Process evaluation in randomised controlled trials of complex interventions

By A. Oakley, V. Strange, C. Bonell, E. Allen, J. Stephenson. British medical journal, 2006

1,252 citations recorded by the source corpus.

Subfields: General Health Professions, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/df816b7b6cd350a79942f0ec27544d5deef2b8ac

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In General Health Professions

In Management Science and Operations Research

Citations in the corpus

Implementation, context and complexity (2016, background): “[65] suggest, these focus attention on the behaviour of intervention participants, the activation and delivery of intervention components and the role of contextual factors in shaping intervention outcomes.”
Use of qualitative methods alongside randomised controlled trials of complex healthcare interventions: methodological study (2009, background): “Qualitative approaches can contribute in several ways to the development and evaluation of both complex and other health interventions (box 1). Consequently, increasing numbers of randomised controlled trials of such interventions include qualitative components”
Review Article: How can we make organizational interventions work? Employees and line managers as actively crafting interventions (2013, methodology): “Finally, RCTs are most suitable for drug trials and surgical procedures in easily controlled environments (Oakley et al., 2006).”
Interventions to reduce social isolation and loneliness among older people: an integrative review (2018, background): “This concern is reflected in recent guidance which calls for greater integration of qualitative research methods in interventional designs, in order to better understand implementation, receipt, and setting of interventions and interpretation of outcomes (Oakley et al. 2006, Lewin et al. 2009).”
Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, background): “Finally, recognizing that there are no ‘‘true control groups’’ in school-based experimental or quasi-experimental research (Oakley et al., 2006), and following recommendations by Greenberg (2004) and Durlak and DuPre (2008), we obtained information in order to document the experiences and…”