Reference library
What the course is built on
Every source behind this course, grouped by research lane, with what was actually read, what each one supports and a link.
Reference library
Every source this course is built on, from the six research lanes. 253 sources. The badge on each one states what was actually read, because the lanes differ in kind: a full text, the pre-extracted guidance dossier, or the record and abstract only. Quotes are verbatim from the source.
Showing 253 of 253 sources.
Method landscape and method choice
What the six methods are, and how to choose between them. 18 sources.
Blake C, Rigby BP et al. 2024, Glasgow PSM guidance (DOI 10.36399/gla.pubs.316563) DOSSIERlane context: the dossier guidance defines PSM participation
What the course takes from it: lane context: the dossier guidance defines PSM participation; definition of a leverage point; no gold-standard method for identifying leverage points; guidance case studies of map-to-strategy work
Systems mapping is participatory when a range of stakeholders take part in the process.
A leverage point is the part of a system where a shift in one or more elements can produce substantial changes across the system, even if the initial alteration is relatively small.
Rouwette ENAJA et al. 2002, GMB effectiveness review (DOI 10.1002/sdr.229) ABSTRACT-BASEDcited in this lane
Scott RJ et al. 2016, Recent evidence on GMB effectiveness ABSTRACT-BASEDcited in this lane
Baugh Littlejohns L et al. 2021, CLDs in public health (PMID 35140995) ABSTRACT-BASEDcited in this lane
Savona N et al. 2021, GMB with adolescents in five countries (DOI 10.1093/eurpub/ckaa251) FULL TEXTcited in this lane
Barbrook-Johnson P, Penn AS 2022, Systems Mapping, Palgrave (DOI 10.1007/978-3-031-01919-7) ABSTRACT-BASEDauthoritative taxonomy for grouping mapping methods by what they are for
What the course takes from it: authoritative taxonomy for grouping mapping methods by what they are for
chapter list includes "Causal Loop Diagrams Pages 47-59", "Participatory Systems Mapping Pages 61-78", "Fuzzy Cognitive Mapping Pages 79-95", "System Dynamics Pages 113-128", "Comparing, Choosing, and Combining Systems Mapping Methods Pages 161-177"
Lee GY et al. 2022, participatory systems modelling, youth mental health (PMID 35409697) ACCESS NOT RECORDEDcited in this lane
Allender S et al. 2023, participatory systems science, Indian Ocean (PMID 37397744) ACCESS NOT RECORDEDcited in this lane
Barbrook-Johnson P, Penn AS 2023, Seven methods for mapping systems, i2insights (grey) FULL TEXTcited in this lane
Crielaard L et al. 2023, network analysis for leverage points false inference (PMID 38030634) ABSTRACT-BASEDcentrality-based leverage identification unreliable
What the course takes from it: centrality-based leverage identification unreliable; map structure depends on who built it and where the boundary was drawn
using network analysis to identify leverage points based on CLDs leads to false inference
Estrada-Magbanua WM et al. 2023, GMB in implementation research (PMID 37590193) FULL TEXTcited in this lane
van den Akker A et al. 2023, PSM for NCDs scoping review (DOI 10.1186/s12961-023-01020-7) FULL TEXT57 studies; evaluation rare; benefits mostly learning; lack of concrete actions; power imbalances
What the course takes from it: 57 studies; evaluation rare; benefits mostly learning; lack of concrete actions; power imbalances
there was a general lack of formal evaluation in most studies
Hanger-Kopp S et al. 2024, What qualitative systems mapping is (DOI 10.1007/s11625-024-01497-3) FULL TEXTcited in this lane
Deliberative Systems Mapping 2025, Cities & Health (title-page access only) ABSTRACT-BASEDcited in this lane
Heinze C et al. 2025, process evaluation, vocational schools (PMID 40448680) ACCESS NOT RECORDEDcited in this lane
Blake C, Rigby BP et al. 2026, PSM: a review of population health research practice (DOI 10.1186/s12961-026-01457-6) FULL TEXTparticipation uneven; lived experience limited
What the course takes from it: participation uneven; lived experience limited; reported systems-change outcomes; facilitation and power dynamics; 107 of ~143 systems mapped in stable high-income contexts
participation in map building and validation stages was uneven, and that involvement of individuals with lived experience was limited
Lived experience narratives onto systems maps 2026, IJSRM (title-page access only) ABSTRACT-BASEDcited in this lane
Rigby BP, Blake C et al. 2026, PSM Design Framework, JECH (DOI 10.1136/jech-2025-225349) FULL TEXTcited in this lane
Co-production and workshop technique
How to run the room so the material is worth coding. 90 sources.
The World Cafe Community Foundation. Cafe to Go! A Quick Reference Guide for Hosting World Cafe. FULL TEXTWorld Cafe design principles and practical format
What the course takes from it: World Cafe design principles and practical format
Seat four (five max) people at small Cafe-style tables or in conversation clusters.
University of South Carolina, Organizational Excellence. Carousel Process (facilitation tool). FULL TEXTcarousel / station rotation procedure
What the course takes from it: carousel / station rotation procedure
involves dividing a group into smaller teams and rotating them through different stations, each focused on a specific aspect of the creative task
Digital.gov (U.S. General Services Administration). Card sorts. Research and collaboration testing guide. FULL TEXTopen and closed card sort definitions and timing
What the course takes from it: open and closed card sort definitions and timing
A card sort asks users to group content into categories.
National Institute for Health and Care Research (NIHR). Payment guidance for researchers and professionals involving people in research. Version V1.9. FULL TEXTpayment principles and rates for involvement
What the course takes from it: payment principles and rates for involvement; payment is not a wage
ensure that members of the public are not financially worse off as a result of being involved in research
Wang C, Burris MA. Photovoice: concept, methodology, and use for participatory needs assessment. FULL TEXTdefining goals of photovoice
What the course takes from it: defining goals of photovoice
to enable people to record and reflect their community's strengths and concerns
Hasson F, Keeney S, McKenna H. Research guidelines for the Delphi survey technique. FULL TEXTDelphi definition and purpose
What the course takes from it: Delphi definition and purpose
The Delphi survey is a group facilitation technique, which is an iterative multistage process, designed to transform opinion into group consensus.
Lugina HI, Nystrom L, Christensson K, Lindmark G. Assessing mothers' concerns in the postpartum period: methodological issues. FULL TEXTcard sorting changed what participants said compared with interview alone
What the course takes from it: card sorting changed what participants said compared with interview alone; literacy exclusion from sorting
mothers more often expressed worry and interest related to the baby or themselves when they had sorted cards first
Murphy J, Tester S, Hubbard G, Downs M, et al. Enabling frail older people with a communication difficulty to express their views: the use of Talking Mats as an interview tool. FULL TEXTwho conventional methods exclude
What the course takes from it: who conventional methods exclude
People with a communication disability are often omitted from qualitative research studies since they cannot respond to the more traditional methods of interviewing.
Christens B, Speer PW. Tyranny/Transformation: Power and Paradox in Participatory Development. Review essay on Cooke B & Kothari U (eds) Participation: The New Tyranny? and Hickey S & Mohan G (eds) Participation: From Tyranny to Transformation?. FULL TEXTparticipation can reinforce existing exclusion
What the course takes from it: participation can reinforce existing exclusion; power critique of participatory methods
participatory processes can work to reinforce exclusion of women, the poor and the socially marginalized, rather than to open up channels for their voice
Murphy J. Perceptions of communication between people with communication disability and general practice staff. FULL TEXTTalking Mats used to include people with communication disability in focus groups
What the course takes from it: Talking Mats used to include people with communication disability in focus groups
Picture symbols and Talking Mats, a visual communication framework, were used to assist the participants with communication disability.
Salmon A. Walking the talk: how participatory interview methods can democratize research. FULL TEXTpayment, recruitment and shared analysis in participatory interviewing
What the course takes from it: payment, recruitment and shared analysis in participatory interviewing
the provision of honoraria, collaborating with community leaders in participant recruitment, and the use of shared analysis in group interviews
Barker JH. Q-methodology: an alternative approach to research in nurse education. FULL TEXTQ sort procedure and by-person analysis
What the course takes from it: Q sort procedure and by-person analysis
individuals are asked to rank-order (Q-sort) statements, which are then intercorrelated and subjected to factor analysis
Horstman M, Aldiss S, Richardson A, Gibson F. Methodological issues when using the draw and write technique with children aged 6 to 12 years. FULL TEXTconditions for drawing methods to work with children
What the course takes from it: conditions for drawing methods to work with children
The draw and write technique is a method that needs to be used carefully and sensitively if children are to become active participants
Hergenrather KC, Rhodes SD, Cowan CA, Bardhoshi G, et al. Photovoice as community-based participatory research: a qualitative review. FULL TEXTevidence base for photovoice in community health
What the course takes from it: evidence base for photovoice in community health
findings from this review support further application of photovoice to facilitate community change
Mitton C, Smith N, Peacock S, Evoy B, et al. Public participation in health care priority setting: A scoping review. FULL TEXTweak evaluation of deliberation and engagement
What the course takes from it: weak evaluation of deliberation and engagement
formal evaluation of public engagement efforts is rare
Ferm U, Sahlin A, Sundin L, Hartelius L. Using Talking Mats to support communication in persons with Huntington's disease. FULL TEXTmeasured effect of Talking Mats on communicative effectiveness
What the course takes from it: measured effect of Talking Mats on communicative effectiveness
Talking Mats increased communicative effectiveness for all participants.
Boulkedid R, Abdoul H, Loustau M, Sibony O, et al. Using and reporting the Delphi method for selecting healthcare quality indicators: a systematic review. FULL TEXTincomplete reporting in Delphi studies
What the course takes from it: incomplete reporting in Delphi studies
only 39% (31/80) of studies reported response rates for all rounds
Lorenz LS. A way into empathy: a 'case' of photo-elicitation in illness research. FULL TEXTphoto elicitation in illness research
What the course takes from it: photo elicitation in illness research
photo-elicitation as one way to generate empathy in research (and clinical) relationships with acquired brain injury survivors
McKenzie J, Braswell B, Jelsma J, Naidoo N. A case for the use of Q-methodology in disability research: lessons learned from a training workshop. FULL TEXTQ methodology applied in disability research
What the course takes from it: Q methodology applied in disability research
These factors appeared to represent different paradigms relating to the social, medical and disability rights models of disability.
Pazart L, Vidal C, Chalon DF, Gauthier S, et al. 'Card sorting': a tool for research in ethics on treatment decision-making at the end of life in Alzheimer patients with a life threatening complication. FULL TEXTcard sort with ranking as a data-producing procedure
What the course takes from it: card sort with ranking as a data-producing procedure
Each participant received a card game, selected fewer than ten and ranked them according to the importance they attached to each one.
Sutherland R, Reid K, Kok D, Collins M. Teaching a fishbowl tutorial: sink or swim? FULL TEXTfishbowl format definition
What the course takes from it: fishbowl format definition
The fishbowl method is a small group teaching technique in which a number of students engage in a discussion while observers form a circle around them.
Simons J. An introduction to Q methodology. FULL TEXTQ methodology as systematic analysis of viewpoints
What the course takes from it: Q methodology as systematic analysis of viewpoints
A defining principle of Q is its assumption that subjective viewpoints are amenable to systematic analysis.
Kristiansen P, Rasmussen R. Building a Better Business Using the LEGO SERIOUS PLAY Method. Hoboken: Wiley, 2014. Method description at Rasmussen Consulting, 'The Process'. FULL TEXTdefining structure of the LEGO Serious Play method
What the course takes from it: defining structure of the LEGO Serious Play method
The systematic use of the LEGO? SERIOUS PLAY? techniques, which consist of a Core Process and seven Application Techniques.
Bruggemann AJ, Persson A. Using forum play to prevent abuse in health care organizations: A qualitative study exploring potentials and limitations for learning. FULL TEXTforum play limitations reported by participants
What the course takes from it: forum play limitations reported by participants
explore how forum play participants experience the potentials and limitations of forum play as an educational model
McMillan SS, King M, Tully MP. How to use the nominal group and Delphi techniques. FULL TEXTnominal group technique procedure
What the course takes from it: nominal group technique procedure; NGT compared with Delphi
The classic NGT involves four key stages: silent generation, round robin, clarification and voting (ranking).
Junger S, Payne SA, Brine J, Radbruch L, et al. Guidance on Conducting and REporting DElphi Studies (CREDES) in palliative care: Recommendations based on a methodological systematic review. FULL TEXTDelphi rigour and reporting failings
What the course takes from it: Delphi rigour and reporting failings
Considerable differences were identified regarding the rigour of the design and the reporting of essential process and outcome parameters.
MacFarlane A, Galvin R, O'Sullivan M, McInerney C, et al. Participatory methods for research prioritization in primary care: an analysis of the World Cafe approach in Ireland and the USA. FULL TEXTWorld Cafe used for prioritisation with marginalised communities
What the course takes from it: World Cafe used for prioritisation with marginalised communities
This article analyses the use of World Cafes as a participatory method for research prioritization with marginalized communities in Ireland and the USA.
Apostolopoulos Y, Lemke MK, Barry AE, Lich KH. Moving alcohol prevention research forward - Part II: new directions grounded in community-based system dynamics modeling. FULL TEXTstaged group model building procedure
What the course takes from it: staged group model building procedure
creating model boundary charts, behavior-over-time-graphs and preliminary system dynamics models using group model-building techniques
Cheney AM, Koenig CJ, Miller CJ, Zamora K, et al. Veteran-centered barriers to VA mental healthcare services use. FULL TEXTpile sorting producing dimensions of a problem for mapping
What the course takes from it: pile sorting producing dimensions of a problem for mapping
free lists of barriers categorized through participant pile sorting
Hanson CS, Chapman JR, Gill JS, Kanellis J, et al. Identifying Outcomes that Are Important to Living Kidney Donors: A Nominal Group Technique Study. FULL TEXTNGT ranking with importance scores in a patient population
What the course takes from it: NGT ranking with importance scores in a patient population
participants identified outcomes of donation, ranked them in order of importance, and discussed the reasons for their preferences
Reisner SL, Randazzo RK, White Hughto JM, Peitzmeier S, et al. Sensitive Health Topics With Underserved Patient Populations: Methodological Considerations for Online Focus Group Discussions. FULL TEXTanonymity gains from online discussion for stigmatised groups
What the course takes from it: anonymity gains from online discussion for stigmatised groups
Online focus group discussions provide an anonymous environment to assess sensitive, health-related experiences
Teti M, Koegler E, Conserve DF, Handler L, et al. A Scoping Review of Photovoice Research Among People With HIV. FULL TEXTmethodological inconsistency in photovoice reporting
What the course takes from it: methodological inconsistency in photovoice reporting
Studies were of strong quality but lacked consistent procedures.
Bogdanovic J, Petralito S, Passerini S, Sax H, et al. Exploring healthcare providers' mental models of the infection prevention "patient zone" - a concept mapping study. FULL TEXTcard sort used to test participants' models against an expert model
What the course takes from it: card sort used to test participants' models against an expert model
We conducted individual concept mapping interviews supported by a card-sorting technique to examine HCPs' mental models of the patient zone and compared these to IPC expert models.
Pope N, Tallon M, Leslie G, Wilson S. Using 'draw, write and tell' to understand children's health-related experiences. FULL TEXTdraw, write and tell procedure
What the course takes from it: draw, write and tell procedure
DWT enables children to communicate their experiences by drawing, writing words and telling the story of their pictures in response to interview questions.
Hatton AL, Haslam C, Bell S, Langley J, et al. Innovative solutions to enhance safe and green environments for ageing well using co-design through patient and public involvement. FULL TEXTbuilding techniques in a real co-design workshop
What the course takes from it: building techniques in a real co-design workshop; mixed creative methods bundle
which included the use of creative engagement activities (LEGO? Serious Play, mind maps, poster gallery walk), to help participants share personal stories
Singh S, Kalra J, Das S, Barua P, et al. Transformational learning for health professionals through a Theatre of the Oppressed workshop. FULL TEXTforum theatre mechanics: spect-actor intervention
What the course takes from it: forum theatre mechanics: spect-actor intervention
spectators were invited to replace the struggling person and demonstrate how they would handle the oppression
Swe MMM, Hlaing PH, Phyo AP, Aung HH, et al. Evaluation of the forum theatre approach for public engagement around antibiotic use in Myanmar. FULL TEXTforum theatre participant preference in a public engagement evaluation
What the course takes from it: forum theatre participant preference in a public engagement evaluation
preferred forum theatre approach over formal health talks
Gordon AR, Calzo JP, Eiduson R, Sharp K, et al. Asynchronous Online Focus Groups for Health Research: Case Study and Lessons Learned. FULL TEXTasynchronous online focus group format
What the course takes from it: asynchronous online focus group format
Each AOFG lasted four consecutive days with two prompts posted by moderators per day.
Gunton A, Hansen G, Schellenberg KL. Photovoice as a Participatory Research Tool in Amyotrophic Lateral Sclerosis. FULL TEXTphotovoice adapted for people with a degenerative condition
What the course takes from it: photovoice adapted for people with a degenerative condition
participating by taking photographs, writing descriptive text, and participating in individual and group interviews
Harb SI, Tao L, Pelaez S, Boruff J, et al. Methodological options of the nominal group technique for survey item elicitation in health research: A scoping review. FULL TEXTvariation in NGT design across studies
What the course takes from it: variation in NGT design across studies
We included 57 studies, which used between 1 and 41 nominal groups that included between 2 and 30 participants per group.
Malhotra B, Dieterich-Hartwell R, DeBeer B, Burns C, et al. Collage-based graphic elicitation method for capturing the lived experiences of veterans with Gulf War illness. FULL TEXTcollage elicits material an interview alone did not produce
What the course takes from it: collage elicits material an interview alone did not produce
revealing previously unarticulated experiences
Ajibade BO, Hayes C. Using LEGO? Serious Play? Methodology in supporting Nigerian nursing students' sociocultural transitions to UK higher education: A phenomenological research study. FULL TEXTLSP and power balance
What the course takes from it: LSP and power balance; LSP against domination by self-appointed experts; LSP changed what participants contributed compared with dialogue alone
LSP enabled the removal of power imbalance
Bird T, Jensen T. What's in the refrigerator? Using an adapted material culture approach to understand health practices and eating habits in the home. FULL TEXTobject elicitation as a technique that moves beyond self-report
What the course takes from it: object elicitation as a technique that moves beyond self-report
Our two studies both utilized one particular household object-the refrigerator-to help explore everyday eating habits
Brodyn A, Lee SY, Futrell E, Bennett I, et al. Body Mapping and Story Circles in Sexual Health Research With Youth of Color. FULL TEXTbody mapping producing material a map can be built from
What the course takes from it: body mapping producing material a map can be built from
used story circles and body mapping to elucidate how young people understand the relationship between their social contexts and their sexual and reproductive health
de Saille S, Kipnis E, Potter S, Cameron D, et al. Improving Inclusivity in Robotics Design: An Exploration of Methods for Upstream Co-Creation. FULL TEXTdirect comparison of co-creative techniques with disabled participants
What the course takes from it: direct comparison of co-creative techniques with disabled participants
We developed a comparative set of focus group workshops using Community Philosophy, LEGO? Serious Play? and Design Thinking
Deutsch AR, Lustfield R, Jalali MS. Community-based system dynamics modelling of stigmatized public health issues: Increasing diverse representation of individuals with personal experiences. FULL TEXTexclusion of marginalised participants from modelling groups
What the course takes from it: exclusion of marginalised participants from modelling groups
are essential model contributors, but are often underrepresented in modeling groups due to multiple barriers
DiPierro K, Lee H, Pain KJ, Durning SJ, et al. Groupthink among health professional teams in patient care: A scoping review. FULL TEXTgroupthink as premature consensus seeking
What the course takes from it: groupthink as premature consensus seeking; thin empirical base in health care
Groupthink, a term coined by Irving Janis to depict premature consensus seeking in highly cohesive groups
Goodrich J, Ridge D, Cartwright T, et al. A qualitative study exploring patient shadowing as a method to improve patient-centred care: 10 principles for a new gold standard. FULL TEXTpatient shadowing as a quality improvement method
What the course takes from it: patient shadowing as a quality improvement method
Qualitative interviews were conducted with 20 clinical and non-clinical participants of a national QI programme in UK
Gullett HL, Brown GL, Collins D, Halko M, et al. Using Community-Based System Dynamics to Address Structural Racism in Community Health Improvement. ABSTRACT-BASEDgroup model building producing causal loop diagrams in a health service setting
What the course takes from it: group model building producing causal loop diagrams in a health service setting; equity application: CBSD on structural racism; leverage points and transportable solutions
Causal loop diagrams of structural racism generated through group model building demonstrate complex dynamics
Participants identified potential leverage points for actionable focus to eliminate structural racism.
Jackson DN, Sehgal N, Baur C. Benefits of mHealth Co-design for African American and Hispanic Adults: Multi-Method Participatory Research for a Health Information App. FULL TEXTcollage and card sorting combined in one co-design session
What the course takes from it: collage and card sorting combined in one co-design session
such as collage and card sorting (design session 1)
Poon BT, Atchison C, Kwan A, Veasey C, et al. A community-based systems dynamics approach for understanding determinants of children's social and emotional well-being. FULL TEXTwhat a group model building workshop produces for a systems map
What the course takes from it: what a group model building workshop produces for a systems map
we constructed two causal loop diagrams composed of 250 variables, 534 connections and 63 feedback loops
Salim H, Young I, Lee PY, Shariff-Ghazali S, et al. Insights into how Malaysian adults with limited health literacy self-manage and live with asthma: A Photovoice qualitative study. FULL TEXTphotovoice with participants of limited health literacy
What the course takes from it: photovoice with participants of limited health literacy; language: interviews in participants' preferred language
We sampled ethnically diverse adults with asthma and limited health literacy from four primary healthcare clinics in Malaysia.
Vusio F, Thompson A, Birchwood M. A novel application of the Lego? Serious Play? methodology in mental health research: Understanding service users' experiences of the 0-19 mental health model in the United Kingdom. FULL TEXTLEGO Serious Play as a data-collection method with young service users
What the course takes from it: LEGO Serious Play as a data-collection method with young service users
Seven participants constructed 14 models and provided metaphorical narratives for them besides engaging in group discussions.
Warburton T, Brown J, Sandars J. The use of LEGO? SERIOUS PLAY? within nurse education: A scoping review. FULL TEXTthin evidence base for LEGO Serious Play in health education
What the course takes from it: thin evidence base for LEGO Serious Play in health education
These results highlight a gap in the evidence concerning the use of LEGO? SERIOUS PLAY? within nursing education and thus the need for further exploration.
Yang CL, Labbe D, Sakakibara BM, Vissers J, et al. World Cafe - a community conversation: a Canadian perspective on stroke survivors needs for community integration. FULL TEXTWorld Cafe reaching rural and indigenous communities
What the course takes from it: World Cafe reaching rural and indigenous communities
Three World Cafes were held in three communities, including rural, urban-multicultural, and indigenous communities.
Douglass E, Johnson C, Lucas G, Dowling S, et al. "Work with us... to make it more accessible". What women with intellectual disabilities want from infant-feeding health resources: an exploratory study. FULL TEXTphoto elicitation used to appraise accessible formats with women with intellectual disability
What the course takes from it: photo elicitation used to appraise accessible formats with women with intellectual disability
Photo-elicitation was used to gather views on videos, bespoke 'Easy Read' material
Genuis SK, Luth W, Weber G, Bubela T, et al. Asynchronous online focus groups for research with people living with amyotrophic lateral sclerosis and family caregivers: usefulness, acceptability and lessons learned. FULL TEXTdigital methods reduce travel and disability barriers
What the course takes from it: digital methods reduce travel and disability barriers
People with amyotrophic lateral sclerosis (ALS) face disability- and travel-related barriers to research participation.
Ivarsson M, Andersson AK, Almqvist L. Self-rating via video communication in children with disability - a feasibility study. FULL TEXTpictorial, nonverbal participation enabled online
What the course takes from it: pictorial, nonverbal participation enabled online
The pictorial representations of activities and response options in PmP were displayed in a shared PowerPoint presentation, enabling nonverbal responses with the annotate function in Zoom.
Khurshid F, O'Connor E, Thompson R, Hegazi I. Twelve tips for adopting the virtual Nominal Group Technique (vNGT) in medical education research. FULL TEXTvirtual NGT: claimed gains and losses
What the course takes from it: virtual NGT: claimed gains and losses
resulting in more effective engagement and focus with fewer distractions compared to in-person meetings
Murray A, Steffen M, Keiller E, Turri MG, et al. Body mapping for arts-based inquiry in mental health research: a scoping review. FULL TEXTbody mapping evidence and reported benefits
What the course takes from it: body mapping evidence and reported benefits
The benefits of body mapping included its exploration of difficult-to-access emotions and experiences
Newman B, Fisher KR, Trollor J. How do Australian mental health services use easy read to make information accessible for people with intellectual disability? FULL TEXTaccessible-format failure in practice
What the course takes from it: accessible-format failure in practice
Most mental health staff did not use easy read or other accessible information
Pollitt S, Gurbutt D, Harrison N, Duckworth JE. Capturing the experiences of undergraduate student nurses undertaking a pre-registration nursing degree course using an adapted experience based co-design approach. FULL TEXTemotional touchpoint mapping as part of an EBCD sequence
What the course takes from it: emotional touchpoint mapping as part of an EBCD sequence
Semi-structured interviews, emotional touchpoint mapping and co-design events were conduct
Prokopovich K, Phillipson L, West Pitts L, Stanoevska B, et al. Using World Cafes to engage an Australian culturally and linguistically diverse community around human papillomavirus vaccination. FULL TEXTWorld Cafe adapted for a culturally and linguistically diverse community
What the course takes from it: World Cafe adapted for a culturally and linguistically diverse community
We adapted a participatory research method (the World Cafe) to engage one local CALD community
Schroter B, Gottwald S, Castro-Arce K, Hartkopf E, et al. Virtual participatory mapping of nature-based solutions in the Grande de Tarcoles River basin, Costa Rica. FULL TEXTwhat is substituted when participatory mapping moves online
What the course takes from it: what is substituted when participatory mapping moves online
this novel approach showcases how physical presence and movement is replaced by virtual mobility enabled through an online geogr
Twamley J, Monks R, Beaver K. Using experience-based co-design to prioritise areas for improvement for patients recovering from critical illness. FULL TEXTemotional mapping / touchpoint exercise in experience-based co-design
What the course takes from it: emotional mapping / touchpoint exercise in experience-based co-design
A patient feedback event incorporated an emotional mapping exercise, to identify key points during the recovery journey.
Anderson AM, Brading L, Swaithes L, Evans N, et al. Building trust and inclusion with under-served groups: a public involvement project employing a knowledge mobilisation approach. FULL TEXTtechniques used to build trust with under-served groups
What the course takes from it: techniques used to build trust with under-served groups
incorporated approaches such as prompt questions, live illustrations, and themed boards
Araujo LMCA, Nunes NRA, Rodriguez A. Practical Guide of Participatory Methodologies for Community Engagement and Health Promotion. FULL TEXTriver of life group size and materials
What the course takes from it: river of life group size and materials
The activity should be conducted with a group of up to 8 people to ensure equal participation and a welcoming and safe environment.
Choi JJ, Mhaimeed N, Al-Mohanadi D, Mahmoud MA, et al. Medical residents' perceptions of group biases in medical decision making: a qualitative study. FULL TEXTgroup bias as a patient-safety concern
What the course takes from it: group bias as a patient-safety concern
Systematic biases in group decision making (i.e., group biases) may result in suboptimal decisions and potentially harm patients.
Denford S, Holt L, Essery R, Kesten J, et al. Engagement in rapid public health research among young people from underserved communities: maximising opportunities and overcoming barriers. FULL TEXTdocumented exclusion of underserved groups
What the course takes from it: documented exclusion of underserved groups
Inclusion in public health research of young people from low-income households and those from minority ethnic groups remains low.
Elimian K, Diaconu K, Ansah J, King C, et al. Enablers and barriers to implementing cholera interventions in Nigeria: a community-based system dynamics approach. FULL TEXTscale and composition of group model building workshops
What the course takes from it: scale and composition of group model building workshops
Adamawa and Bauchi States' group modes building participants comprised 49 community members and 43 healthcare providers
Fahsold A, Schmudderich K, Roes M, Verbeek H, et al. The Perspective of Residents Living With Dementia Toward Their Built Environment: A Walking Interview Study in German Nursing Homes. FULL TEXTwho walking interviews include and exclude
What the course takes from it: who walking interviews include and exclude
Inclusion criteria for participation were the presence of dementia (medically diagnosed or indicated by symptoms) and the ability to express themselves verbally in German.
Haile ZT, Woldu DO. Breastfeeding Measurement - Cultural Domain Analysis. FULL TEXTpile sorting and free listing as formal methods
What the course takes from it: pile sorting and free listing as formal methods
Basic features of key techniques within CDA that include free listing, pile sorting, and cultural consensus analysis are discussed.
Howard J. Rivers of Life. Participatory Methods website, Institute of Development Studies. FULL TEXTriver of life and literacy demands
What the course takes from it: river of life and literacy demands
The method is accessible for all literacy levels.
Meulenbroeks I, Raban MZ, Seaman K, Rolfe K, et al. Community Preferences for Allied Health Services in Residential Aged Care. FULL TEXTcard sort combined with Q analysis in a health service study
What the course takes from it: card sort combined with Q analysis in a health service study
Focus group members used card sort methods (Q-methodology) to aid prioritisation, categorisation and discussion.
Phillips EK, Chudyk AM, Monnin C, Schultz ASH, et al. The Use of Arts-Based Methods to Enhance Patient Engagement in Health Research. FULL TEXTarts-based methods and power shifts in patient engagement
What the course takes from it: arts-based methods and power shifts in patient engagement
shifted power from researchers to people with lived experience, and reduced tokenism
Ruiz-Rodrigo A, Morales E, Lakoud M, Riendeau J, et al. Experiencing accessibility of historical heritage places with individuals living with visible and invisible disabilities. FULL TEXTgo-along method with disabled participants
What the course takes from it: go-along method with disabled participants
go along interviews (also referred to in the literature as "walking interview" in two different locations
Viljoen A, Leech R, Slater P, Heyns T. Consensus on the definition and attributes of person-centered teamwork: An e-Delphi study. FULL TEXTe-Delphi as remote consensus method
What the course takes from it: e-Delphi as remote consensus method
Three rounds of online engagement with 12 experts were needed to reach consensus
Yeo S, Ehiri J, Magrath P, Dawson A, et al. Walking into their lives: Applying the go-along method to explore refugee health. FULL TEXTgo-along / walking interview for participants with limited language or literacy
What the course takes from it: go-along / walking interview for participants with limited language or literacy
It can assist in identifying the needs and challenges of people with limited language skills or low educational levels
Bifarin O, Miah J, Harvey M, Faragher G, et al. Co-Production and Implementation of 'Count Me In': A Bottom-Up Approach to Inclusive Research and Participation in a National Health Service in England. FULL TEXTscale of a co-produced inclusive participation change
What the course takes from it: scale of a co-produced inclusive participation change
CMI was co-produced with stakeholders through a series of workshops, discussion groups and consultations with over 300 participants
Chauhan A, Leadbitter K, Gray-Burrows KA, Vinall-Collier K, et al. An 'explosion in the mouth': The oral health experiences of autistic children. FULL TEXTTalking Mats combined with interview for autistic children
What the course takes from it: Talking Mats combined with interview for autistic children
using spoken interviews and Talking Mats
Klatt A, van Zeeland E, Henseler J. Improving the quality of data in the World Cafe method: the crucial role of the table hosts. FULL TEXTWorld Cafe failure modes: facilitation and host skill determine data quality
What the course takes from it: World Cafe failure modes: facilitation and host skill determine data quality
At first glance, the World Cafe method looks like a method that is easy to use. However, it is complex and demanding when collecting high-quality data.
McKenna S, Salem A, Ibrahim E, Brown R, et al. Co-producing data-intensive research with an underserved group: a case study and evaluation identifying pathways to impact. FULL TEXTevidence gap for co-production with underserved groups
What the course takes from it: evidence gap for co-production with underserved groups
there is limited evidence on methods for successful co-production in data-intensive research with underserved groups
Pierce JE, Hernandez NJ, Alahakoon D, Hill A, et al. Refining Methods of Experience-Based Co-Design for Application in Aphasia and Cognitive-Communication Disability. FULL TEXTcommunication demands of standard co-design methods
What the course takes from it: communication demands of standard co-design methods; adaptation for aphasia
standard co-design procedures involve extensive spoken and written language
Piercy J, Hamilton C. A review of acknowledgement and payment preferences of contributors on a register of patient public involvement in brain injury research. FULL TEXTcontributors' own payment preferences
What the course takes from it: contributors' own payment preferences
expressed preference for payment by cheque or bank transfer
Boscoe A, Qureshi O, Khan Z, Pasha A, et al. Addressing psychosis stigma in urban Pakistan through participatory forum theatre: A pilot implementation study. FULL TEXTforum theatre provenance and health application
What the course takes from it: forum theatre provenance and health application
Forum Theatre, a participatory, arts-based method rooted in Augusto Boal's Theatre of the Oppressed (TO)
Fleischmann P, Schofield P. A Critical History of Co-Production in the Design and Delivery of UK Mental Health Services. FULL TEXTco-production vocabulary drifting from its meaning
What the course takes from it: co-production vocabulary drifting from its meaning
The term co-production is now very common and risks losing its original egalitarian and emancipatory meaning.
Foryciarz A, Srivathsa N, Sedan O, Goldman Rosas L, et al. Causal modeling of chronic kidney disease in a participatory framework for informing the inclusion of social drivers in health algorithms. FULL TEXTmodel building workshop output feeding a formal causal graph
What the course takes from it: model building workshop output feeding a formal causal graph
our model building workshop resulted in a final graph comprising 16 variables, 42 causal links, and 5 subsystems
Mannell J, Lowe H, Tanielu H, Isaako Hosea E, et al. Can co-designing interventions with affected communities help prevent violence against women? Findings from a process evaluation of the E le Saua le Alofa (Love Shouldn't Hurt) pilot in Samoa. FULL TEXTevidence gap on whether co-design changes outcomes
What the course takes from it: evidence gap on whether co-design changes outcomes
there is little evidence of whether co-designing interventions can reduce violence against women
Upthegrove R, Lafanechere M, Pope MA, Francis-Crossley I, et al. A Stakeholder-Informed Approach to the Development and Implementation of National Digital Registry and Learning Healthcare System (LHS) for Psychosis. FULL TEXTcard sort used for structured prioritisation in service co-design
What the course takes from it: card sort used for structured prioritisation in service co-design
We identified essential data elements using adapted "MoSCoW" card sort methodology
Wu H, Ren H, Chu S. Applications, Challenges and Strategies of Patient Journey Maps in Care Transitions: A Scoping Review. FULL TEXTreported challenges in patient journey mapping
What the course takes from it: reported challenges in patient journey mapping; journey mapping: documented problems in care-transition mapping (23 studies, 12 countries)
Challenges included collaboration breakdowns (78.3%), information fragmentation (74.0%), and psychosocial barriers (47.8%).
Personas, journeys and needs analysis
The front end: pathways, touch points, implied personas. 35 sources.
Cooper A (1999). The Inmates Are Running the Asylum. Indianapolis: Macmillan/Sams. [book, not fetched] FULL TEXTpersonas: origin of the contemporary concept
What the course takes from it: personas: origin of the contemporary concept
It was Allan Cooper [4] who gave the contemporary definition of persona which referred to as a creative way of constructing the type of person who would use a particular computer application.
National Institute for Health and Care Excellence (2015). Mapping care pathways. Health Technologies Adoption Programme resource, NICE. FULL TEXTjourney mapping: map the pathway as it is, not as designed
What the course takes from it: journey mapping: map the pathway as it is, not as designed
Identify start and end points before mapping the steps in the care pathway, and map them as they usually happen in current practice (that is, not as they would happen in an ideal scenario).
Stevens A, Gillam S (1998). Needs assessment: from theory to practice. BMJ 316(7142):1448-1452. FULL TEXTneeds analysis: definition of needs assessment in health care
What the course takes from it: needs analysis: definition of needs assessment in health care; needs analysis: population-level vs individual-level needs assessment
The purpose of needs assessment in health care is to gather the information required to bring about change beneficial to the health of the population.
Chapman CN, Milham RP (2006). The Personas' New Clothes: Methodological and Practical Arguments against a Popular Method. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 50(5):634-636. FULL TEXTpersonas: criticism of verifiability and validity
What the course takes from it: personas: criticism of verifiability and validity
Personas cannot be adequately verified or falsified and therefore have no demonstrable validity.
Dewar B, Mackay R, Smith S, Pullin S, Tocher R (2010). Use of emotional touchpoints as a method of tapping into the experience of receiving compassionate care in a hospital setting. Journal of Research in Nursing 15(1):29-41. FULL TEXTtouchpoints: the method and its claimed influence on ward-level change
What the course takes from it: touchpoints: the method and its claimed influence on ward-level change; touchpoints: design and scale of the originating emotional touchpoints study
Significant learning arose from these stories that has directly influenced change on the wards.
Trebble TM, Hansi N, Hydes T, Smith MA, Baker M (2010). Process mapping the patient journey: an introduction. BMJ 341:c4078. FULL TEXTjourney mapping: process mapping for the patient journey in healthcare
What the course takes from it: journey mapping: process mapping for the patient journey in healthcare
Process mapping allows us to "see" and understand the patient's experience
Cane J, O'Connor D, Michie S (2012). Validation of the theoretical domains framework for use in behaviour change and implementation research. Implementation Science 7:37. FULL TEXTneeds analysis: TDF 14 domains and their validation basis
What the course takes from it: needs analysis: TDF 14 domains and their validation basis; the 14 domains in order (counted from this paper); domain definitions and construct counts; silhouette 0.29 as the discriminant-validity figure; 112 unique constructs sorted by 37 experts
There was good support for a refinement of the framework comprising 14 domains of theoretical constructs (average silhouette value 0.29)
There was good support for a refinement of the framework comprising 14 domains of theoretical constructs (average silhouette value 0.29): 'Knowledge', 'Skills', 'Social/Professional Role and Identity', 'Beliefs about Capabilities', 'Optimism', 'Beliefs about Consequences', 'Reinforcement', 'Intentions', 'Goals', 'Memory, Attention and Decision Processes', 'Environmental Context and Resources', 'Social Influences', 'Emotions', and 'Behavioural Regulation'.
Dalsted RJ, Holge-Hazelton B, Kousgaard MB, Andersen JS (2012). Informal work and formal plans: articulating the active role of patients in cancer trajectories. International Journal of Integrated Care 12:e230. FULL TEXTjourney mapping: informal patient work; formal pathway models limit patient agency
What the course takes from it: journey mapping: informal patient work; formal pathway models limit patient agency
Work done by patients was invisible and not perceived as work.
Matthews T, Judge T, Whittaker S (2012). How do designers and user experience professionals actually perceive and use personas? CHI 2012, pp. 1219-1228. FULL TEXTpersonas: whether persona material changes design decisions
What the course takes from it: personas: whether persona material changes design decisions
Practitioners used personas almost exclusively for communication, but not for design.
Lipworth W, Taylor N, Braithwaite J (2013). Can the theoretical domains framework account for the implementation of clinical quality interventions? BMC Health Services Research 13:530. FULL TEXTneeds analysis: TDF describes determinants but not their causal relations
What the course takes from it: needs analysis: TDF describes determinants but not their causal relations; needs analysis: instability of TDF domain boundaries
It does not specify relationships between each of the determinant areas.
Phillips CJ, Marshall AP, Chaves NJ, Jankelowitz SK, Lin IB, Loy CT, Rees G, Sakzewski L, Thomas S, To TP, Wilkinson SA, Michie S (2015). Experiences of using the Theoretical Domains Framework across diverse clinical environments: a qualitative study. Journal of Multidisciplinary Healthcare 8:139-146. FULL TEXTneeds analysis: practitioner-reported difficulty from overlapping TDF domains
What the course takes from it: needs analysis: practitioner-reported difficulty from overlapping TDF domains; published criticism of TDF domain boundaries and of TDF use as a coding scheme (user-reported); time and resources as a coded challenge
The use of the TDF was also challenging because of perceived "overlap" between domains that resulted in repetition.
The use of the TDF was also challenging because of perceived "overlap" between domains that resulted in repetition. For one participant it was as though the "huge overlap" made the domains "blend into each other" and made it hard to "tease out what I was trying to do".
Valdez RS, Holden RJ, Novak LL, Veinot TC (2015). Transforming consumer health informatics through a patient work framework: connecting patients to context. Journal of the American Medical Informatics Association 22(1):2-10. FULL TEXTjourney mapping: patient work and invisible work concepts for capturing informal effort
What the course takes from it: journey mapping: patient work and invisible work concepts for capturing informal effort
Patients' and their family members' health-related activities constitute a type of work called 'patient work'
Adamson E, Pow J, Houston F, Redpath P (2017). Exploring the experiences of patients attending day hospitals in the rural Scotland: capturing the patient's voice. Journal of Clinical Nursing 26(19-20):3044-3055. FULL TEXTtouchpoints: published health application of emotional touchpoints as interview prompts
What the course takes from it: touchpoints: published health application of emotional touchpoints as interview prompts
Individual interviews were undertaken in participant's homes using emotional touchpoints as prompts to help patients discuss their experience of care within a day hospital (n = 15).
Atkins L, Francis J, Islam R, O'Connor D, Patey A, Ivers N, Foy R, Duncan EM, Colquhoun H, Grimshaw JM, Lawton R, Michie S (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implementation Science 12(1):77. FULL TEXTneeds analysis: how TDF is used to structure a barriers/enablers assessment
What the course takes from it: needs analysis: how TDF is used to structure a barriers/enablers assessment; how TDF is used to code qualitative material; two-coder independent coding expectation
This guide offers practical guidance for those who wish to apply the TDF to assess implementation problems and support intervention design.
Some text may seem to fit in multiple domains. ... Text should be coded into the domains that best reflect the key theme, despite the inclination to code everything into one domain.
Goh CH, Kulathuramaiyer N, Zaman T (2017). Riding Waves of Change: A Review of Personas Research Landscape Based on the Three Waves of HCI. ICT4D 2017, pp. 605-616. FULL TEXTpersonas: origin, publication history 1998-2016
What the course takes from it: personas: origin, publication history 1998-2016
1998 was a significant year for the contemporary studies of personas as this was the year when Alan Cooper [4] published his ground-breaking book, The Inmates Are Running The Asylum.
Agency for Clinical Innovation, NSW Health (2018). Experience Map (Experience-Based Co-design Toolkit). FULL TEXTtouchpoints: experience/emotion map as an EBCD artefact
What the course takes from it: touchpoints: experience/emotion map as an EBCD artefact
A graphical representation of people's experiences including processes, interactions and emotions.
Agency for Clinical Innovation, NSW Health (2018). Journey Map (Experience-Based Co-design Toolkit). FULL TEXTtouchpoints: recording emotion along the journey timeline
What the course takes from it: touchpoints: recording emotion along the journey timeline
Plot the emotional map. For each 'doing' sticky note, mark a cross on the grid representing the degree of the specific emotion identified at that moment.
Salminen J, Guan K, Nielsen L, Jung S-g, Jansen BJ (2020). A Template for Data-Driven Personas: Analyzing 31 Quantitatively Oriented Persona Profiles. HCII 2020, LNCS 12184:125-144. FULL TEXTpersonas: templates and their lack of standardisation
What the course takes from it: personas: templates and their lack of standardisation
We did not find one "general template" for DDPs and defining this is difficult due to the variety of the outputs of different methods as well as different information needs of the persona users.
Villanueva M, Yannou B, Leroy Y, Cluzel F, Vautier M, Vaija S (2020). Design-for-cost-and-environment: ontological analysis and comparison of service representation approaches. Proceedings of the Design Society (DESIGN Conference). FULL TEXTjourney mapping: origin in service blueprinting (Shostack lineage)
What the course takes from it: journey mapping: origin in service blueprinting (Shostack lineage); journey mapping: contrast with service blueprints (customer-facing, emotion-carrying)
Service Blueprinting was first described by (Shostack, 1982), originally to help visualize service processes in terms of physical evidences, and customer and employee actions through the different layers of interaction.
Ly S, Runacres F, Poon P (2021). Journey mapping as a novel approach to healthcare: a qualitative mixed methods study in palliative care. BMC Health Services Research 21:915. FULL TEXTjourney mapping: retrospective, staff/record-built maps lose the patient voice
What the course takes from it: journey mapping: retrospective, staff/record-built maps lose the patient voice
The retrospective nature of this study prohibits direct patient feedback. Consequently, the patient and caregiver perspective, including quality of life and symptom burden experienced were not well represented.
ten Klooster I, Wentzel J, Sieverink F, Linssen G, Wesselink R, van Gemert-Pijnen L (2022). Personas for Better Targeted eHealth Technologies: User-Centered Design Approach. JMIR Human Factors 9(1):e24172. FULL TEXTpersonas: status in user-centred design practice
What the course takes from it: personas: status in user-centred design practice; personas: data-driven clustering approach and its limits
the user-centered design practice of creating personas is widely accepted to ensure the fit between a technology and the target group
Davies EL, Bulto LN, Walsh A, Pollock D, Langton VM, Laing RE, Graham A, Arnold-Chamney M, Kelly J (2023). Reporting and conducting patient journey mapping research in healthcare: A scoping review. Journal of Advanced Nursing 79(1):83-100. FULL TEXTjourney mapping: method and reporting quality across 81 studies
What the course takes from it: journey mapping: method and reporting quality across 81 studies
Reporting of studies was inconsistent and largely non-adherent with relevant, established reporting guidelines.
Joseph AL, Monkman H, Kushniruk A, Quintana Y (2023). Exploring Patient Journey Mapping and the Learning Health System: Scoping Review. JMIR Human Factors 10:e43966. FULL TEXTjourney mapping: evidence gap; only 8 eligible studies
What the course takes from it: journey mapping: evidence gap; only 8 eligible studies
This scoping review demonstrated the gap in knowledge regarding integrating the data from journey mapping activities into an LHS.
Kassianos AP, et al. (2023). Barriers to and enablers of type 2 diabetes screening among women with prior gestational diabetes: A qualitative study applying the Theoretical Domains Framework. Frontiers in Clinical Diabetes and Healthcare 4:1086186. FULL TEXTneeds analysis: a worked inter-coder agreement figure for TDF coding
What the course takes from it: needs analysis: a worked inter-coder agreement figure for TDF coding
Inter-rater reliability was calculated using the NVivo coding comparison function (Kappa coefficient=0.73, 99% agreement).
O'Donovan B, Kirke C, Pate M, McHugh S, et al. (2023). Mapping the Theoretical Domain Framework to the Consolidated Framework for Implementation Research: do multiple frameworks add value? Implementation Science Communications 4:100. ABSTRACT-BASEDneeds analysis: quantified overlap when two determinant frameworks are applied to the same data
What the course takes from it: needs analysis: quantified overlap when two determinant frameworks are applied to the same data; published statement that broad or poorly defined domains and variation in construct use are limitations of TDF and CFIR (quoted second-hand in the search record; abstract not fetched verbatim - see gaps)
Within paired domains substantial intersection/overlap across constructs and domains within the two frameworks was classified as
Foundation of Nursing Studies (2024). Using Emotional Touchpoints to Understand Experiences of Care. FONS resource. FULL TEXTtouchpoints: definition of an emotional touchpoint
What the course takes from it: touchpoints: definition of an emotional touchpoint; touchpoints: the procedure as taught
are the moments where the person recalls being touched emotionally (feelings) or cognitively (deep and lasting memories)
Husain L, Finlay T, Husain A, Wherton J, Hughes G, Greenhalgh T (2024). Developing user personas to capture intersecting dimensions of disadvantage in older patients who are marginalised: a qualitative study. British Journal of General Practice 74(741):e250-e257. FULL TEXTpersonas: building from qualitative data; evidence-based construction
What the course takes from it: personas: building from qualitative data; evidence-based construction; personas: number used in a published health study
User personas (fictional cases based on empirical data
Shariff Z, Dale J, Spencer RA (2024). General practice management after transition events: protocol for an experience-based co-design study. BJGP Open 8(3):BJGPO.2023.0244. FULL TEXTend to end: overlaying emotional mapping onto a process map in co-design
What the course takes from it: end to end: overlaying emotional mapping onto a process map in co-design
overlay the process maps with the results of the emotional mapping
Dominello A, Cheek C, Clay-Williams R (2025). The use of personas to involve consumers in healthcare co-design: a scoping review. BMC Health Services Research 25(1):649. FULL TEXTpersonas: definition as used in healthcare co-design
What the course takes from it: personas: definition as used in healthcare co-design; personas: volume and stage-use of personas in healthcare co-design
personas are hypothetical representations that help to establish an understanding of the perspectives and experiences of individuals
Healthcare Improvement Scotland (2025). Emotional touchpoints. Participation Toolkit, HIS Engage. FULL TEXTtouchpoints: cautions on elicitation and participation
What the course takes from it: touchpoints: cautions on elicitation and participation; touchpoints: what a reported feeling can and cannot be evidence of
Touchpoints and emotion words are useful prompts and can be a short-cut to accessing emotions, but not everyone will respond to such a direct approach.
Chu C, Kuluski K, Birze A, Baek J, Wong L, Donnelly C, Wood B, Logozzo J, Rosella L (2026). Using Personas as a Tool for People-Centred Segmentation and Health Systems Planning in Ontario, Canada. International Journal of Integrated Care 26(2):12. FULL TEXTpersonas: definition; data-driven construction
What the course takes from it: personas: definition; data-driven construction; personas: difference from a population segment; representativeness limit
Personas are specific, concrete, and detailed descriptions of fictional target users of a system created using well-understood, highly specified data about real people
Hawkins R, Cotterill S, Craveiro J, McWilliams L, Sampson F, Lobo AJ, Kellar I (2026). Participatory systems mapping an IBD health system: co-developing intervention ideas for reducing unplanned admissions. Manuscript v3.0 (pre-submission). FULL TEXTend to end: patient journeys mapped onto causal loop diagram factors in one study
What the course takes from it: end to end: patient journeys mapped onto causal loop diagram factors in one study; end to end: determinants framework applied to a subset of mapped factors
Individual patient journeys visualised and mapped to CLD factors.
Nagraj S, Maraschin F (2026). Designing complex health system interventions: an integrated theory-informed approach. Frontiers in Health Services 6:1820296. FULL TEXTend to end: systems mapping as the conversion step from qualitative material to a model
What the course takes from it: end to end: systems mapping as the conversion step from qualitative material to a model; end to end: micro/meso/macro alignment as the design problem personas and journeys feed
Both rely heavily on systems mapping-the use of techniques such as flowcharts and causal loop diagrams to convert complex information about a health system into a shared visual representation
Wu J, Feng X, Huang F, Zhu K, Ding W, Yuan Q (2026). Patient Journey Mapping in Mental Disorders: A Scoping Review. International Journal of Mental Health Nursing 35(5):e70356. FULL TEXTjourney mapping: difference between PJM and provider-oriented process mapping
What the course takes from it: journey mapping: difference between PJM and provider-oriented process mapping; journey mapping: vantage point changes what the map shows
PJM is defined by its patient-centred orientation: the patient is the narrative protagonist, the timeline follows the patient's progression through care, and the content includes experiential dimensions such as emotions, pain points and unmet needs alongside structural interactions.
Schneider F, Volevach E (n.d.). Assess before you act! Intervention Mapping Step 1: Needs and Asset Assessment. The European Health Psychologist (EHPS). FULL TEXTneeds analysis: needs assessment as ecological analysis within Intervention Mapping
What the course takes from it: needs analysis: needs assessment as ecological analysis within Intervention Mapping
conducting a needs assessment to comprehensively analyse health and well-being using an ecological perspective
Coding, taxonomies and the logic model
TDF, mechanisms of action, CFIR, ERIC, BCT and the matching tool. 30 sources.
BCT Taxonomy v1: 93 hierarchically-clustered techniques (full taxonomy PDF, UCL Behaviour Change) FULL TEXTthe 16 cluster names in order
What the course takes from it: the 16 cluster names in order; the 93 technique labels and numeric grouping 1.1-16.3
1. Goals and planning ... 16. Covert learning
Theory and Techniques Tool - About the Tool (Human Behaviour Change Project / UCL, MRC MR/L011115/1) FULL TEXTwhat the Tool is and its cell count
What the course takes from it: what the Tool is and its cell count; how the links were generated (three studies); the 277-article / 2636-link literature synthesis figures
The Theory & Techniques tool is a heat map of 74 BCTs and 26 mechanisms-of-action (MoAs) resulting in 1924 cells. ... One hundred and five international behaviour change experts participated in three consensus stages, rating, discussing and re-rating links between 61 commonly used BCTs and 26 MoAs. Experts reached consensus, i.e., at least 80% agreed, that 90 of the possible 1586 links were 'definitely' linked ... reconciliation consensus study, resulting in an additional 55 agreed links and 5 non-links.
Theory and Techniques Tool - How can I use the Tool? (confidence categories) FULL TEXTthe four confidence categories and the criterion that defines them
What the course takes from it: the four confidence categories and the criterion that defines them
These colours reflect the relative strength of a particular BCT-MoA link, ranging from green (links), through orange (inconclusive links), to blue (non-links) ... White cells indicate a lack of evidence. Criterion for a link (marginal link) was p < .05 (.1) in literature synthesis and >=80% (70%) of experts rated the link (or non-link) as "definitely" in consensus and triangulation studies.
Bartholomew LK, Parcel GS, Kok G. Intervention mapping: a process for developing theory- and evidence-based health education programs. ABSTRACT-BASEDthe origin of Intervention Mapping as the six-step parent protocol of Implementation Mapping (citation verified; full text not fetched)
What the course takes from it: the origin of Intervention Mapping as the six-step parent protocol of Implementation Mapping (citation verified; full text not fetched)
Michie S, Johnston M, Abraham C, Lawton R, Parker D, Walker A. Making psychological theory useful for implementing evidence based practice: a consensus approach. ABSTRACT-BASEDTDF v1 fell to 12 domains; TDF definition and derivation
What the course takes from it: TDF v1 fell to 12 domains; TDF definition and derivation; Count of 33 theories / 128 constructs verified in source 2, not here (see claim note)
Twelve domains were identified to explain behaviour change: (1) knowledge, (2) skills, (3) social/professional role and identity, (4) beliefs about capabilities, (5) beliefs about consequences, (6) motivation and goals, (7) memory, attention and decision processes, (8) environmental context and resources, (9) social influences, (10) emotion regulation, (11) behavioural regulation, and (12) nature of the behaviour.
Michie S, Johnston M, Francis J, Hardeman W, Eccles M. From theory to intervention: Mapping theoretically derived behavioural determinants to behaviour change techniques. FULL TEXTthe earlier expert-judgement linkage resource between BCTs and theoretical constructs (11 constructs, not the 14 TDF domains)
What the course takes from it: the earlier expert-judgement linkage resource between BCTs and theoretical constructs (11 constructs, not the 14 TDF domains)
Agreement about the link between the 35 techniques and theoretical constructs was 71.7 per cent of 385 judgments (12.2% agreement that effective and 59.5% agreement that not effective).
Damschroder LJ, Aron DC, Keith RE, Kirsh SR, Alexander JA, Lowery JC. Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science. ABSTRACT-BASEDCFIR v1: five domains and their original names
What the course takes from it: CFIR v1: five domains and their original names; per-domain construct counts as reported in the 2009 paper
The CFIR is composed of five major domains: intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and the process of implementation. Eight constructs were identified related to the intervention ..., four constructs were identified related to outer setting ..., 12 constructs were identified related to inner setting ..., five constructs were identified related to individual characteristics, and eight constructs were identified related to process (e.g., plan, evaluate, and reflect).
Michie S, Richardson M, Johnston M, Abraham C, Francis J, Hardeman W, Eccles MP, Cane J, Wood CE. The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. ABSTRACT-BASEDBCTTv1 = 93 techniques in 16 clusters (counted from the defining paper)
What the course takes from it: BCTTv1 = 93 techniques in 16 clusters (counted from the defining paper); initial inter-rater agreement figures
This resulted in 93 BCTs clustered into 16 groups. Of the 26 BCTs occurring at least five times, 23 had adjusted kappas of 0.60 or above.
Abraham C, Wood CE, Johnston M, Francis J, Hardeman W, Richardson M, Michie S. Reliability of Identification of Behavior Change Techniques in Intervention Descriptions. ABSTRACT-BASEDBCTTv1 coding reliability with trained coders
What the course takes from it: BCTTv1 coding reliability with trained coders; 40 coders, 40 descriptions, 1-month retest
Good inter-coder reliability was observed across 80 BCTs identified in the protocols: 66 (80%) achieved mean prevalence and bias-adjusted kappa (PABAK) scores of 0.70 or greater, and 59 (74%) achieved mean scores of 0.80 or greater. ... some frequently occurring BCT definitions require further clarification.
Cane J, Richardson M, Johnston M, Ladha R, Michie S. From lists of behaviour change techniques (BCTs) to structured hierarchies: comparison of two methods of developing a hierarchy of BCTs. FULL TEXTthe BCT-to-TDF top-down mapping resource (18 experts sorted BCTs into the 14 TDF domains)
What the course takes from it: the BCT-to-TDF top-down mapping resource (18 experts sorted BCTs into the 14 TDF domains); empirical (inductive) basis of the 16 BCTTv1 clusters
Fifty-nine of the BCTs were reliably allocated to 12 of the 14 theoretical domains; 47 were significant and 12 were of borderline significance. ... This process yielded 16 distinct sets of BCTs
Powell BJ, Waltz TJ, Chinman MJ, Damschroder LJ, Smith JL, Matthieu MM, Proctor EK, Kirchner JE. A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project. ABSTRACT-BASEDERIC = 73 discrete strategies (counted from the defining paper)
What the course takes from it: ERIC = 73 discrete strategies (counted from the defining paper); that ERIC names strategies but does not specify mechanisms or combination effects
Participants identified substantial concerns with 31% of the terms and/or definitions and suggested five additional strategies. Seventy-five percent of definitions from the originally published compilation of strategies were retained after voting. Ultimately, the expert panel reached consensus on a final compilation of 73 implementation strategies.
Waltz TJ, Powell BJ, Matthieu MM, Damschroder LJ, Chinman MJ, Smith JL, Proctor EK, Kirchner JE. Use of concept mapping to characterize relationships among implementation strategies and assess their feasibility and importance: results from the Expert Recommendations for Implementing Change (ERIC) study. FULL TEXTthe nine ERIC clusters, named in Table 1
What the course takes from it: the nine ERIC clusters, named in Table 1; N=35 expert panel; 9 categories derived by multidimensional scaling and hierarchical clustering
Hierarchical cluster analysis supported organizing the 73 strategies into 9 categories. ... All but two strategies were sorted as being conceptually distinct. Strategies #66 (Use capitated payments) and #70 (Use other payment schemes) were always sorted together.
Wood CE, Richardson M, Johnston M, Abraham C, Francis J, Hardeman W, Michie S. Applying the behaviour change technique (BCT) taxonomy v1: a study of coder training. ABSTRACT-BASEDcoder-training requirement for reliable BCTTv1 use (citation verified; abstract not fetched)
What the course takes from it: coder-training requirement for reliable BCTTv1 use (citation verified; abstract not fetched)
Wood CE, Hardeman W, Johnston M, Francis J, Abraham C, Michie S. Reporting behaviour change interventions: do the behaviour change technique taxonomy v1, and training in its use, improve the quality and comprehensiveness of intervention descriptions? ABSTRACT-BASEDwhether training plus the taxonomy changes description quality (citation verified; abstract not fetched)
What the course takes from it: whether training plus the taxonomy changes description quality (citation verified; abstract not fetched)
Lewis CC, Klasnja P, Powell BJ, Lyon AR, Tuzzio L, Jones S, Walsh-Bailey C, Weiner B. From Classification to Causality: Advancing Understanding of Mechanisms of Change in Implementation Science. FULL TEXTthe published criticism of strategy compilations and matching tools that skip mechanism
What the course takes from it: the published criticism of strategy compilations and matching tools that skip mechanism; the four-step causal pathway model and its definitions of mechanism, precondition, moderator, proximal and distal outcome
Existing compilations do not offer mechanisms by which strategies act, or the processes or events through which an implementation strategy operates to affect desired implementation outcomes. ... However, the compilation was never explicitly linked to mechanisms.
Carey RN, Connell LE, Johnston M, Rothman AJ, de Bruin M, Kelly MP, Michie S. Behavior Change Techniques and Their Mechanisms of Action: A Synthesis of Links Described in Published Intervention Literature. ABSTRACT-BASEDTheory and Techniques Tool provenance: study 1 (literature synthesis)
What the course takes from it: Theory and Techniques Tool provenance: study 1 (literature synthesis); that the links are author-reported hypotheses, not demonstrated causal effects
We identified 2,636 BCT-MoA links in total ... The most frequently linked MoAs were "Beliefs about Capabilities" and "Intention." ... The extent to which these links are empirically supported requires systematic investigation.
Connell LE, Carey RN, de Bruin M, Rothman AJ, Johnston M, Kelly MP, Michie S. Links Between Behavior Change Techniques and Mechanisms of Action: An Expert Consensus Study. ABSTRACT-BASEDTheory and Techniques Tool provenance: study 2 (expert consensus; citation verified, abstract not fetched)
What the course takes from it: Theory and Techniques Tool provenance: study 2 (expert consensus; citation verified, abstract not fetched)
Cowdell F, Dyson J. How is the theoretical domains framework applied to developing health behaviour interventions? A systematic search and narrative synthesis. ABSTRACT-BASEDpublished criticism of the reporting quality of TDF applications (not of the domain boundaries)
What the course takes from it: published criticism of the reporting quality of TDF applications (not of the domain boundaries)
In the included studies the process of using the framework is not always reported in detail or with clarity. ... There is limited evidence of how the framework has been used to support health behaviour change interventions.
Fernandez ME, ten Hoor GA, van Lieshout S, Rodriguez SA, Beidas RS, Parcel G, Ruiter RAC, Markham CM, Kok G. Implementation Mapping: Using Intervention Mapping to Develop Implementation Strategies. FULL TEXTImplementation Mapping as a design-stage route that inserts named theoretical methods between determinants and strategies
What the course takes from it: Implementation Mapping as a design-stage route that inserts named theoretical methods between determinants and strategies
Implementation Mapping: Using Intervention Mapping to Develop Implementation Strategies.
Waltz TJ, Powell BJ, Fernandez ME, Abadie B, Damschroder LJ. Choosing implementation strategies to address contextual barriers: diversity in recommendations and future directions. FULL TEXTwhat the CFIR-ERIC Matching Tool maps and how it was built
What the course takes from it: what the CFIR-ERIC Matching Tool maps and how it was built; Tier 1 / Tier 2 endorsement thresholds; 169 experts, 39 CFIR barriers, 2847 cells, 1832 (64%) endorsed at least once; the developers own caution about low consensus
Level 1 includes strategies endorsed by at least 50% of respondents. Level 2 includes strategies endorsed by 20-49.9% of respondents (top quartile of endorsements). ... Across all 39 CFIR barriers, an average of 47 different ERIC strategies (SD = 4.8; range 35 to 55) was endorsed at least once ... Because of the wide diversity of responses by our expert respondents and the lack of consensus this represents for the majority of endorsements, this tool must be used with caution.
Johnston M, Carey RN, Connell Bohlen LE, Johnston DW, Rothman AJ, de Bruin M, Kelly MP, Groarke H, Michie S. Development of an online tool for linking behavior change techniques and mechanisms of action based on triangulation of findings from literature synthesis and expert consensus. FULL TEXTTheory and Techniques Tool provenance: study 3 (triangulation) and the online tool
What the course takes from it: Theory and Techniques Tool provenance: study 3 (triangulation) and the online tool
Development of an online tool for linking behavior change techniques and mechanisms of action based on triangulation of findings from literature synthesis and expert consensus.
Damschroder LJ, Reardon CM, Opra Widerquist MA, Lowery J. The updated Consolidated Framework for Implementation Research based on user feedback. FULL TEXTCFIR 2.0: 48 constructs and 19 subconstructs over 5 domains
What the course takes from it: CFIR 2.0: 48 constructs and 19 subconstructs over 5 domains; the 2022 domain names and definitions (Table 3); what the update changed (equity determinants, recipient centring, innovation/recipient/deliverer language, removal of Implementation Climate and Readiness for Implementation)
Constructs and subconstructs were added to address missing themes and further develop domains; the number of constructs and subconstructs increased in all domains except the Innovation Domain; the updated CFIR contains 48 constructs and 19 subconstructs across 5 domains (with one domain including two subdomains).
McHugh S, Presseau J, Luecking CT, Powell BJ. Examining the complementarity between the ERIC compilation of implementation strategies and the behaviour change technique taxonomy: a qualitative analysis. ABSTRACT-BASEDan alternative linkage resource relating ERIC strategies to BCTs (citation verified; abstract not fetched)
What the course takes from it: an alternative linkage resource relating ERIC strategies to BCTs (citation verified; abstract not fetched)
Yakovchenko V, Lamorte C, Chinman MJ, Goodrich DE, Gibson S, Park A, Bajaj JS, McCurdy H, Morgan TR, Rogal SS. Comparing the CFIR-ERIC matching tool recommendations to real-world strategy effectiveness data: a mixed-methods study in the Veterans Health Administration. ABSTRACT-BASEDthe field validation evidence for the CFIR-ERIC tool
What the course takes from it: the field validation evidence for the CFIR-ERIC tool; recommended vs non-recommended strategy use and effectiveness; the study the card calls 'Rogal et al 2023' (Rogal is the senior author, not the first)
Subsequent strategy surveys found that sites used the top 20 "recommended" strategies no more frequently than other strategies. However, 14 (70%) of the top recommended strategies were significantly positively associated with cirrhosis care compared to 48% of actual strategies.
Klasnja P, Meza RD, Pullmann MD, Mettert KD, Hawkes R, Palazzo L, Weiner BJ, Lewis CC. Getting cozy with causality: Advances to the causal pathway diagramming method to enhance implementation precision. ABSTRACT-BASEDCPD refinements, including the precondition/moderator distinction (citation verified; full text not fetched)
What the course takes from it: CPD refinements, including the precondition/moderator distinction (citation verified; full text not fetched)
Austad K, Fantasia KL, Mohanty A, Jones KC, Bosch NA, Drainoni ML. Failing to succeed: advancing mechanistic understanding of implementation strategies through retrospective and prospective use of causal pathway diagrams. ABSTRACT-BASEDworked CPD example in which a precondition failure (54.2% of patients had the needed laboratory results; quoted figure traced via source 28's reviewing literature, not fetched here) - see gaps
What the course takes from it: worked CPD example in which a precondition failure (54.2% of patients had the needed laboratory results; quoted figure traced via source 28's reviewing literature, not fetched here) - see gaps
Koray MH, Adomah-Afari A, Xu DR, Wu D. Developing strategies for integrating Hepatitis B Virus infection testing and treatment into routine PMTCT services in Ghana's Upper West Region: a rapid qualitative study applying the CFIR-ERIC matching tool. ABSTRACT-BASEDcontinued 2025 application of the CFIR-ERIC tool (citation verified; abstract not fetched)
What the course takes from it: continued 2025 application of the CFIR-ERIC tool (citation verified; abstract not fetched)
CFIR-ERIC Matching Tool download page (tool, updated tool, development article link) FULL TEXTthe tool's current distribution point and the vendor's own framing that the development article describes limitations
What the course takes from it: the tool's current distribution point and the vendor's own framing that the development article describes limitations; existence of an updated (CFIR 2.0-based) macro-free matrix version
CFIR-ERIC Matching Tool: A tool that helps you "match" strategies to barriers identified using the original CFIR; this article describes how this tool was developed and its limitations.
cfirguide.org - Choosing Strategies / Guidance & Tools landing page FULL TEXTthat the tool is hosted and maintained by the CFIR team as ongoing guidance infrastructure
What the course takes from it: that the tool is hosted and maintained by the CFIR team as ongoing guidance infrastructure
CFIR & Implementation Research; CFIR & Implementation Planning; CFIR & Innovation Development; CFIR Tools & Templates; CFIR Frequently Asked Questions
Meng M, Wang Z, Yang D, Jiang H, Lu J, Chen S, Zhang X, Huang J, Feng T, Li X, Hao Y. Application status of the CFIR-ERIC matching tool in healthcare context: a scoping review. FULL TEXTthe 2025-2026 evaluation evidence: 53 studies, front-heavy back-light cascade
What the course takes from it: the 2025-2026 evaluation evidence: 53 studies, front-heavy back-light cascade; the tool's five-step process and how it is actually used; reported advantages and challenges
Regarding the tool's five-step application process, all 51 strategy-generating studies completed the first two steps (barrier identification and strategy generation), while only 50.98% (26/51) further adjusted, 15.69% (8/51) validated, and 7.84% (4/51) evaluated the generated strategies.
Application, leverage and evaluation
Where maps have been used, and what happened next. 29 sources.
Moore GF, Audrey S, Barker M, Bond L, Bonell C, Hardeman W, et al. Process evaluation of complex interventions: Medical Research Council guidance. FULL TEXTstandard process-evaluation scaffolding
What the course takes from it: standard process-evaluation scaffolding
building on the three themes for process evaluation described in 2008 MRC guidance (implementation, mechanisms, and context)
Public Health England. Whole systems approach to obesity: a guide to support local approaches (6-phase process). FULL TEXT6 phases: set-up; local picture; map; action; manage network; reflect and refresh
What the course takes from it: 6 phases: set-up; local picture; map; action; manage network; reflect and refresh; action mapping onto the system map; evaluation should consider system functioning
traditional KPIs and specific outcomes (for example, obesity, physical activity or food consumption) should only form part of the picture
Public Health England. Best start in speech, language and communication: guidance to support local commissioners and service leads. FULL TEXTchild language/early years: tiered universal/targeted/specialist provision
What the course takes from it: child language/early years: tiered universal/targeted/specialist provision; map the child's journey to find gaps; EIF maturity matrix
map the child's journey to identify what is working well in the local area
Skivington K, Matthews L, Simpson SA, Craig P, Baird J, Blazeby J, et al. Framework for the development and evaluation of complex interventions: gap analysis, workshop and consultation-informed update. FULL TEXTMRC position: three levels of systems thinking; scope limit on systems guidance
What the course takes from it: MRC position: three levels of systems thinking; scope limit on systems guidance
Introduce three levels of systems thinking: (1) conceptualisation of the system (what does it currently look like), (2) what parts of the system can be influenced (and what are the boundaries) and (3) what is happening outside the boundary (providing richer context)
Skivington K, Matthews L, Simpson SA, Craig P, Baird J, Blazeby JM, et al. A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. FULL TEXTMRC position: interventions as events in systems
What the course takes from it: MRC position: interventions as events in systems
complex interventions can helpfully be considered as events in systems
Meadows D. Leverage Points: Places to Intervene in a System. FULL TEXTorigin of the leverage-point idea
What the course takes from it: origin of the leverage-point idea
where a small shift in one thing can produce big changes in everything
Mayne J. Contribution analysis: Coming of age? FULL TEXTcontribution analysis as the alternative to attribution
What the course takes from it: contribution analysis as the alternative to attribution
Contribution analysis is an approach to confirming that an intervention is a contributory cause.
Westhorp G. Using complexity-consistent theory for evaluating complex systems. ABSTRACT-BASEDrealist + complexity-consistent theory for systems evaluation
What the course takes from it: realist + complexity-consistent theory for systems evaluation
complexity theory and realist evaluation are 'natural bedfellows'
Johnston LM, Matteson CL, Finegood DT. Systems science and obesity policy: a novel framework for analyzing and rethinking population-level planning. ABSTRACT-BASED12 planning documents coded; systemic implication of obesity maps largely not followed
What the course takes from it: 12 planning documents coded; systemic implication of obesity maps largely not followed
many strategies stem from the paradigm of individual choice and are limited in scope
Kim DA, Hwong AR, Stafford D, Hughes DA, O'Malley AJ, Fowler JH, Christakis NA. Social network targeting to maximise population behaviour change: a cluster randomised controlled trial. ABSTRACT-BASEDempirical null for targeting highly connected individuals
What the course takes from it: empirical null for targeting highly connected individuals; friendship-paradox targeting worked where degree targeting did not
Targeting the most highly connected individuals, by contrast, produced no greater adoption of either intervention, compared with random targeting.
Trani JF, Ballard E, Bakhshi P, Hovmand P. Community based system dynamic as an approach for understanding and acting on messy problems: a case study for global mental health intervention in Afghanistan. FULL TEXTmental health CBSD example; poverty x stigma x cost loops; intervention points identified
What the course takes from it: mental health CBSD example; poverty x stigma x cost loops; intervention points identified
the leadership role played by the actors embedded within the system in describing the complex problem and suggesting interventions
Rutter H, Savona N, Glonti K, Bibby J, Cummins S, Finegood DT, et al. The need for a complex systems model of evidence for public health. FULL TEXTcontribution rather than attribution
What the course takes from it: contribution rather than attribution; lifestyle drift; track proximal, intermediate and distal outcomes
researchers should aim to identify if and how it contributes to reshaping a system in favourable ways
McGlashan J, Hayward J, Brown A, Owen B, Millar L, Johnstone M, et al. Comparing complex perspectives on obesity drivers: action-driven communities and evidence-oriented experts. ABSTRACT-BASEDexpert map vs community map; Foresight map criticised for visual complexity and individual-level emphasis
What the course takes from it: expert map vs community map; Foresight map criticised for visual complexity and individual-level emphasis
The Foresight map may be useful in some settings but is unlikely to have much utility at the community level.
Bagnall AM, Radley D, Jones R, Gately P, Nobles J, van Dijk M, et al. Whole systems approaches to obesity and other complex public health challenges: a systematic review. FULL TEXTwhole-systems effectiveness evidence thin; little link between WSA features and health impacts
What the course takes from it: whole-systems effectiveness evidence thin; little link between WSA features and health impacts
Systems approaches to tackle obesity can have some benefit, but evidence of how to operationalise a WSA to address public health problems is still in its infancy.
Dudley Metropolitan Borough Council. Phase 2 of the whole-systems approach to obesity (case study). FULL TEXTaction mapping revealed an imbalance toward downstream actions and weak community connection; council changed direction
What the course takes from it: action mapping revealed an imbalance toward downstream actions and weak community connection; council changed direction
the council decided to change direction and have the local community be the driving force
Wilkinson H, Hills D, Penn A, Barbrook-Johnson P. Building a system-based Theory of Change using participatory systems mapping. ABSTRACT-BASEDPSM used to build a system-based theory of change (map to programme theory)
What the course takes from it: PSM used to build a system-based theory of change (map to programme theory)
Building a system-based Theory of Change using Participatory Systems Mapping
Nau T, Bauman A, Smith BJ, Bellew W. A scoping review of systems approaches for increasing physical activity in populations. FULL TEXTtypology of systems-approach applications in physical activity
What the course takes from it: typology of systems-approach applications in physical activity
typology of the objectives, themes and methods
Breslin G, Wills W, Bontoft C, Fakoya O, Greco H-A, Lloyd N, et al. Whole systems approach to diet and healthy weight: a longitudinal process evaluation in East Scotland. FULL TEXTWSA implementation enablers and barriers
What the course takes from it: WSA implementation enablers and barriers; one area followed the Leeds Beckett model, the other diverged
reverting to 'old ways' of non-WSA working
Gadsby EW, Hotham S, Merritt R. The theoretical and practical difficulties of evaluating a community-based 'whole systems' obesity prevention intervention: a research team's critical reflection. FULL TEXTevaluability assessment; attribution infeasible; politics of evaluation
What the course takes from it: evaluability assessment; attribution infeasible; politics of evaluation
Unrealistic expectations of the programme at the outset meant there was a high risk of determining it inadequate
McKean C, Reilly S. Creating the conditions for robust early language development for all - Part two: Evidence informed public health framework for child language in the early years. ABSTRACT-BASEDchild language/early years: whole-systems public-health framework with system-level structures and processes
What the course takes from it: child language/early years: whole-systems public-health framework with system-level structures and processes
Current evidence points to the need for whole systems approaches to early child language
Bouyousfi SE, Ouedraogo M. Streamlining complex intervention evaluation through participatory systems mapping and contribution analysis: a comprehensive framework for actionable complexity evaluation. ABSTRACT-BASEDPSM + contribution analysis combined framework, tested on a youth employability project
What the course takes from it: PSM + contribution analysis combined framework, tested on a youth employability project
propose enhancing the implementation of CA by leveraging Participatory Systems Mapping as a tool to delineate and scrutinize contribution narratives
Moore TR, Calancie L, et al. Changes in systems thinking and health equity considerations across four communities participating in Catalyzing Communities. FULL TEXTsystems thinking plus equity thinking shift; measures of systems change underdeveloped
What the course takes from it: systems thinking plus equity thinking shift; measures of systems change underdeveloped
Participants also experienced increases in health equity thinking and action
Crielaard L, Nicolaou M, Brown AD, Dijkstra SC, ter Ellen F, Elsenburg LK, et al. Systems approaches in public health: beyond mapping the causes. FULL TEXTmapping the system vs modelling the problem
What the course takes from it: mapping the system vs modelling the problem; LIKE reflection: analysis crowded out transformation; leverage-point hierarchy and problem framing
proved to be in competition with the resources they could allocate to envisioning how to restructure the system
de Pooter N, Luna Pinzon A, den Hertog K, Altenburg T, Busch V, Dijkstra C, et al. Monitoring and adaptation of a system dynamics approach to prevent childhood overweight and obesity: findings from the LIKE programme. FULL TEXTLIKE: 63 action ideas, 22 implemented, 9 embedded in existing initiatives
What the course takes from it: LIKE: 63 action ideas, 22 implemented, 9 embedded in existing initiatives; action monitoring register and 6-weekly adaptation; leverage points as the starting point for action groups
Most of these implemented actions targeted lower system levels.
Caton L, Zimmerman L, Kahkoska A, Goldstein BA, Sperber N. Participatory system dynamics in implementation science practice: a scoping review of methods, contexts and outcomes. FULL TEXTPSD in implementation science: mainly US case studies; outcome reporting inconsistent
What the course takes from it: PSD in implementation science: mainly US case studies; outcome reporting inconsistent
Greater alignment between PSD activities, participatory theory, implementation phases and outcomes is needed to strengthen evaluation
Hawkins R, Cotterill S, Craveiro J, McWilliams L, Sampson F, Lobo AJ, Kellar I. Participatory systems mapping an IBD health system: co-developing intervention ideas for reducing unplanned admissions. Manuscript v3.0, April 2026 (pre-submission draft). FULL TEXTown-group PSM+co-design work in IBD; two paired CLDs; three prioritised interventions
What the course takes from it: own-group PSM+co-design work in IBD; two paired CLDs; three prioritised interventions
Participatory systems mapping combined with co-design is a viable method for surfacing whole-system determinants of admissions in a chronic condition.
Loblay V, Ianelli O, Hindmarsh G, et al. Methods for mapping population-level interventions in system dynamics modelling for context-sensitive policy planning in youth mental health. ABSTRACT-BASEDyouth mental health SDM for regional investment planning
What the course takes from it: youth mental health SDM for regional investment planning
decision points shifted from questions of whether to fund interventions to strategic discussions about resource allocation
Mohamedsharif A, Abu-Agla A, Mielke J. Participatory system dynamics modeling: advancing equity through contextualized implementation science in global health. FULL TEXTtokenistic participation risk
What the course takes from it: tokenistic participation risk; practical equity safeguards; minimum viable PSD cycle
silence less powerful voices during modeling sessions, and ultimately distort the construction of the model itself
Tibbles A, Nickpour F. Participatory system mapping of a hospice care system with hospice stakeholders: hybrid design workshop study. FULL TEXTasynchronous/hybrid multimodal mapping improves access and flexibility
What the course takes from it: asynchronous/hybrid multimodal mapping improves access and flexibility; 84 variables, 175 links; network analysis used for leverage points; action not yet taken
The hybrid, multimodal workshop model enhanced access and flexibility, supporting diverse engagement.
Tools, software and machine-readable access
What the field uses, and what a harness can reach. 51 sources.
Gray, S. et al., A Fuzzy-Logic Cognitive Mapping Modeling Tool (Mental Modeler) FULL TEXTMental Modeler implements weighted (fuzzy) edges, not just signs
What the course takes from it: Mental Modeler implements weighted (fuzzy) edges, not just signs
"the qualitative weights of edge relationships (i.e. 'fuzzy' approximation of influence) between components are then translated into the quantitative values between -1 (high negative) to 1 (high positive) used in the matrix interface"
Barbrook-Johnson, P. & Penn, A. S., Causal Loop Diagrams (chapter 4 of Systems Mapping) FULL TEXTwhat a proper CLD contains
What the course takes from it: what a proper CLD contains; loops are labelled reinforcing/balancing; practical node limit for the core engine; verification is a named method stage; which tools the CECAN authors themselves recommend for CLDs
"CLDs represent a system in three basic elements: boxes, connections, and feedback loops." ... "The loops are also sometimes colour coded to highlight them or are annotated with small arrows and '+' or '-' symbols to highlight if they are reinforcing (positive) or balancing (negative) feedback loops." ... "Twenty nodes seem to be a useful limit here, beyond this the core becomes too unwieldy." ... "Verify and amend: this stage is arguably the most important, but the most underestimated."
"Kumu: this increasingly popular software provides an excellent web-based interface for building and analysing system maps. Though it is flexible, it broadly uses the underlying logic of CLDs and so is well-suited to them. You can build 'public' maps for free, but there are fees to use the software to create private maps." ... "most System Dynamics software has the capability to create CLDs, for example, iThink/Stella, Powersim Studio, and Vensim"
Barbrook-Johnson, P. & Penn, A. S., Comparing, Choosing, and Combining Systems Mapping Methods (chapter 11) FULL TEXTwhere CLD sits relative to FCM, PSM, BBN and SD, in the method authors' own comparison
What the course takes from it: where CLD sits relative to FCM, PSM, BBN and SD, in the method authors' own comparison
CLD row of Table 11.1: "Ease of use: Easy-medium | Key contributions: Intuitive focus on feedback loops and core 'system engine'. Gives qualitative sense of possible dynamics | Key constraints: Can produce very stylised version of a system focused on feedbacks. No quantitative output"
Hale, J., Jofeh, C., Chadwick, P., Decarbonising existing homes in Wales: a participatory behavioural systems mapping approach FULL TEXTUCL CBC's own published behavioural systems mapping used Kumu (interactive) and Vensim (model files), not PRSM
What the course takes from it: UCL CBC's own published behavioural systems mapping used Kumu (interactive) and Vensim (model files), not PRSM
"For higher resolution we recommend viewing the maps interactively, online at https://kumu.io/JoHale/walesdecarbonisation." ... "The BSMs shown in Figs 2 and 3 and in Appendix C are available as Vensim software files"
Case, N., LOOPY (source repository and site) FULL TEXTlicence and maintenance state of Loopy
What the course takes from it: licence and maintenance state of Loopy
"Zero Rights Reserved: LOOPY is entirely open source/public domain." (CC0-1.0); GitHub API shows pushed_at 2024-07-08, 1754 stars
CECAN, Participatory Systems Mapping Resource Guide FULL TEXTthe method lineage: PSM is the CECAN method, PRSM the tool listed against it
What the course takes from it: the method lineage: PSM is the CECAN method, PRSM the tool listed against it; snowball route to the open-access book
"The Participatory System Mapper (PRSM) is a free, open-source and secure tool for mind-mapping and system visualisation." ... lists Barbrook-Johnson & Penn (2022) Systems Mapping (Palgrave, open access) and the Penn & Barbrook-Johnson PSM toolkit reports
BIG Difference BC, Using the Force of Behavioural Systems Mapping FULL TEXTthird-party evidence that PRSM is used in behavioural systems mapping practice
What the course takes from it: third-party evidence that PRSM is used in behavioural systems mapping practice
"For our Star Wars map, we used the Participatory System Mapper (PRSM), a free, open-source tool created by the Centre for the Evaluation of Complexity Across the Nexus."
Lucid community announcement and Microsoft Learn connector reference for the Lucid MCP Server FULL TEXTLucid has an official MCP server in preview with a documented tool surface
What the course takes from it: Lucid has an official MCP server in preview with a documented tool surface
"The Lucid MCP Server provides a secure, seamless bridge between Microsoft 365 Copilot and the Lucid Visual Collaboration Suite" ... tools include "Create Lucid Diagram from Specification" which "Supports rich diagrams with shapes, lines, groups, layers, images, containers, swim lanes, tables, UML classes, BPMN 2.0 elements" and "Export Lucid Document as Image" returning "base64-encoded image data"; announcement dated "November 18th, 2025"
CIET, Fuzzy Cognitive Mapping (methods resource) FULL TEXTpractitioner route for FCM: digitise with yEd or Mental Modeler, from adjacency matrix or edge list
What the course takes from it: practitioner route for FCM: digitise with yEd or Mental Modeler, from adjacency matrix or edge list
"These are two free options that we have found very useful to work with maps on your computer. MentalModeler (online only) yEd free desktop application (stand-alone)" ... "you can import them into the application if they are in tabular format (adjacency matrices or edge lists)."
draw.io MCP registry entry (vendor) FULL TEXTdraw.io has an official MCP server and hosted endpoint
What the course takes from it: draw.io has an official MCP server and hosted endpoint
"The official draw.io MCP (Model Context Protocol) server that enables LLMs to create and open diagrams in the draw.io editor." ... "The official hosted endpoint is available at: https://mcp.draw.io/mcp"
draw.io, product site FULL TEXTdraw.io licence, cost and export formats
What the course takes from it: draw.io licence, cost and export formats
"Apache 2.0 Licensed source code" ... "Export to SVG, PNG, PDF, or keep them editable." ... "No Paywalls ... no artificial scarcity, no Enterprise tier for SSO."
Gilbert, N. PRSM: Participatory System Mapper for Policy & Research (project site) FULL TEXTPRSM resolves to Participatory System Mapper
What the course takes from it: PRSM resolves to Participatory System Mapper; provider and citation form; PRSM is said to publish an API; PRSM is described as free and open-source
"A free, secure, and open-source platform for mapping complex systems." ... "import and export raw data to Excel, GML, and GEXF and other network formats for further analysis, or connect your code through the PRSM API" ... "PRSM was designed and written by Nigel Gilbert" / "Centre for Research in Social Simulation, University of Surrey"
GitHub REST API checks: repository liveness and licences (agent test) FULL TEXTmaintenance state of each candidate server, measured rather than asserted
What the course takes from it: maintenance state of each candidate server, measured rather than asserted
observed pushed_at and licence: excalidraw/excalidraw-mcp 5564 stars, pushed 2026-03-24, licence reported null; miroapp/miro-ai 163 stars, pushed 2026-09-17, MIT; micrology/prsm 96 stars, pushed 2026-10-23, NOASSERTION; ncase/loopy 1754 stars, pushed 2024-07-08, CC0-1.0; lgazo/drawio-mcp-server 1493 stars, pushed 2026-10-13, MIT; fay-i/mermaid-mcp pushed 2026-10-22, MIT; FreePeak/mermaid-mcp-server pushed 2025-10-07; andrewginns/mermaid-mcp-server pushed 2025-06-10; WhimsicalCode/mcp-server-guide pushed 2026-10-14, MIT; DayuanJiang/next-ai-draw-io 36390 stars, pushed 2026-10-23, Apache-2.0; tldraw/tldraw pushed 2026-10-23, licence NOASSERTION; jgraph/drawio pushed 2026-10-23, Apache-2.0; mermaid-js/mermaid pushed 2026-10-22, MIT
Graphviz project site and repository LICENSE file FULL TEXTGraphviz licence and role as a layout/render engine
What the course takes from it: Graphviz licence and role as a layout/render engine
"Graphviz is open source graph visualization software." ... repository LICENSE on the main branch reads "Eclipse Public License - v 2.0"
Hermes optional-MCP catalog entry: miro manifest.yaml (local file) FULL TEXTthe host's exclusion list and its stated reason
What the course takes from it: the host's exclusion list and its stated reason; activation is a remote URL, no subprocess
"Excluded: diagram_create/diagram_get_dsl are vendor-deprecated; the four layout_* tools are 'deprecating soon', duplicated by the canvas_* set." ... "Official vendor-hosted remote MCP (URL-only - Hermes never spawns a local process for this entry)"
Host capability check for the figure pipeline (agent test) FULL TEXTwhat the harness can and cannot render here without an install
What the course takes from it: what the harness can and cannot render here without an install
present: node, npx, python3 3.14.7, libreoffice. Absent: dot, neato, d2, mmdc, java, plantuml, rsvg-convert, inkscape, convert, pdftoppm, chromium, chromium-browser, google-chrome, firefox. Python modules graphviz, networkx, matplotlib, pydot and pygraphviz are not importable.
Insight Maker, Features FULL TEXTfree browser SD tool with causal loop diagrams and CSV export
What the course takes from it: free browser SD tool with causal loop diagrams and CSV export
feature table includes "Causal Loop Diagrams", "Stock and Flow Models", "Tables Data Export to CSV" and "Cost Free!"
isee systems, Products / Stella Architect store page FULL TEXTStella cost, format and interchange
What the course takes from it: Stella cost, format and interchange
"Stella Architect Perpetual License $ 3,999" ... "2-Month Subscription $539 ... 6-Month Subscription $1,269 ... 1-Year Subscription $1,929" ... "Included XMILE File Format" ... "Included Opening of Vensim Models"
Kumu documentation FAQ: Does Kumu have a public API? FULL TEXTKumu has no public API; automation is via Sheets or a remote JSON blueprint
What the course takes from it: Kumu has no public API; automation is via Sheets or a remote JSON blueprint
"In short: No, we don't." ... alternatives are "Connect any third-party program to a Google Sheet, and have that sheet feed into Kumu in real-time" and "Set up a remote JSON link to feed into Kumu"
Kumu documentation: Export FULL TEXTKumu's export surface, and the JSON blueprint that pairs with the remote-link import path
What the course takes from it: Kumu's export surface, and the JSON blueprint that pairs with the remote-link import path
"You'll have four options for exporting: Export to PDF ... Export to PNG ... Export to XLSX ... Export to JSON" ... the JSON export "will create a JSON blueprint which can be used as a snapshot in time of your project, and can be imported into a blank project"
Lane F demonstration build and verifier (agent artefact, this run) FULL TEXTa tested, dependency-free build-and-verify path for a CLD figure
What the course takes from it: a tested, dependency-free build-and-verify path for a CLD figure; negative controls that reject wrong and empty input
build_cld.py over an 8-factor/12-link synthetic coding produced cld.json, cld.dot, cld.mmd and a well-formed cld.svg (XML parse OK, 75 top-level children) and reported 5 computed loops and 19 edge crossings; two independent builds produced byte-identical output for all four artefacts; verify_cld.py passed all five artefact checks and all six negative controls (injected edge, dropped node, emptied DOT, flipped DOT sign, flipped coding sign breaking a declared loop, empty cld.json)
Live MCP endpoint probes from this host (agent test) FULL TEXTwhich endpoints really exist and how each is authenticated
What the course takes from it: which endpoints really exist and how each is authenticated; an example of a probe artefact (client blocking) that must not be read as a server failure
draw.io https://mcp.draw.io/mcp -> 200, serverInfo {"name":"drawio-mcp-app","version":"1.4.1"}, 3 tools; Excalidraw https://mcp.excalidraw.com -> 308 to /mcp, then 200 serverInfo {"name":"Excalidraw","version":"1.0.0"}, 5 tools; tldraw https://tldraw-mcp-app.tldraw.workers.dev/mcp -> 200, serverInfo name "tldraw", title "tldraw Canvas", 6 tools; Mural https://mcp-canvas.mural.co/mcp -> 401 with OAuth protected-resource metadata; Whimsical https://mcp.whimsical.com/mcp -> 401 (scopes profile, mcp:read, mcp:write); Figma https://mcp.figma.com/mcp -> 401; Canva https://mcp.canva.com/mcp -> 401; Mermaid https://mcp.mermaid.ai/mcp -> 401. A first draw.io probe with the default urllib User-Agent returned HTTP 403 Cloudflare error 1010 and succeeded once a browser User-Agent was sent.
Live probe of the Miro MCP endpoint (agent test, this host) FULL TEXTthe observed capability surface, not the vendor's claim
What the course takes from it: the observed capability surface, not the vendor's claim; the config's excluded names are not in the served surface; the connection works end to end for a read call
initialize returned serverInfo {"name":"Miro MCP","version":"3.4.6"} and the instruction "The canvas_* tools enable the agent to read, create, and update Miro boards using Canvas Composer SVG"; tools/list returned 47 tools; tools/call for user_who_am_i returned a user_id, team_id and org_id object; tools/call for the excluded names diagram_create and layout_read returned isError=true "Unable to execute the tool. Please try again later."
Lucid, Lucidchart pricing FULL TEXTLucidchart cost structure and where the developer API starts
What the course takes from it: Lucidchart cost structure and where the developer API starts; per-seat price deliberately not stated here because the fetched page did not carry a number
Free plan: "3 editable Lucidchart documents", "75 shapes per Lucidchart document"; Team plan adds "Developer platform"; Individual/Team/E enterprise exist (per-seat prices were not present in the fetched text)
Mermaid Chart, MCP Server documentation FULL TEXTofficial Mermaid MCP exists, is remote, and requires an account for every call
What the course takes from it: official Mermaid MCP exists, is remote, and requires an account for every call
"The Mermaid MCP Server enables AI assistants to create, validate, and render Mermaid diagrams seamlessly" ... "every tool call requires authentication with a Mermaid account" ... "HTTP: https://mcp.mermaid.ai/mcp"
Mermaid, About Mermaid (project documentation) FULL TEXTMermaid is a text-to-diagram language; flowchart is its basic type
What the course takes from it: Mermaid is a text-to-diagram language; flowchart is its basic type
"Mermaid lets you create diagrams and visualizations using text and code." ... flowchart syntax example "graph TD; A-->B;"
Mermaid, pricing FULL TEXThosted Mermaid service cost; the syntax itself is free and MIT-licensed
What the course takes from it: hosted Mermaid service cost; the syntax itself is free and MIT-licensed
"Basic Free ... 3 Diagrams ... Limited diagram size ... Limited AI" ... "Plus $10 per user / month ... Unlimited diagrams"
micrology/prsm License.md (raw file, master) FULL TEXTthe operative licence file, which is the most specific statement of the three
What the course takes from it: the operative licence file, which is the most specific statement of the three
"and available for use under the terms of the PolyForm Noncommercial License 1.0.0" ... "To obtain a licence to use the software for other purposes (e.g. commercially, internally within a company, or under a sub-licence), you should contact the licensor"
micrology/prsm package.json (raw file, master) FULL TEXTcontrasting licence declaration in the package manifest; also the project version
What the course takes from it: contrasting licence declaration in the package manifest; also the project version
observed values: "name": "participatory-system-mapper", "version": "3.3.3", "license": "GPL-3.0-or-later", "author": "Nigel Gilbert"
micrology/prsm README (source repository) FULL TEXTrepository licence statement
What the course takes from it: repository licence statement; author; open-source distribution of the app
"It is available under the PolyForm Noncommercial License 1.0.0. Full text and notes are in License.md." ... "PRSM is Copyright (c) 2022- Nigel Gilbert"
Miro, MCP Server Tools (developer documentation) FULL TEXTthe current vendor surface, and that the names the host config excludes are dead names
What the course takes from it: the current vendor surface, and that the names the host config excludes are dead names; canvas tools can create native Mermaid diagrams
"The board_list_items, context_*, layout_*, diagram_*, and doc_* tools were removed and can no longer be called." ... "Diagrams as native diagram widgets, authored in Mermaid inside the SVG. Flowcharts, ERDs, UML class and sequence diagrams." ... "Call canvas_get_canvas_composer_skill for the authoritative set your agent can use right now."
Miro, MCP Usage and Daily Limits (developer documentation, markdown form) FULL TEXThard call budget for an agent loop on each plan
What the course takes from it: hard call budget for an agent loop on each plan
"Every call your AI agent makes to a Miro MCP tool counts toward your daily allowance regardless of whether the tool uses Miro AI Credits. Limits reset at 00:00 UTC." ... daily limits by plan: "Free 100 | Starter 500 | Business 2,000 | Enterprise 10,000"
Miro, Miro's MCP Server (developer documentation) FULL TEXTMiro MCP auth model
What the course takes from it: Miro MCP auth model; permission model; plan availability
"Uses OAuth 2.1 for auth: Secure authorization with dynamic client registration." ... "Rate limiting: protected against overuse with standard API request limits." ... "Permissions: Respects all existing board permissions and access controls." ... "Miro MCP Server works for all Miro plans, even free teams."
Miro, REST API introduction (board item CRUD support table) FULL TEXTwhat the Miro REST API cannot do, which is why the MCP canvas tools matter
What the course takes from it: what the Miro REST API cannot do, which is why the MCP canvas tools matter
support table marks Comment, Kanban, Mindmap, Table, Timeline, Slides, Wireframe, Stroke, Grid as "x" for create/read/update/delete, while Board, Card, Connector, Document, Embed, Frame, Image, Shape, Sticky note, Tag, Text and Webhook are fully supported
Mural, Mural MCP Server page and network allowlist support article FULL TEXTMural has an official MCP server; the hostname is published in vendor support material
What the course takes from it: Mural has an official MCP server; the hostname is published in vendor support material
"The Mural MCP Server lets MCP-compatible AI agents like Claude, ChatGPT, and Gemini read and write directly to your Mural canvases as a real-time collaborator." ... support article lists domain "mcp-canvas.mural.co ... Our Mural MCP server that lets AI clients read and edit murals."
Mural, pricing FULL TEXTMural cost structure
What the course takes from it: Mural cost structure
Free plan: "3 editable murals"; Team+ "$9.99 per month, billed annually"; Business "$17.99 USD per member / month billed annually"
npm registry queries for diagramming packages (agent test) FULL TEXTpackage-level licence and liveness facts for the code-first tools and for community MCP servers
What the course takes from it: package-level licence and liveness facts for the code-first tools and for community MCP servers; that a plausible package name (@mermaid-js/mcp-server) does not exist
observed: mermaid 12.2.0 license MIT; @mermaid-js/mermaid-cli 12.0.0 license MIT; @terrastruct/d2 0.1.33 license MPL-2.0; @drawio/mcp 1.10.0 description "Official draw.io MCP server for LLMs" modified 2026-10-18; drawio-mcp-server 2.3.0 modified 2026-09-15; @cmd8/excalidraw-mcp 1.2.0 license MIT; @fay-i/mermaid-mcp 1.0.0 license MIT; @mermaid-js/mcp-server returned HTTP 404
PRSM user manual, documentation index (llms.txt) FULL TEXTa machine-readable doc index exists, which is how the API page was found
What the course takes from it: a machine-readable doc index exists, which is how the API page was found
"- [Interfacing with PRSM (API)](/doc/help/doc_build/manual/Advanced/API.md)" / "- [Opening and Saving maps](/doc/help/doc_build/manual/Files.md)"
PRSM user manual: About PRSM (data location) FULL TEXThosting location claim, which sits alongside the site's statement about a collaboration server in Ireland
What the course takes from it: hosting location claim, which sits alongside the site's statement about a collaboration server in Ireland
"The data you enter to create and edit maps is encoded and stored in the cloud: specifically in an Amazon Web Services data centre located in the United Kingdom."
PRSM user manual: editing a link (Styling / Additional help) FULL TEXTlink attributes are presentation only: label, colour, border, font, arrow head
What the course takes from it: link attributes are presentation only: label, colour, border, font, arrow head; no signed polarity attribute is documented, and the word polarity does not appear in the manual
"If you want to change the look of a single link, double click on it. This brings up an editing palette that will allow you to change the label, the colour of the link, its border or its font, change the shape of the arrow head, or change the size of the font."
PRSM user manual: Installation FULL TEXTthird, inconsistent licence statement inside the same project (see the licence conflict claim)
What the course takes from it: third, inconsistent licence statement inside the same project (see the licence conflict claim)
"The software is free and available under an MIT license."
PRSM user manual: Interfacing with PRSM (API) FULL TEXTPRSM API is real, documented, read/write
What the course takes from it: PRSM API is real, documented, read/write; auth is the room ID, not an account token; rate limit 20 requests/second; edges carry no polarity field
"All API accesses have to be accompanied by the room ID of the map to be accessed or modified. This map must already exist" ... "if calls from an IP address arrive at a rate of more than 20 per second, the excess will be rejected with a message and HTTP status 503" ... link objects are "id ... label: the label of the link, if any, from: the id of the factor that the link points away from, to: the id of the factor that the link points to"
PRSM user manual: Opening and Saving maps FULL TEXTimport/export interchange formats
What the course takes from it: import/export interchange formats; drawio and Kumu imports are experimental
"PRSM can read files in its native format (files with the suffix '.prsm'), and files generated by other software in the following formats - GRAPHML ... GEXF ... GML ... GraphVix (.gv or .dot) ... Microsoft Excel (.xlsx) ... JGraph's draw.io (.drawio) -- experimental ... Kumu (.json export format) -- experimental"
Terrastruct, D2 documentation (home) FULL TEXTD2 export formats and an explicit programmatic API
What the course takes from it: D2 export formats and an explicit programmatic API
"Exports Export .d2 into SVG, PNG, PDF, PPTX, GIF, and ASCII." ... "Language API Programmatically create diagrams by calling D2's language API." ... "Multiple layout engines Choose from 3 layout engines"
This host's MCP configuration and catalog (agent test) FULL TEXTwhat is installed/catalogued here
What the course takes from it: what is installed/catalogued here; why a worker cannot call mcp__miro__* directly
hermes mcp catalog lists 74 entries; the only mapping-adjacent ones are canva, figma and miro. The default profile's config.yaml has mcp_servers.miro (url https://mcp.miro.com/, auth oauth, enabled). The research-worker profile's config.yaml has mcp_servers: fetch, filesystem-vault, google-calendar, pubmed, time - no miro.
tldraw, Introducing tldraw for ChatGPT and Codex (vendor blog) FULL TEXTtldraw ships an MCP server with canvas write access
What the course takes from it: tldraw ships an MCP server with canvas write access
"On our side is a tldraw MCP server that gives the model the ability to: create, open and rename boards; search through your existing boards; look at the canvas ...; draw and edit on the canvas, including Mermaid diagrams"
UCL Centre for Behaviour Change, Advanced Modules in Behaviour Change FULL TEXTthe UCL course Ian attended is identifiable and dated
What the course takes from it: the UCL course Ian attended is identifiable and dated; the page does NOT name the software, so UCL-to-PRSM is not established by this source
"Principles and Practice of Behavioural Systems Mapping - Tuesday 20 October 2026" ... "It equips participants with the knowledge and skills required to begin to create and use behavioural systems maps using freely available software." (course listed as passed on the page as read)
Ventana Systems, Free Downloads (Vensim PLE / Model Reader) FULL TEXTVensim's cost and licence position
What the course takes from it: Vensim's cost and licence position
"Ventana Systems is proud to support education with tens of thousands of free PLE downloads every year. However ... we need the support of non-educational users to sustain our Vensim development efforts. Therefore we ask that commercial and government users purchase an inexpensive license for uses other than software evaluation." ... "The Vensim Model Reader may be distributed for free with your models (including commercial use)."
Ventana Systems, Vensim Help: File Types FULL TEXTthe .mdl text format an agent could in principle write, and the binary alternative
What the course takes from it: the .mdl text format an agent could in principle write, and the binary alternative
"MDL | MoDeL format file used to transfer Vensim models from one platform to another." ... "VMFX | Vensim Model Format file used to store models. This is a binary file."
Whimsical, MCP integration page and official mcp-server-guide repository FULL TEXTWhimsical official remote MCP, auth model and a free-plan object ceiling
What the course takes from it: Whimsical official remote MCP, auth model and a free-plan object ceiling
"Endpoint: https://mcp.whimsical.com/mcp (hosted by Whimsical, Streamable HTTP, nothing to install)" ... "Authentication: OAuth 2.1 with PKCE. There's no API key to manage." ... "every tool works on the free plan, which includes up to 50 board objects a month"
yWorks, yEd - Graph Editor FULL TEXTyEd is free but its licence forbids automated use, which rules it out as a harness renderer
What the course takes from it: yEd is free but its licence forbids automated use, which rules it out as a harness renderer
"The use of yEd is free of charge, and you can even use yEd in a commercial environment at no cost." ... "you are not allowed to distribute yEd on your own or use it in an automated process." ... "Export bitmap and vector graphics as PNG, JPG, SVG, PDF, SWF."