Campbell Systematic Reviews最新文献

{"title":"Protocol: Prevention, Intervention, and Compensation Programs to Tackle School Dropout: An Evidence and Gap Map","authors":"Marta Pellegrini,&nbsp;Carmen Pannone,&nbsp;Daniela Fadda,&nbsp;Laura Francesca Scalas,&nbsp;Giuliano Vivanet,&nbsp;Amanda Neitzel","doi":"10.1002/cl2.70032","DOIUrl":"https://doi.org/10.1002/cl2.70032","url":null,"abstract":"<p>The issue of students dropping out before completing secondary education is a global concern with significant individual and societal consequences. Various terms, such as Early School Leaving (ESL), Early Leaving from Education and Training (ELET), and school dropout, reflect different policy perspectives on this phenomenon. Despite international efforts to address school dropout, a comprehensive review identifying areas with strong evidence and research gaps is lacking. This Evidence and Gap Map (EGM) systematically reviews the evidence on programs aimed at reducing school dropout and improving intermediate outcomes (e.g., educational performance, attendance). Following the 2011 European Council Recommendations, interventions are categorized into three domains: prevention, intervention, and compensation. The EGM will provide school and policy decision-makers, as well as program developers, with an overview of research evidence useful for guiding efforts to reduce school dropout and design effective programs. By pinpointing research gaps, the EGM will help identify critical areas where further investigation is needed to better understand and address the impact of school dropout programs.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: Effectiveness of Sexual and Reproductive Health Blended Learning Approaches for Capacity Strengthening of Health Professionals in Low- and Middle-Income Countries: A Systematic Review","authors":"Elizabeth A. Kumah,&nbsp;Florence Mgawadere,&nbsp;Alice Ladur,&nbsp;Zainab Suleiman,&nbsp;Yusupha Sanyang,&nbsp;Sarah A. White,&nbsp;Nicholas Furtado,&nbsp;Uzochukwu Egere,&nbsp;Charles Ameh","doi":"10.1002/cl2.70028","DOIUrl":"https://doi.org/10.1002/cl2.70028","url":null,"abstract":"&lt;p&gt;This is the protocol for a Campbell systematic review. The objectives are as follows. The primary objective of this systematic review is to evaluate and synthesise both published and unpublished literature on the effectiveness of sexual and reproductive health blended learning approaches for capacity strengthening of healthcare practitioners in LMICs. Within this context, sexual and reproductive health interventions refer to any of the following four key interventions or services aimed at improving maternal and newborn health (Starrs et al. 2018): (a) antenatal, childbirth and postnatal care, including emergency obstetric and newborn care, (b) safe abortion services and treatment of the complications of unsafe abortion, (c) prevention and treatment of malaria, tuberculosis, HIV and other sexually transmitted infections in pregnant women and d) family planning. In this systematic review, blended learning is defined as any teaching and learning method that combines face-to-face learning with e-learning or online learning. The component of face-to-face and online learning may include any of the components identified by Alammary (2019): (1) face-to-face instructor-led, where students attend a class and an instructor presents teaching and learning materials, with little engagement from students; (2) face-to-face collaboration, where students work together in class, for example, in discussion groups; (3) online instructor-led, where instruction is delivered online and facilitated by an instructor who sets the pace (e.g., virtual classrooms); (4) online collaboration, where students work together online with their peers, for example, online learning communities; and (5) online self-paced, where students study at their own pace and time, and from their chosen location, for example, watching videos, online reading. Specifically, this systematic review will answer the following research questions: (1) What sexual and reproductive health blended learning approaches have been used in LMICs? (2) Does participating in sexual and reproductive health blended learning interventions alone (i.e., compared with no intervention) improve the effective provision of care among healthcare workers in LMICs? (3) Does participating in sexual and reproductive health blended learning interventions compared with non-blended learning approaches (such as conventional face-to-face learning or pure e-learning) facilitate the effective provision of care among healthcare workers in LMICs (measured by, e.g., self-reports of effective maternal and neonatal care)? (4) What is the cost-effectiveness of sexual and reproductive health blended learning compared with non-blended learning approaches (i.e., face-to-face learning or e-learning)? (5) What factors affect the effectiveness of sexual and reproductive health blended learning interventions (e.g., characteristics of participants, type of intervention, course content, setting and mode of delivery)? (6) Do sexual and reproductive he","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Campbell Title Registrations to Date – February 2025, and Discontinued Protocols","authors":"","doi":"10.1002/cl2.70034","DOIUrl":"https://doi.org/10.1002/cl2.70034","url":null,"abstract":"&lt;p&gt;Details of new titles for systematic reviews or evidence and gap maps that have been accepted by the Editor of a Campbell Coordinating Group are published in each issue of the journal. If you would like to receive a copy of the approved title registration form, please &lt;i&gt;send an email&lt;/i&gt; to the Managing Editor of the relevant Coordinating Group.&lt;/p&gt;&lt;p&gt;A list of discontinued protocols appears below these new titles. If you are interested in continuing a project, please get in touch with the Managing Editor of the relevant Coordinating Group or email &lt;span&gt;[email protected]&lt;/span&gt;.&lt;/p&gt;&lt;p&gt;Experiences of informal caregivers of dependent older people on interventions to reduce care burden and promote their biopsychosocial well-being&lt;/p&gt;&lt;p&gt;Mariana Loezar-Hernández, Alejandra Ximena Araya, Claudia Miranda-Castillo, Carolina Climent-Sanz&lt;/p&gt;&lt;p&gt;11 February 2025&lt;/p&gt;&lt;p&gt;Interventions for age-friendly environments: A mega-map&lt;/p&gt;&lt;p&gt;Thiago Sa, Amanda Fernandes, Louise Lafortune, Promise Nduku&lt;/p&gt;&lt;p&gt;11 February 2025&lt;/p&gt;&lt;p&gt;Do pay transparency policies advance pay equity goals? A systematic review&lt;/p&gt;&lt;p&gt;Constance Bygrave, Heidi Weigand, Wendy Carroll, Alison Manley&lt;/p&gt;&lt;p&gt;31 January 2025&lt;/p&gt;&lt;p&gt;The impact of abusive supervision on employee silence: A systematic review&lt;/p&gt;&lt;p&gt;Wendy Carroll, Camilla Holmvall, Alison Manley&lt;/p&gt;&lt;p&gt;24 January 2025&lt;/p&gt;&lt;p&gt;Characteristics of sustainable vocational placement youth not in employment, education, or training (NEET): A scoping review&lt;/p&gt;&lt;p&gt;Luther Monareng, Nomusa F. Mngoma&lt;/p&gt;&lt;p&gt;20 January 2025&lt;/p&gt;&lt;p&gt;Thresholds for placing children in foster care: A scoping review&lt;/p&gt;&lt;p&gt;Nella Hrda, Milon Potmesil, Petra Potmesilova&lt;/p&gt;&lt;p&gt;29 January 2025&lt;/p&gt;&lt;p&gt;Primary interventions for cognitive and behavioral radicalization: An evidence and gap map&lt;/p&gt;&lt;p&gt;Kieren Aris, Meriem Rebbani, Joshua Freilich&lt;/p&gt;&lt;p&gt;6 January 2025&lt;/p&gt;&lt;p&gt;Radicalisation and extremism amongst adolescents and adults: A systematic review of measurement properties&lt;/p&gt;&lt;p&gt;Sarah Carthy, Graig Klein, Tommy van Steen, Joana Cook&lt;/p&gt;&lt;p&gt;8 December 2024&lt;/p&gt;&lt;p&gt;Peoples' lived experiences of working with osteoarthritis: A qualitative meta-synthesis protocol&lt;/p&gt;&lt;p&gt;Rory Christopherson, Ricky Bell, Nicola Kayes, J. Haxby Abbott&lt;/p&gt;&lt;p&gt;6 February 2025&lt;/p&gt;&lt;p&gt;Mitigating the risk of large language models on academic integrity of higher education assessment: A systematic review&lt;/p&gt;&lt;p&gt;David Oyebisi&lt;/p&gt;&lt;p&gt;19 December 2024&lt;/p&gt;&lt;p&gt;The effects of land management policies on the environment and people in low- and middle-income countries: A systematic review&lt;/p&gt;&lt;p&gt;Pierre Marion, Ingunn Storhaug, Sanghwa Lee, Claudia Romero, Constanza Gonzalez, Birte Snilstveit&lt;/p&gt;&lt;p&gt;20 December 2025&lt;/p&gt;&lt;p&gt;Life skills education and psychosocial interventions for reducing anxiety and depression in forcibly displaced persons in LMICs: A systematic review&lt;/p&gt;&lt;p&gt;Andem Duke&lt;/p&gt;&lt;p&gt;12 February 2025&lt;/p&gt;&lt;p&gt;Interventions to prevent or reduce the effects of climate change on the well-being of socially vulnerable populations in low-","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence and Gap Map of Whole-School Interventions Promoting Mental Health and Preventing Risk Behaviours in Adolescence: Programme Component Mapping Within the Health-Promoting Schools Framework: An evidence and gap map","authors":"Roshini Balasooriya Lekamge,&nbsp;Ria Jain,&nbsp;Jenny Sheen,&nbsp;Pravik Solanki,&nbsp;Yida Zhou,&nbsp;Lorena Romero,&nbsp;Margaret M. Barry,&nbsp;Leo Chen,&nbsp;Md Nazmul Karim,&nbsp;Dragan Ilic","doi":"10.1002/cl2.70024","DOIUrl":"https://doi.org/10.1002/cl2.70024","url":null,"abstract":"&lt;p&gt;Adolescence is a vulnerable period for the onset of mental disorders and risk behaviours. Whole-school interventions hold vast potential in improving mental health and preventing risk behaviours in this developmentally-sensitive cohort. Modelled on the World Health Organisation's Health-Promoting Schools Framework, whole-school interventions aspire for change across eight domains: (i) school curriculum, (ii) school social-emotional environment, (iii) school physical environment, (iv) school governance and leadership, (v) school policies and resources, (vi) school and community partnerships, (vii) school health services and (viii) government policies and resources. Through embodying a systems-based approach and involving the key stakeholders in an adolescent's life, including their peers, parents and teachers, whole-school interventions are theoretically more likely than other forms of school-based approaches to improve adolescent mental health and prevent risk behaviours. However, vague operationalisation of what is to be implemented, how and by whom presents challenges for stakeholders in identifying concrete actions for the eight domains and thus in realising the potential of the Framework. Mapping how whole-school interventions operationalise the eight domains enables appraisal of current practice against the recommendations of the Health-Promoting Schools Framework. This facilitates identification of critical evidence gaps in need of research, with the aim of fostering optimal translation of the Framework into practice to promote mental health and prevent risk behaviours in adolescence. Our EGM's objective was to map how randomised controlled trials of whole-school interventions promoting mental health and preventing risk behaviours in adolescence addressed the eight domains of a whole-school approach. Our EGM was conducted in accordance with a pre-registered protocol (PROSPERO ID: CRD42023491619). Eight scientific databases were searched: Ovid MEDLINE, Ovid Embase, Ovid PsycINFO, Ovid Emcare, CINAHL, ERIC, CENTRAL and Scopus. Expert-recommended sources of the grey literature were also searched, including the Blueprints for Healthy Youth Development registry of evidence-based positive youth development programmes and the SAMHSA Evidence-Based Practice Resource Centre. To be included in our EGM, studies had to involve randomised controlled trials or cluster randomised controlled trials comprising students aged 12 to 18. Interventions had to demonstrate a whole-school approach promoting mental health and/or preventing risk behaviours, including at least one program component addressing each of the curriculum-, ethos and environment-, and community-levels of a whole-school approach. Studies had to include an active or inactive comparator. Studies had to report on at least one of the mental health and/or risk behaviour outcomes detailed in the WHO-UNICEF Helping Adolescents Thrive Initiative, which includes positive mental health, mental disor","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: Food Environment, Food Choice, Diets, and Nutrition Outcomes of Pastoralists in Africa: Scoping Review Protocol","authors":"Esther Omosa,&nbsp;Francoise Cattaneo,&nbsp;Matthew Kibbee,&nbsp;Paula Dominguez-Salas,&nbsp;Natasha Bishop,&nbsp;Inge D. Brouwer","doi":"10.1002/cl2.70030","DOIUrl":"https://doi.org/10.1002/cl2.70030","url":null,"abstract":"<p>This is the Campbell scoping review. The objectives are as follows: (i) To define and characterize the food environment of pastoralists in Africa; (ii) To identify the domains of the food environment that have been studied in pastoralist settings in Africa; (iii) To assess the relationship between the food environment and food choice, dietary intake, and nutrition outcomes among pastoralists in Africa; and (iv) To map the study designs, methods, and geographical coverage of the studies.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROTOCOL: Interventions to Promote Inclusive Governance for Underserved Population in Sub-Saharan Africa: An Evidence and Gap Map","authors":"Clarice Panyin Nyan,&nbsp;Sheila Agyemang Oppong,&nbsp;Takyiwaa Manuh,&nbsp;David Sarfo Ameyaw","doi":"10.1002/cl2.70025","DOIUrl":"https://doi.org/10.1002/cl2.70025","url":null,"abstract":"<p>This Protocol for an Evidence and Gap Map (EGM) aims to identify, map, and provide an overview of the existing evidence and gaps in inclusive governance interventions for underserved populations in sub-Saharan Africa. The specific objectives are as follows: (1) identify evidence clusters that present opportunities for evidence synthesis and (2) identify evidence gaps that require additional studies, research, and evaluations.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROTOCOL: Mutual Help Organizations to Support Recovery Among Individuals Who Use Drugs: A Systematic Review Protocol","authors":"Emily A. Hennessy,&nbsp;Brandon G. Bergman,&nbsp;Leonard Levine,&nbsp;Jenny O'Connor,&nbsp;Morgan Klein,&nbsp;John F. Kelly","doi":"10.1002/cl2.70021","DOIUrl":"https://doi.org/10.1002/cl2.70021","url":null,"abstract":"<p>This is the protocol for a Campbell systematic review. The objectives are as follows: (1) What kinds of mutual-help organizations for drug use disorders have been studied with evidence available in the empirical literature? (2) What is the nature of the evidence with regard to the different types of mutual-help organizations?—(a) To what extent are these entities shown to help initiate, sustain, and enhance rates of remission from drug use disorders and improve other functional outcomes when the available evidence is subjected to rigorous scientific scrutiny? (b) To what extent do different mutual-help organizations confer differential benefit and to whom, how, and over what period? (c) To what extent have cost benefit or cost effectiveness studies indicated that these entities are cost-effective?</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: Attitudinal Factors Related to the Use of Digital Technologies in Health by Older Adults: Protocol for an Overview of Reviews: A Systematic Review","authors":"Elzbieta Bobrowicz-Campos,&nbsp;Cristina Camilo,&nbsp;Guilherme Galhardo Pinheiro","doi":"10.1002/cl2.70022","DOIUrl":"https://doi.org/10.1002/cl2.70022","url":null,"abstract":"<p>This is the protocol for a Campbell systematic review. The objective is as follows: to consolidate the available evidence on attitudinal aspects related to the utilisation of digital technologies in health among older adults. More specifically, we will summarise and systematise the existing reviews findings to identify attitudinal factors that interfere with the use of digital technologies in health in advanced age and to determine whether these factors act as facilitators or barriers. We will also compare the influence of attitudinal factors on technology use behaviour, considering the type of technology in question, and the purpose and context of its use. The overview of reviews questions are the following: (1) What are the attitudinal factors related to the use of digital technologies in health by older adults? (2) Which of these factors facilitate the use of digital technologies in health, and which make it difficult? (3) Are the attitudinal factors that facilitate and make difficult the use of digital technologies in health different for different types of technologies? (4) Are the attitudinal factors that facilitate and make difficult the use of digital technologies in health different for different purposes and contexts of use of these technologies?</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143497308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of interventions for improving educational outcomes for people with disabilities in low- and middle-income countries: A systematic review","authors":"Xanthe Hunt,&nbsp;Ashrita Saran,&nbsp;Howard White,&nbsp;Hannah Kuper","doi":"10.1002/cl2.70016","DOIUrl":"https://doi.org/10.1002/cl2.70016","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;People with disabilities are consistently falling behind in educational outcomes compared to their peers without disabilities, whether measured in terms of school enrolment, school completion, mean years of schooling, or literacy levels. These inequalities in education contribute to people with disabilities being less likely to achieve employment, or earn as much if they are employed, as people without disabilities. Evidence suggests that the gap in educational attainment for people with and without disabilities is greatest in low- and middle-income countries (LMICs). Exclusion of people with disabilities from mainstream education, and low rates of participation in education of any kind, are important issues for global equity. Interventions which might have a positive impact include those that improve educational outcomes for people with disabilities, whether delivered in specialist or inclusive education settings. Such interventions involve a wide range of initiatives, from those focused on the individual level – such as teaching assistance to make mainstream classes more accessible to children with specific learning needs – to those which address policy or advocacy.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The objectives of this review were to answer the following research questions: (1) What is the nature of the interventions used to support education for people with disabilities in LMICs? (2) What is the size and quality of the evidence base of the effectiveness of interventions to improve educational outcomes for people with disabilities in LMICs? (3) What works to improve educational outcomes for people with disabilities in LMICs? (4) Which interventions appear to be most effective for different types of disability? (5) What are the barriers and facilitators to the improvement of educational outcomes for people with disabilities? (6) Is there evidence of cumulative effects of interventions?&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Search Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The search for studies followed two steps. Firstly, we conducted an electronic search of databases and sector-specific websites. Then, after initial screening, we examined the reference lists of all identified reviews and screened the cited studies for inclusion. We also conducted a forward search and an ancestral search. No restrictions in terms of date or format were placed on the search, but only English-language publications were eligible for inclusion.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Selection Criteria&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In our review, we included studies on the ba","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical appraisal of methodological quality and completeness of reporting in Chinese social science systematic reviews with meta-analysis: A systematic review","authors":"Liping Guo,&nbsp;Sarah Miller,&nbsp;Wenjie Zhou,&nbsp;Zhipeng Wei,&nbsp;Junjie Ren,&nbsp;Xinyu Huang,&nbsp;Xin Xing,&nbsp;Howard White,&nbsp;Kehu Yang","doi":"10.1002/cl2.70014","DOIUrl":"10.1002/cl2.70014","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A systematic review is a type of literature review that uses rigorous methods to synthesize evidence from multiple studies on a specific topic. It is widely used in academia, including medical and social science research. Social science is an academic discipline that focuses on human behaviour and society. However, consensus regarding the standards and criteria for conducting and reporting systematic reviews in social science is lacking. Previous studies have found that the quality of systematic reviews in social science varies depending on the topic, database, and country.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study evaluates the completeness of reporting and methodological quality of intervention and non-intervention systematic reviews in social science in China. Additionally, we explore factors that may influence quality.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Search Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We searched three major Chinese electronic databases—CNKI, VIP, and Wangfang—for intervention and non-intervention reviews in social science published in Chinese journals from 1 January 2009 to 2 December 2022.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Selection Criteria&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We included intervention and non-intervention reviews; however, we excluded overviews, qualitative syntheses, integrative reviews, rapid reviews, and evidence syntheses/summaries. We also excluded meta-analyses that used advanced methods (e.g., cross-sectional, cumulative, Bayesian, structural equation, or network meta-analyses) or that focused on instrument validation.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Data Collection and Analysis&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We extracted data using a coding form with publication information and study content characteristics. This study conducted pilot extraction and quality assessment with four authors and formal extraction and assessment with two groups of four authors each. PRISMA2020 and MOOSE were used to evaluate the reporting completeness of intervention and non-intervention reviews. AMSTAR-2 and DART tools were adopted to assess their methodological quality. We described the characteristics of the included reviews with frequencies and percentages. We used SPSS (version 26.0) to conduct a linear regression analysis and ANOVA to explore the factors that may influence both completeness of reporting and methodological quality.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Main Results&lt;/h3&gt;\u0000","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11743190/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}