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      Realist complex intervention science: Applying realist principles across all phases of the Medical Research Council framework for developing and evaluating complex interventions

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          Abstract

          The integration of realist evaluation principles within randomised controlled trials (‘realist RCTs’) enables evaluations of complex interventions to answer questions about what works, for whom and under what circumstances. This allows evaluators to better develop and refine mid-level programme theories. However, this is only one phase in the process of developing and evaluating complex interventions. We describe and exemplify how social scientists can integrate realist principles across all phases of the Medical Research Council framework. Intervention development, modelling, and feasibility and pilot studies need to theorise the contextual conditions necessary for intervention mechanisms to be activated. Where interventions are scaled up and translated into routine practice, realist principles also have much to offer in facilitating knowledge about longer-term sustainability, benefits and harms. Integrating a realist approach across all phases of complex intervention science is vital for considering the feasibility and likely effects of interventions for different localities and population subgroups.

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          Most cited references24

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          A typology of actions to tackle social inequalities in health.

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            Toward a science of transdisciplinary action research.

            This paper offers a conceptual framework for establishing a science of transdisciplinary action research. Lewin's (1951) concept of action research highlights the scientific and societal value of translating psychological research into community problem-solving strategies. Implicit in Lewin's formulation is the importance of achieving effective collaboration among behavioral researchers, community members and policy makers. The present analysis builds on Lewin's analysis by outlining programmatic directions for the scientific study of transdisciplinary research and community action. Three types of collaboration, and the contextual circumstances that facilitate or hinder them, are examined: (1) collaboration among scholars representing different disciplines; (2) collaboration among researchers from multiple fields and community practitioners representing diverse professional and lay perspectives; and (3) collaboration among community organizations across local, state, national, and international levels. In the present analysis, transdisciplinary action research is viewed as a topic of scientific study in its own right to achieve a more complete understanding of prior collaborations and to identify strategies for refining and sustaining future collaborations (and their intended outcomes) among researchers, community members and organizations.
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              Implementing health promotion programmes in schools: a realist systematic review of research and experience in the United Kingdom

              Background Schools have long been viewed as a good setting in which to encourage healthy lifestyles amongst children, and schools in many countries aspire to more comprehensive, integrated approaches to health promotion. Recent reviews have identified evidence of the effects of school health promotion on children’s and young people’s health. However, understanding of how such programmes can be implemented in schools is more limited. Methods We conducted a realist review to identify the conditions and actions which lead to the successful implementation of health promotion programmes in schools. We used the international literature to develop programme theories which were then tested using evaluations of school health promotion programmes conducted in the United Kingdom (UK). Iterative searching and screening was conducted to identify sources and clear criteria applied for appraisal of included sources. A review advisory group comprising educational and public health practitioners, commissioners, and academics was established at the outset. Results In consultation with the review advisory group, we developed four programme theories (preparing for implementation, initial implementation, embedding into routine practice, adaptation and evolution); these were then refined using the UK evaluations in the review. This enabled us to identify transferable mechanisms and enabling and constraining contexts and investigate how the operation of mechanisms differed in different contexts. We also identified steps that should be taken at a senior level in relation to preparing for implementation (which revolved around negotiation about programme delivery) and initial implementation (which centred on facilitation, support, and reciprocity—the latter for both programme deliverers and pupils). However, the depth and rigour of evidence concerning embedding into routine practice and adaptation and evolution was limited. Conclusions Our findings provide guidance for the design, implementation, and evaluation of health promotion in schools and identify the areas where further research is needed. Electronic supplementary material The online version of this article (doi:10.1186/s13012-015-0338-6) contains supplementary material, which is available to authorized users.
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                Author and article information

                Contributors
                Journal
                Evaluation (Lond)
                Evaluation (Lond)
                EVI
                spevi
                Evaluation (London, England : 1995)
                SAGE Publications (Sage UK: London, England )
                1356-3890
                1461-7153
                02 June 2016
                July 2016
                : 22
                : 3 , Special Issue: Realist Evaluation
                : 286-303
                Affiliations
                [1-1356389016652743]Cardiff University, UK
                [2-1356389016652743]UCL Institute of Education, UK
                [3-1356389016652743]Cardiff University, UK
                [4-1356389016652743]Cardiff University, UK
                [5-1356389016652743]Cardiff University, UK
                [6-1356389016652743]London School of Hygiene & Tropical Medicine, UK
                Author notes
                [*]Adam Fletcher, School of Social Sciences, Cardiff University, 1–3 Museum Place, Cardiff CF10 3BD, UK. Email: FletcherA@ 123456cf.ac.uk
                Article
                10.1177_1356389016652743
                10.1177/1356389016652743
                4946011
                27478401
                ea533cfc-22b3-40b0-8822-193a7b46fca7
                © The Author(s) 2016

                This article is distributed under the terms of the Creative Commons Attribution 3.0 License ( http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

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                complex interventions,complex systems,realism,evaluation,pilot trials,randomised controlled trials,public health

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