“…Published data across programs are inconsistent with regard to information about program development, formative research, theoretical foundations, key principals and aims, modes of delivery, qualitative justification, reach, partnerships, evidence used in designing and updating content, measures of success, implementation research on acceptability and feasibility, and emphasis placed on the e-cigarette content. On the contrary, ecigarette counter-marketing campaigns set a good example of publishing details on how they are developed and designed [91,92]. Few educational programs describe the details of how they were developed, and thus it is difficult to distinguish which are most rigorous with respect to one another.…”