

Tannaze Tinati: Role: research fellow

Daniel Wight: Role: children, young people, families and health programme leader

Janis Baird: Role: associate professor of public health

Journal

Journal ID (nlm-ta): BMJ

Journal ID (iso-abbrev): BMJ

Journal ID (publisher-id): bmj

Title: BMJ : British Medical Journal

Publisher: BMJ Publishing Group Ltd.

ISSN (Print): 0959-8138

ISSN (Electronic): 1756-1833

Publication date Collection: 2015

Publication date (Electronic): 19 March 2015

Volume: 350

Electronic Location Identifier: h1258

Affiliations

[1 ]DECIPHer UKCRC Public Health Research Centre of Excellence, School of Social Sciences, Cardiff University, Cardiff, UK

[2 ]DECIPHer UKCRC Public Health Research Centre of Excellence, School of Social and Community Medicine, University of Bristol, Bristol, UK

[3 ]MRC Lifecourse Epidemiology Unit, University of Southampton, Southampton, UK

[4 ]Centre of Excellence in Intervention and Prevention Science, Melbourne, VIC Australia

[5 ]Department of Childhood, Families and Health, Institute of Education, University of London, London, UK

[6 ]Primary Care Unit, Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK

[7 ]MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, UK

[8 ]School of Health and Related Research, University of Sheffield, Sheffield, UK

Author notes

Correspondence to: G F Moore MooreG@ 123456cardiff.ac.uk

Article

Publisher ID: moog021594

DOI: 10.1136/bmj.h1258

PMC ID: 4366184

PubMed ID: 25791983

SO-VID: f77b1b8b-660c-4d54-bfdf-702f59656374

License:

This is an Open Access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) license, which permits others to distribute, remix, adapt and build upon this work, for commercial use, provided the original work is properly cited. See: http://creativecommons.org/licenses/by/4.0/.

Process evaluation of complex interventions: Medical Research Council guidance

Read this article at

Abstract

Related collections

AIP Publishing: Coronavirus

Most cited references 3

Multidisciplinary, interdisciplinary, or dysfunctional? Team working in mixed-methods research.

A new theory of health promoting schools based on human functioning, school organisation and pedagogic practice.

Moving tobacco prevention outside the classroom.

Author and article information

Contributors

Journal

Affiliations

Author notes

Article

History

Categories

Comments

Comment on this article

Similar content 103

Cited by 2,103

Most referenced authors 543