Identifying what works for whom: Implementation outcomes following

Whitney C Barnett, Carlomagno C Panlilio, Casey Mullins, Benjamin H Levi, Kathryn L Humphreys

Abstract read

In one paragraph

Article in Journal of clinical and translational science, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Whitney C BarnettDepartment of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA.ORCID https://orcid.org/0000-0001-5082-7864

Carlomagno C PanlilioDepartment of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, State College, PA, USA.

Casey MullinsDepartment of Psychology, University of Miami, Coral Gables, FL, USA.

Benjamin H LeviDepartment of Humanities and Pediatrics, Penn State College of Medicine, Hershey, PA, USA.

Kathryn L HumphreysDepartment of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA.

Funding

Overall: Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center at VanderbiltP50HD103537 · NICHD · VANDERBILT UNIVERSITY MEDICAL CENTER · PI Jeffrey L Neul · 2020 to 2026

$10.3M

NICHD NIH HHS P50 HD103537

6 · The paper itself

Abstract

Introduction: Methods: This prospective study enrolled 12,705 ECPs who completed iLookOut (November 2014-December 2018). We used structural equation models to test whether learner demographic and professional characteristics were differentially associated with implementation outcomes (i.e., acceptability and appropriateness) and whether these mediated subsequent indicators of training effectiveness (i.e., gains in knowledge). Results: Consistent with previous research, individuals with lower baseline knowledge scores showed greater knowledge gains ( Conclusion: Implementation outcomes emerged as important drivers of knowledge change for most groups. The

Indexed as

Child abusechild maltreatmentimplementation outcomesmandated reporter trainingneglecttraining evaluation

Identifiers

PMID37830009

DOI10.1017/cts.2023.628

PMCPMC10565203

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.