| Capability |
|
| Know more about why it was important |
e.g., better understand the benefits of stopping smoking
Know the importance of research waste PL Understand the benefits of clearly reporting (to themselves and the community). These might include smoother review, citations, makes their work more useful to the community. JdB, SK Authors need to know why items are important and who they are important to JH Understand how a RG can help them with their personal goals |
| Know more about how to do it |
e.g., better understand effective ways to lose weight
- Know that guidance exists PL, JH
- Better understanding of how to find guidance JdB,SK
- Better understanding of how to use guidance JdB
- Better understanding of how to use items to improve writing SK
- Need to know what to actually report, how to report it, and how to keep writing fluid and concise SK, JH
- How to report “imperfect” things
- Authors need to know where they can report items JH
- Know the process of writing (maybe not requirement) JdB
- Understand how a team can use RGs in practice CS
- Authors need to know what reporting guidance is, and how it is different to design guidance or design requirements
- Authors need to know which guideline applies to their work, JH
- Authors need to know which guidelines exist, JH
|
| Have better physical skills |
e.g., learn how to operate machinery |
| Have better mental skills |
e.g., learn how to reason more effectively
Be able to understand the guidance (language) PL Be able to understand the guidance (conceptually) PL, SK, JH Have a good writing process (but maybe this isn’t a requirement) (JdB, JH) including time management CS Know how to write/communicate clearly JdB, CS (could be delivered through training, games) Learning how to search for reporting guidance SK Better knowledge of designs PL |
| Have more physical strength |
e.g., build up muscle for demanding physical work |
| Have more mental strength |
e.g., develop stronger resilience against cravings
Knowing how to stand up to objections from co-authors, editors and peer reviewers JdB, CS Authors need to be open to new ways of working, or changes to the way they normally write/do their research SK |
| Overcome physical limitations |
e.g., get around problems of stature or disability |
| Overcome mental obstacles |
e.g., reduce unwanted urges or feelings
|
| Have more physical stamina |
e.g., develop greater capacity to maintain physical effort |
| Have more mental stamina |
e.g., develop greater capacity to maintain mental effort
Persisting with good reporting even if it feels like it takes longer, or in the face of objection from others. JdB, CS Being dogged (persisting, keep on keeping on) Authors need to know that it’s never too late (in your career) to make improvements in how to write. SK |
| Opportunity |
|
| Have more time to do it |
e.g., create dedicated time during the day
|
| Have more money |
e.g., be given or earn funds to support the behaviour
- Budget for writing time and writing resources/help e.g., a publications coordinator, CS
|
| Have the necessary materials |
e.g., acquire better tools for the job
|
| Have it more easily accessible |
e.g., provide easier access to facilities
Fixing broken links PL Guidance is split between documents that aren’t linked Examples are often separate to the checklists and hard to discover Guidance behind paywall Navigability of EQUATOR site, JH Guidance can be buried within development or E&E documents or in figures JH, JdB Guidance should be in a usable format JdB, JH Authors must have access to all the information about their own study JdB |
| Have more people around them doing it |
e.g., be part of a ‘crowd’ who are doing it
For it to become a norm in their community JdB Be aware that others are using guidelines – belonging to a crowd JH, PL |
| Have more triggers to prompt them |
e.g., have more reminders at strategic times
- Being reminded in the early stages of writing (e.g., text books, social, journal pages, funders, automated personal reminders after interacting with other services) JH, SK, JdB, CS
|
| Have more support from others |
e.g., have one’s family or friends behind one
Sometimes others can discourage use of guidelines JH Having others (supervisors, librarians, editors, peer reviewers) support the behaviour JdB Someone to give support for each guideline CS |
| Motivation |
|
| Feel that they want to do it enough |
e.g., feel more of a sense of pleasure or satisfaction from doing it
Felt like cumbersome reports JH Felt patronized JH Felt like RGs are ‘design straitjackets’ JH Felt afraid of reporting study limitations JH Authors should believe that RGs will make their writing easier JdB, JH Believe that RGs will help with career progression, SK |
| Feel that they need to do it enough |
e.g., care more about the negative consequences of not doing it
|
| Believe that it would be a good thing to do |
e.g., have a stronger sense that one should do it
Even if an author understands why a RG is important, they still need care (could be addressed through modelling) JH Give recognition or reward to authors for using RGs PL Authors don’t think editors/reviewers use checklist info JH |
| Develop better plans for doing it |
e.g., have clearer and better developed plans for achieving it
- Have a plan for how and when they will use guidance JdB, JH
|
| Develop a habit of doing it |
e.g., get into a pattern of doing it without having to think
|
| Other |
|
| (JH added): Have it easier to do |
Guidance should be easier to understand JH, PL Items are not prioritised. Often the first items are generic background items that seem patronising. JH Making websites easier to use PL Simplification PL |