within which they had to complete the think-aloud task. They were asked, however, to allow an extra 15 minutes for additional questions and for closing the interview. The interviews were video-recorded with the digital camera set in such a way as to capture the page(s) being referred to and the participants' actions with the text, such as leafing through the pages, highlighting, pointing to specific passages and so on. The video recording allowed easier synchronization of the verbal protocol with the parts of the document being used and better documentation of the non-verbal behaviour, which would have been difficult if only audio recording was used.

Participants received a full single-sided color-printed copy of the review they were allocated and a pen, highlighters and paper. They were told that ifall of whom were non-academic clinicians (GP1, GP2, R1) in our sample - adopted a different strategy. After reading the abstract they stated that, in the real world, they would not read the rest of the review, since they were interested mainly in the results, considered the methodological aspects irrelevant or difficult to understand, and had limited time to read such papers. They read the reviews in a linear manner, starting from the beginning and reading through to the end, skimming over and skipping parts of the text they considered inaccessible or irrelevant for them as clinicians. They focused on sections that provided an accessible narrative summary of the results, such as the abstract and the conclusions section and consistently skipped the methods and results sections, which they