Table 1 CFIR domains, exemplar constructs, codes and quotes

Intervention characteristics

Intervention source

Quality of research training: “I think it’s [research training] made way too heavy continuously. It’s classroom taught rather than through experientially.” (Participant 6, MM4)

Outer setting

Cosmopolitanism

Sharing of resources among regional organisations: “Another challenge, if we’re looking at more targeted programs that people are interested in undertaking research, is the numbers of people that will be interested in rural and regional areas. I think there would be great benefits from different regions collaborating to try and have a critical mass of numbers to make some of these research programs sustainable.” (Participant 3, MM2)

Inner setting

Relative priority

Other educational commitments as a barrier: “You really have to be focused on the processes of the health service, meeting all of your appointment needs, keeping up with your own professional development at the same time. There’s no wiggle room at all to take on anything extra.” (Participant 4, MM3)

Characteristics of individuals

Knowledge and beliefs about the intervention

Staff interest in training: “I think there is a fair bit of interest among clinicians to do research, to do something, otherwise their work can get quite boring because they’re doing the same thing over and over again.” (Participant 7, MM4)

Process

Engaging

Need opportunity to apply skills learned: “It [training] has to be part of a broader program of linking them [health professionals] in with academics and other organisations… They're going to learn about what a research project looks like and how they can be involved, but then where to from there? What are they going to do with that information?” (Participant 16, MM4)