146 Addendum Appendix B: [continued] Training duration as precise as possible, in hours of training, only regarding the SDM part Clinical encounter included? (Including in-practice training) Timing relative to clinical encounter e.g., intervention before the clinical encounter Please state how clinical encounter relates to the intervention, when applicable Training providers Assessment methods e.g., surveys, observations Timing of assessment, when applicable Group or individual training Training group size Types of teaching strategies present in training, (based on Berkhof and others [19]) Including: (1) critical elements for effective skills-transfer: whole-day training, learner-centeredness, role-play, feedback, small-group training; and (2) other descriptives: discussion, oral presentation, modelling, written information Training content: SDM elements addressed Elements according to our evaluation framework, per element how this was addressed: including: setting the stage, explaining options, discussing preferences and making a decision Quality assessment Scoring all 10 items of the MERSQI template including Study design; Sampling: Institutions and Response rate; Type of data; Validity evidence: Content, Internal structure and Relationship to other variables; Data analysis: Sophistication and Appropriateness; Outcome Levels of Kirkpatrick including the four levels of evaluation: reaction, learning, behavior and results; with the argumentation of how this level evaluated
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