The present study used the Cochrane Effective Practice and Organisation of Care (EPOC Data Collection Checklistt [ 31] as a theoretical orientation.
Finally, the use of the classification described by the EPOC group as a theoretical orientation to identify and analyse relevant data needs some further considerations.
Firstly, this prevents confusion with nomenclature in other disciplines: the way in which 'self-assessment' is described in epidemiological work [ 29, 30]; how 'surveillance' is described in sociological scholarship, particularly that with a theoretical orientation [ 31]; and how 'self-surveillance' has emerged as a hybrid term between epidemiology and sociology [ 32].
The fourth type of cross national studies are those that show a fundamental theoretical orientation, with a specific theme or question as a focus of analysis (Marmor et al 2005: 341 - 2) [ 34].
This nominal framework implicitly adopts a particular theoretical orientation towards the epidemiology: an incidence-prevalence-duration framework.
We defined qualitative studies as those aiming to uncover and understand a phenomenon, a process, or perspectives and worldviews of people, with or without a particular theoretical orientation, using typical qualitative methods for sampling, collecting, analysing, and interpreting data [ 17].
Training centers that teach mental health professionals a particular theoretical orientation (like psychoanalysis, family systems, etc).
Hence, feminism in India is not a singular theoretical orientation; it has changed over time in relation to historical and cultural realities, levels of consciousness, perceptions and actions of individual women, and women as a group.
Researchers have used five types of curriculum in schools, each based on a different theoretical orientation: information-only curricula, social competence curricula, social influence curricula, combined social competence/social influences curricula and multimodal curricula 6 (box 1).
Early Mohist writings have a practical, not theoretical orientation.
Considering these components from a socio-cultural theoretical orientation was essential to understanding how patients, GPs and trainees interacted with and influenced each other in their understanding of multimorbidity.
