144 Chapter 4 To differentiate between levels of knowledge, we used a modified version of the cognitive domain of Bloom’s taxonomy with the following levels [18]: - Not necessary to know - Remember (recall or recognize information) - Understand (understand meaning, re-state data in one’s own words) - Apply (use or apply knowledge, put theory into practice) We asked the interviewees to indicate a required level of knowledge for each discussed component. Data analysis and creation of the final list of knowledge components The first author of this study (MKT) used the video recordings of the interviews to select comments from the interviewees based on perceived relevance. This data extraction was checked by the last author of this study (MWL). Second, a member check was performed by sending the interview report to the interviewee asking for approval. Feedback from the first interviewee was incorporated in a subsequent version of the list of knowledge components and sent to the second interviewee. The third interviewee received the list including feedback from the first and second interviewee (and so on) to enable reflection on earlier comments. Based on the feedback from the interviewees, potential changes were defined for adjustment (such as rephrasing, deleting, reordering, or combining components). All project group members commented on the interviewees’ feedback and the proposals for adjustment and resolved conflicting feedback by reaching consensus through discussion. The final list of knowledge components was approved by the experts interviewed. Results Literature review The literature search retrieved 3,299 potentially relevant studies. Of these, 3,290 were excluded based on the abstract, since the studies did not describe knowledge needed to develop guidelines. Nine articles were selected for further analysis [12-14, 19-24]. Furthermore, the Cochrane Handbook for Systematic Reviews of Diagnostic Test Accuracy (draft version) and the GRADE Handbook provided additional information [16, 17]. Snowballing (of included articles and handbooks) resulted in the addition of eight articles including standards for reporting [25-32]. The literature selection process is presented in figure 1. A detailed description of the retrieved information is provided in Appendix 4.
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