Campbell Systematic Reviews最新文献

{"title":"PROTOCOL: Non-pharmacological interventions for older people with a diagnosis of depression: An evidence and gap map","authors":"Wenru Shang,&nbsp;Liping Guo,&nbsp;Yujia Liu,&nbsp;Yanfei Li,&nbsp;Qian Wei,&nbsp;Ke Guo,&nbsp;Minyan Yang,&nbsp;Lili Wei,&nbsp;Zheng Xu,&nbsp;Junqiang Niu,&nbsp;Xiuxia Li,&nbsp;Kehu Yang","doi":"10.1002/cl2.1354","DOIUrl":"10.1002/cl2.1354","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 <p>This is the protocol for an evidence and gap map. The objectives are as follows: To map available randomized control trials, economic evaluations, and systematic reviews that assess the effectiveness and cost-effectiveness of non-pharmacological interventions for older people with a diagnosis of depression and identify any existing gaps in the evidence that can inform future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41145179","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":"Methodological quality of Campbell Systematic Reviews has improved over the past decade","authors":"Yanfei Li,&nbsp;Omar Dewidar,&nbsp;Xiaoqin Wang,&nbsp;Elizabeth Ghogomu,&nbsp;Arpana Wadhwani,&nbsp;Ke Guo,&nbsp;Mina Ma,&nbsp;Victoria Barbeau,&nbsp;Bei Pan,&nbsp;Leenah Abdelrazeq,&nbsp;Zijun Li,&nbsp;Amjad Alghamyan,&nbsp;Liping Guo,&nbsp;Fatima Jahel,&nbsp;Junjie Ren,&nbsp;Mohamad Tarek Madani,&nbsp;Sarah Allam,&nbsp;Tarannum Hussain,&nbsp;Minyan Yang,&nbsp;Waleed Kojan,&nbsp;Xiuxia Li,&nbsp;Kehu Yang,&nbsp;Vivian Welch","doi":"10.1002/cl2.1358","DOIUrl":"10.1002/cl2.1358","url":null,"abstract":"<p>The Campbell Collaboration was established in 2001 to promote positive social and economic change through supporting the conduct of high-quality systematic reviews and promoting their use in decision making (Welch, <span>2018</span>). Wang et al. (<span>2021</span>) found that the methodological quality of Campbell reviews of intervention effectiveness published between 2011 and 2018 improved over time, and particularly after the introduction of the 2014 Methodological Expectations for Conducting Campbell Intervention Reviews (MECCIR) (Wang et al., <span>2021</span>). For the 96 systematic reviews published between 2011 and 2018, the methodologic quality as assessed by the AMSTAR tool was 16 (17%) reviews rated as high quality, 40 (42%) as moderate, 24 (25%) as low, and 16 (17%) as critically low (Wang et al., <span>2021</span>).</p><p>Based on this assessment, Campbell provided feedback to all editorial teams on the quality of reviews and areas for improvement. We decided to conduct a follow-up analysis to evaluate the quality of Campbell reviews published since 2018 and compare the findings with the baseline assessment to identify areas where improvements are still needed.</p><p>We conducted the quality assessment of Campbell systematic reviews of intervention effectiveness published in the past 5 years (February 2018 to November 2022) using the AMSTAR 2.0 tool (Shea et al., <span>2017</span>). A total of 77 intervention reviews were included. All analyses were conducted using R software.</p><p>Compared with the reviews published before 2018, the overall methodological quality of the recent reviews has generally improved (Figure 1). The proportion of high-quality reviews has doubled (17% to 39%), while the proportion of moderate quality reviews has been reduced by more than half (42% to 16%). However, there was little difference in the percentage of reviews rated as low (25% vs. 27%) and critically low (17% vs. 18%).</p><p>Since the baseline assessment of Campbell reviews published between 2011 and 2018, some reporting deficiencies have improved and are now reported in over 70% of the reviews. The factors that improved were justifying the choice of eligible study designs, explaining heterogeneity in results, and discussing the impact of publication bias (Figure 2). However, reporting the source of funding and the impact of risk of bias in individual studies on the results of the meta-analysis were persistently inadequately considered but more frequently observed in the last 5 years (15% to 34%, and 33% to 52%, respectively). Of note, fewer reviews in the last 5 years reported the list of excluded studies with justifications than did the sample of 2011–2018 (92% to 60%). This is a critical flaw in the AMSTAR scale that leads to lower quality ratings.</p><p>Although there has been continuous improvement in the quality of Campbell reviews, there is a need to improve reporting of excluded studies, sources of funding for studies, impact of risk o","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41137164","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","authors":"","doi":"10.1002/cl2.1356","DOIUrl":"10.1002/cl2.1356","url":null,"abstract":"<p>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 send an email to the Managing Editor of the relevant Coordinating Group.</p><p><b>AGEING</b></p><p>Understanding practices and support needs of family caregivers of people with dementia in Africa: A scoping review</p><p>Oluwagbemiga Oyinlola, Tamara Sussman, Anthony Iwuagwu</p><p>14 June 2023</p><p>Barriers to and facilitators of the implementation of nonpharmacological interventions for behaviors and psychological symptoms of dementia in residential aged care homes: A systematic review of qualitative studies</p><p>Hunduma Ayeno, Gizat Kassie, Mustafa Atee, Tuan Nguyen</p><p>23 June 2023</p><p><b>INTERNATIONAL DEVELOPMENT</b></p><p>Barriers and facilitators of community participation for improving maternal and child health utilisation and outcomes in low-and-middle-income countries: A mixed-method systematic review Wapangjungla Longchar, Sibasis Hense, Denny John</p><p>14 June 2023</p><p>Digital tools and job aids used by and for community health workers in low- and middle-income countries to improve health outcomes and increase effectiveness: An evidence and gap map</p><p>William Philbrick, Jacob Milnor, Zeus Aranda, Feven Mekuria, Perpetua Mbachu, Brian Ssennoga, Patricia Mechael</p><p>14 August 2023</p><p><b>CHILDREN AND YOUNG PERSONS WELLBEING</b></p><p>Nutritional interventions in the management of childhood/youth aggression and other externalizing behaviours: A systematic review and meta-analysis</p><p>Barna Konkolÿ Thege</p><p>16 June 2023</p><p>Examining the value of theatre for young people: A global systematic review and evidence gap map</p><p>Kelly Freebody, Michael Anderson, Eliza Oliver</p><p>11 August 2023</p><p><b>KNOWLEDGE TRANSLATION AND IMPLEMENTATION</b></p><p>Electronic hand hygiene monitoring for health care settings: An evidence and gap map</p><p>Donna Moralejo, Jane Chudleigh, Dinah Gould, Edward Pursssell, Nicholas Drey, Clare Hawker</p><p>27 July 2023</p><p>The application of information and communication technologies in physical activity interventions for breast cancer: A scoping review</p><p>Xin Chen, Maaz Imam, Yutong Yi, JJ Pionke, Lixcy Vega, Anna Arthur, Jessie Chin, Chungyi Chiu</p><p>27 July 2023</p><p><b>EDUCATION</b></p><p>Service learning interventions effectiveness in tertiary education: A systematic review</p><p>Patricia Ayllón Salas, Mirian Hervás Torres, Francisco Fernández Martín, Marta Pellegrini, Jose Arco Tirado, Andrew Furco</p><p>4 June 2023</p><p>Experiences and knowledge of racism during medical school: A systematic review</p><p>Karan Varshney, Mariyah Hoosenally, Jacqueline Rusnak, Devni Nagodavithana, Charlie Ho 5 July 2023</p><p>Opportunities and challenges of undergraduate health professional students' virtual clinical skills as","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41166278","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: The impact of infrastructure on low-income consumers' nutritious diet, women's economic empowerment, and gender equality in low- and middle-income countries: An evidence and gap map","authors":"Gloria Adobea Odei Obeng-Amoako,&nbsp;Clarice Panyin Nyan,&nbsp;Joseph Clottey,&nbsp;Sheila Agyemang Oppong,&nbsp;Edward Kusi Asafo-Agyei,&nbsp;Pacem Kotchofa,&nbsp;Charles Yaw Okyere,&nbsp;Solomon Zena Walelign,&nbsp;Takyiwaa Manuh,&nbsp;David Sarfo Ameyaw","doi":"10.1002/cl2.1353","DOIUrl":"10.1002/cl2.1353","url":null,"abstract":"<div>\u0000 \u0000 <p>This is the protocol for an evidence and gap map. The objectives are as follows: this evidence and gap map (EGM) aims to identify, map, and provide an overview of the existing evidence and gaps on the impact of different types of physical infrastructure on various outcomes of low-income consumers' nutritious diet, women's economic empowerment, and gender equality in low- and middle-income countries. The specific objectives of the EGM are: (1) identify clusters of evidence that offer opportunities for evidence synthesis and (2) identify gaps in evidence where new studies, research, and evaluations are needed.</p>\u0000 </div>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10178391","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":"Child and adolescent mental health and psychosocial support interventions: An evidence and gap map of low- and middle-income countries","authors":"Ruichuan Yu,&nbsp;Camila Perera,&nbsp;Manasi Sharma,&nbsp;Alessandra Ipince,&nbsp;Shivit Bakrania,&nbsp;Farhad Shokraneh,&nbsp;Juan Sebastian Mosquera Sepulveda,&nbsp;David Anthony","doi":"10.1002/cl2.1349","DOIUrl":"10.1002/cl2.1349","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mental disorders affect about one in seven children and adolescents worldwide. Investment in effective child and adolescent mental health prevention, promotion and care is essential. To date, however, the evidence from this field is yet to be comprehensively collected and mapped.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of this evidence and gap map (EGM) is to provide an overview of the existing evidence on the effectiveness of interventions aimed at promoting mental health and reducing or preventing mental health conditions among children and adolescents in lower-middle-income countries (LMICs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Search Methods</h3>\u0000 \u0000 <p>We searched for studies from a wide range of bibliographic databases, libraries and websites. All searches were conducted in December 2021 and covered the period between 2010 and 2021.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Selection Criteria</h3>\u0000 \u0000 <p>We included evidence on the effectiveness of any Mental Health and Psychosocial Support (MHPSS) interventions targeting children and adolescents from 0 to 19 years of age in LMICs. The map includes systematic reviews and effectiveness studies in the form of randomised control trials and quasi-experimental studies, and mixed-methods studies with a focus on intervention effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Data Collection and Analysis</h3>\u0000 \u0000 <p>A total of 63,947 records were identified after the search. A total of 19,578 records were removed using machine learning. A total of 7545 records were screened independently and simultaneously by four reviewers based on title and abstract and 2721 full texts were assessed for eligibility. The EGM includes 697 studies and reviews that covered 78 LMICs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Results</h3>\u0000 \u0000 <p>School-based interventions make up 61% of intervention research on child and adolescent mental health and psychosocial support. Most interventions (59%) focusing on treating mental health conditions rather than preventing them or promoting mental health. Depression (40%, <i>N</i> = 282) was the most frequently researched outcome sub-domain analysed by studies and reviews, followed by anxiety disorders (32%, <i>N</i> = 225), well-being (21%, <i>N</i> = 143), and post-traumatic stress disorder (18%, <i>N</i> = 125). Most included studies and reviews investigated the","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10069259","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: The effects of agricultural output market access interventions on agricultural, socio-economic and food and nutrition security outcomes in low- and middle-income countries: A systematic review","authors":"Paul Fenton Villar,&nbsp;Tomasz Kozakiewicz,&nbsp;Vinitha Bachina,&nbsp;Sarah Young,&nbsp;Shannon Shisler","doi":"10.1002/cl2.1348","DOIUrl":"10.1002/cl2.1348","url":null,"abstract":"<p>Development agencies and international donors’ efforts are increasingly focusing on better integrating poor and remote farmers into agricultural markets to address the chronic issues of rural poverty and hunger in low- and middle-income countries. Using systematic methods for information retrieval, critical appraisal and evidence synthesis, this research aims to examine evidence on the effects of five focal types of agricultural market access interventions: (i) farm-to-market transport infrastructure interventions; (ii) output market information interventions; (iii) initiatives creating new marketplaces and alternative marketing opportunities; (iv) contract farming initiatives; (v) interventions improving storage infrastructure. In this review, we will study evidence of the magnitude and direction of intervention effects on agricultural, socio-economic, and food and nutrition security outcomes. We will examine evidence of the distribution of reported effects across different contexts, interventions and sub-groups of the population (e.g., according to sex, socio-economic status, farm size, etc.). We will also report on included studies’ risk of bias and on what evidence is available on intervention costs, or their cost-effectiveness. This protocol outlines this review's planned methods and the criteria for selecting and including studies in its analysis.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10122227","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: School-based interventions for reducing disciplinary school exclusion: An updated systematic review","authors":"Sara Valdebenito,&nbsp;Hannah Gaffney,&nbsp;Darrick Jolliffe","doi":"10.1002/cl2.1344","DOIUrl":"10.1002/cl2.1344","url":null,"abstract":"<p>The primary goal of the present mixed methods review is to systematically examine the available evidence for the effectiveness of different types of school-based interventions for reducing disciplinary school exclusion. Quantitative evidence will help to understand the overall size of the impact, as well as the factors that better explain it. Qualitative evidence will help to better understand how these programmes may work, and what factors aid or hinder implementation and success.</p><p>The research questions underlying the quantitative review are as follows:\u0000\u0000 </p><p>If sufficient data are available, we will compare different approaches (e.g., school-wide management, classroom management, restorative justice, cognitive-behavioural interventions) and identify those that could potentially demonstrate larger effects. We will also (potentially) run analysis controlling for characteristics of <i>participants</i> (e.g., age, ethnicity, level of risk); <i>interventions</i> (e.g., theoretical bases, components); <i>implementation</i> (e.g., facilitators’ training, doses, quality); and <i>methodology</i> (e.g., research design).</p><p>The research questions underlying the qualitative review are defined as follows:</p><p>\u0000 \u0000 </p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10069799","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: Evidence-based frameworks used to promote self-employment with persons with disabilities: A scoping review","authors":"Luther Lebogang Monareng,&nbsp;Shaheed Mogammad Soeker,&nbsp;Deshini Naidoo","doi":"10.1002/cl2.1350","DOIUrl":"10.1002/cl2.1350","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This scoping review aims to highlight literature on self-employment evidence-based frameworks used to promote self-employment among persons with disabilities. This will be achieved by answering this research question, <i>what evidence-based self-employment frameworks have been successfully used to promote self-employment among persons with disabilities?</i></p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To answer the research question, the steps followed will be based on the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). Arksey and O'Malley's sequential stages will be used to guide the scoping review process. An experienced librarian and a second reviewer will assist with this review. A third reviewer will only be involved, when necessary, for example, to help resolve decision conflicts between reviewers one and two.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This section will discuss the data collected. In line with Tricco et al., this scoping review envisages outlining existing literature, identifying gaps and informing future research in the field of self-employment for persons with disabilities. <i>What evidence-based self-employment frameworks have been successfully used to promote self-employment among persons with disabilities?</i> Is a question that this scoping review seeks to answer. Thus, this research has the potential to add to knowledge and inform or stimulate further research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10395094","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":"Exploring COVID-19 education to support vaccine confidence amongst the general adult population with special considerations for healthcare and long-term care staff: A scoping review","authors":"Maya Murmann,&nbsp;Anna Cooper Reed,&nbsp;Mary Scott,&nbsp;Justin Presseau,&nbsp;Carrie Heer,&nbsp;Kathryn May,&nbsp;Amy Ramzy,&nbsp;Chau N. Huynh,&nbsp;Becky Skidmore,&nbsp;Vivian Welch,&nbsp;Julian Little,&nbsp;Kumanan Wilson,&nbsp;Melissa Brouwers,&nbsp;Amy T. Hsu","doi":"10.1002/cl2.1352","DOIUrl":"10.1002/cl2.1352","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the demonstrated efficacy of approved COVID-19 vaccines, high levels of hesitancy were observed in the first few months of the COVID-19 vaccines' rollout. Factors contributing to vaccine hesitancy are well-described in the literature. Among the various strategies for promoting vaccine confidence, educational interventions provide a foundationally and widely implemented set of approaches for supporting individuals in their vaccine decisions. However, the evidence around the measurable impact of various educational strategies to improve vaccine confidence is limited. We conducted a scoping review with the aim of exploring and characterizing educational interventions delivered during the pandemic to support COVID-19 vaccine confidence in adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed a search strategy with a medical information scientist and searched five databases, including Ovid MEDLINE and Web of Science, as well as grey literature. We considered all study designs and reports. Interventions delivered to children or adolescents, interventions on non-COVID-19 vaccines, as well as national or mass vaccination campaigns without documented interaction(s) between facilitator(s) and a specific audience were excluded. Articles were independently screened by three reviewers. After screening 4602 titles and abstracts and 174 full-text articles across two rounds of searches, 22 articles met our inclusion criteria. Ten additional studies were identified through hand searching. Data from included studies were charted and results were described narratively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We included 32 studies and synthesized their educational delivery structure, participants (i.e., facilitators and priority audience), and content. Formal, group-based presentations were the most common type of educational intervention in the included studies (75%). A third of studies (34%) used multiple strategies, with many formal group-based presentations being coupled with additional individual-based interventions (29%). Given the novelty of the COVID-19 vaccines and the unique current context, studies reported personalized conversations, question periods, and addressing misinformation as important components of the educational approaches reviewed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Various educational interventions were delivered during the COVID-19 pandemic, with many initiatives involving multifaceted interventions utilizing both formal and informal approaches that leveraged c","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10061025","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":"Montessori education's impact on academic and nonacademic outcomes: A systematic review","authors":"Justus J. Randolph,&nbsp;Anaya Bryson,&nbsp;Lakshmi Menon,&nbsp;David K. Henderson,&nbsp;Austin Kureethara Manuel,&nbsp;Stephen Michaels,&nbsp;debra leigh walls rosenstein,&nbsp;Warren McPherson,&nbsp;Rebecca O'Grady,&nbsp;Angeline S. Lillard","doi":"10.1002/cl2.1330","DOIUrl":"10.1002/cl2.1330","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Montessori education is the oldest and most widely implemented alternative education in the world, yet its effectiveness has not been clearly established.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The primary objective of this review was to examine the effectiveness of Montessori education in improving academic and nonacademic outcomes compared to traditional education. The secondary objectives were to determine the degree to which grade level, Montessori setting (public Montessori vs. private Montessori), random assignment, treatment duration, and length of follow-up measurements moderate the magnitude of Montessori effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Search Methods</h3>\u0000 \u0000 <p>We searched for relevant studies in 19 academic databases, in a variety of sources known to publish gray literature, in Montessori-related journals, and in the references of studies retrieved through these searches. Our search included studies published during or before February 2020. The initial search was performed in March 2014 with a follow-up search in February 2020.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Selection Criteria</h3>\u0000 \u0000 <p>We included articles that compared Montessori education to traditional education, contributed at least one effect size to an academic or nonacademic outcome, provided sufficient data to compute an effect size and its variance, and showed sufficient evidence of baseline equivalency–through random assignment or statistical adjustment–of Montessori and traditional education groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Data Collection and Analysis</h3>\u0000 \u0000 <p>To synthesize the data, we used a cluster-robust variance estimation procedure, which takes into account statistical dependencies in the data. Otherwise, we used standard methodological procedures as specified in the Campbell Collaboration reporting and conduct standards.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Results</h3>\u0000 \u0000 <p>Initial searches yielded 2012 articles, of which 173 were considered in detail to determine whether they met inclusion/exclusion criteria. Of these, 141 were excluded and 32 were included. These 32 studies yielded 204 effect sizes (113 academic and 91 nonacademic) across 132,249 data points. In the 32 studies that met minimum standards for inclusion, including evidence of baseline equivalence, there was evidence that Montessori education outperfor","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.1330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9968638","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}