Young Deborah Rohm, Johnson Carolyn C, Steckler Allan, Gittelsohn Joel, Saunders Ruth P, Saksvig Brit I, Ribisl Kurt M, Lytle Leslie A, McKenzie Thomas L
Department of Kinesiology, University of Maryland, College Park, MD 20742, USA.
Health Educ Behav. 2006 Feb;33(1):97-111. doi: 10.1177/1090198105282444.
Formative research is used to inform intervention development, but the processes of transmitting results to intervention planners and incorporating information into intervention designs are not well documented. The authors describe how formative research results from the Trial of Activity for Adolescent Girls (TAAG) were transferred to planners to guide intervention development. Methods included providing oral and written reports, prioritizing recommendations, and cross-checking recommendations with intervention objectives and implementation strategies. Formative work influenced the intervention in many ways. For example, results indicated that middle schools offered only coeducational physical education and health education classes, so the TAAG intervention was designed to be appropriate for both sexes, and intervention strategies were developed to directly address girls' stated preferences (e.g., enjoyable activities, opportunity to socialize) and barriers (e.g., lack of skills, fear of injury) for physical activity. The challenges of using formative research for intervention development are discussed.
形成性研究用于为干预措施的制定提供信息，但将研究结果传达给干预计划制定者并将信息纳入干预设计的过程却鲜有文献记载。作者描述了少女活动试验（TAAG）的形成性研究结果是如何传递给计划制定者以指导干预措施制定的。方法包括提供口头和书面报告、对建议进行优先排序，以及将建议与干预目标和实施策略进行交叉核对。形成性工作在许多方面影响了干预措施。例如，研究结果表明中学只提供男女混合的体育和健康教育课程，因此TAAG干预措施被设计为适合两性，并且制定了干预策略以直接应对女孩们提出的体育活动偏好（如有趣的活动、社交机会）和障碍（如技能不足、害怕受伤）。文中还讨论了将形成性研究用于干预措施制定所面临的挑战。
