Table 1 Summary of core dimensions and assessment criteria for the iCAT_SR
Core dimension | Assessment levels and criteria for each dimension | |
|---|---|---|
1. Active components included in the intervention, in relation to the comparison | More than one component and delivered as a bundle | The intervention includes more than one component and some or all of these components need to be delivered as a bundle. |
More than one component | The intervention includes more than one component. These components may be integrated into a package. | |
One component | The intervention includes one component only. | |
Varies a | Varies across interventions to be considered for/included in the review. | |
2. Behaviour or actions of intervention recipients or participants to which the intervention is directed | Multi-target | Intervention directed at three or more behaviours or actions. |
Dual target | Intervention directed at two behaviours or actions. | |
Single target | Intervention directed at one behaviour or action only. | |
Varies a | Varies across interventions to be considered for/included in the review. | |
3. Organisational levels and categories targeted by the intervention | Multi-level | Intervention directed at two or more levels. |
Multi-category | Intervention directed at two or more categories of individuals within the individual level (e.g. primary care professionals and primary care patients). | |
Single category | Intervention directed only at single category of individuals within the individual level (e.g. professionals or patients or policy makers). | |
4. The degree of tailoring intended or flexibility permitted across sites or individuals in applying or implementing the intervention | Highly tailored/flexible | High degree of variation in implementation from site to site permitted and/or intervention designed to tailor to individuals or specific implementation settings. |
Moderately tailored/flexible | Some variation in implementation from site to site permitted (i.e. some components of the intervention are tailored/flexible while others are not). | |
Inflexible | Intervention implementation highly standardised with minimal variation from site to site. | |
Varies a | Varies across interventions to be considered for/included in the review | |
5. The level of skill required by those delivering the intervention in order to meet the intervention objectives | High level skills | Extensive specialised skills required, i.e. new skills in addition to expected existing skills AND/OR the extension of existing skills to a highly specialised area AND/OR skills requiring extensive additional training. |
Intermediate level skills | Some specialised skills required, i.e. a small extension to the expected existing skills of professionals, decision makers or consumers. | |
Basic skills | No specialised skills required. | |
Varies a | Varies across interventions to be considered for/included in the review. | |
6. The level of skill required for the targeted behaviour when entering the included studies by those receiving the intervention, in order to meet the intervention objectives | High level skills | Extensive specialised skills required. |
Intermediate level skills | Some specialised skills required. | |
Basic skills | No specialised skills required. | |
Varies a | Varies across interventions to be considered for/included in the review. | |