scholarly journals Effect size and meta-analysis in Spanish professional psychologists

2017 ◽  
Vol 7 (2) ◽  
pp. 111-122
Author(s):  
Laura Badenes-Ribera ◽  
Dolores Frías-Navarro ◽  
Amparo Bonilla-Campos
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Statistical Education ◽  
Adequate Knowledge ◽  
Effect Size Index ◽  
Practice Approach ◽  
On Line ◽  
Professional Psychologists ◽  
Age Range

The Evidence-Based Practice approach is based on the use of scientific research in decision-making in an effort to produce the best possible services in clinical practice. The knowledge level about effect size statistics and meta-analysis studies may affect the decision soft professionals and jeopardize the quality of psychological interventions. This paper presents the result so fan on-line survey on the degree of knowledge of these topics among Spanish practitioner psychologists. The sample consisted of 77 participants (68.8% women and 31.2% men), with a mean age of 41.44 years (SD=9.42), with age range of 25-64 years. The results suggest that most of the psychologists survey eddid not have adequate knowledge about effect size index, meta-analysis studies, or methodological quality checklists. It is therefore necessary to improve the statistical education of practitioner psychologists, which might also contribute to their provement of professional practice.

scholarly journals Effect size and meta-analysis in Spanish professional psychologists

2017 ◽  
Vol 7 (2) ◽  
pp. 111-122
Author(s):  
Laura Badenes-Ribera ◽  
Dolores Frías-Navarro ◽  
Amparo Bonilla-Campos
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Statistical Education ◽  
Adequate Knowledge ◽  
Effect Size Index ◽  
Practice Approach ◽  
On Line ◽  
Professional Psychologists ◽  
Age Range

The Evidence-Based Practice approach is based on the use of scientific research in decision-making in an effort to produce the best possible services in clinical practice. The knowledge level about effect size statistics and meta-analysis studies may affect the decision soft professionals and jeopardize the quality of psychological interventions. This paper presents the result so fan on-line survey on the degree of knowledge of these topics among Spanish practitioner psychologists. The sample consisted of 77 participants (68.8% women and 31.2% men), with a mean age of 41.44 years (SD=9.42), with age range of 25-64 years. The results suggest that most of the psychologists survey eddid not have adequate knowledge about effect size index, meta-analysis studies, or methodological quality checklists. It is therefore necessary to improve the statistical education of practitioner psychologists, which might also contribute to their provement of professional practice.

scholarly journals Predictability of rotational tooth movement with orthodontic aligners comparing software-based and achieved data: A systematic review and meta-analysis of observational studies

2021 ◽  
pp. 146531252110272
Author(s):  
Despina Koletsi ◽  
Anna Iliadi ◽  
Theodore Eliades
Keyword(s):  
Effect Size ◽  
Tooth Movement ◽  
Data Extraction ◽  
Meta Analysis ◽  
Risk Of Bias ◽  
Patient Treatment ◽  
Qualitative Synthesis ◽  
Meta Analyses ◽  
Enamel Reduction

Objective: To evaluate all available evidence on the prediction of rotational tooth movements with aligners. Data sources: Seven databases of published and unpublished literature were searched up to 4 August 2020 for eligible studies. Data selection: Studies were deemed eligible if they included evaluation of rotational tooth movement with any type of aligner, through the comparison of software-based and actually achieved data after patient treatment. Data extraction and data synthesis: Data extraction was done independently and in duplicate and risk of bias assessment was performed with the use of the QUADAS-2 tool. Random effects meta-analyses with effect sizes and their 95% confidence intervals (CIs) were performed and the quality of the evidence was assessed through GRADE. Results: Seven articles were included in the qualitative synthesis, of which three contributed to meta-analyses. Overall results revealed a non-accurate prediction of the outcome for the software-based data, irrespective of the use of attachments or interproximal enamel reduction (IPR). Maxillary canines demonstrated the lowest percentage accuracy for rotational tooth movement (three studies: effect size = 47.9%; 95% CI = 27.2–69.5; P < 0.001), although high levels of heterogeneity were identified (I2: 86.9%; P < 0.001). Contrary, mandibular incisors presented the highest percentage accuracy for predicted rotational movement (two studies: effect size = 70.7%; 95% CI = 58.9–82.5; P < 0.001; I2: 0.0%; P = 0.48). Risk of bias was unclear to low overall, while quality of the evidence ranged from low to moderate. Conclusion: Allowing for all identified caveats, prediction of rotational tooth movements with aligner treatment does not appear accurate, especially for canines. Careful selection of patients and malocclusions for aligner treatment decisions remain challenging.

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

2020 ◽  
Vol 13 (2) ◽  
pp. 104-116
Author(s):  
Yunita Yunita ◽  
Dadang Juandi ◽  
Maximus Tamur ◽  
Angela Merici G Adem ◽  
Jerito Pereira
Keyword(s):  
Effect Size ◽  
Treatment Duration ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Size Variation ◽  
Analysis Data ◽  
Length Of Treatment ◽  
Effect Size Index

[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical  thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis  

scholarly journals Clinical determinants associated with quality of life for people who live with HIV/AIDS: a Meta-analysis

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Hesam Ghiasvand ◽  
Katherine M. Waye ◽  
Mehdi Noroozi ◽  
Gholamreza Ghaedamini Harouni ◽  
Bahram Armoon ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Confidence Interval ◽  
Effect Size ◽  
Meta Analysis ◽  
Random Effect Model ◽  
Cd4 Count ◽  
Co Morbidity ◽  
The Impact ◽  
Hiv Aids

Abstract Background During recent years, Quality of Life (QoL) is a significant assessment factor in clinical trials and epidemiological researches due to the advent of Antiretroviral Therapy (ART), Human Immunodeficiency Virus (HIV) has become a manageable,chronic disease. With regards, more attention must be paid to the QoL of infected patients. Limited evidence exists on the impact of ART on QoL among HIV infected patients. Due to lacking of a systematic approach to summarizing the available evidence on the clinical determinants of People Who Live with HIV/AIDS (PWLHs’) QoL, this study aimed to analyze the impact of clinical determinants (ART experience, CD4 count < 200, co-morbidities, time diagnosis and accessibility to cares) on QoL among PWLHs’. Methods This study was designed in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). PubMed, Science Direct, Web of Science, and Cochrane electronic databases were searched in February 2017 to identify all past studies that discussed social and behavioral characteristics of QoL in PLWHA. To recognize effective factors on social and behavioral QoL, a meta-analysis was conducted. Polled Odds Ratios (ORs) were utilized at a 95% confidence level. Since sampling methods differed between articles in the systematic review, we evaluated pooled estimates using a random effect model. Metan, metareg, metacum, and metabias commands in STATA version 13.0 were applied to analyze the data. Results Our findings indicated that ART has a positive impact on QoL, with a pooled effect size at approximately 1.04 with a confidence interval between 0.42 to 1.66 which indicates this impact is not very considerable and may be relatively neutral. The pooled effect size for CD4 count on QoL was .29 (95%CI = .22–.35), indicating that there is a negative associate between CD4 count and QoL. The co-morbidity as a negative determinant for QoL among HIV/AIDS infected people. The pooled effect size implies on a relative neutral association, although the confidence interval is wide and ranges between 0.32 to 1.58. The pooled effect size is about 1.82 with confidence interval 1.27 to 2.37 which indicates a considerable positive association with lowest level of heterogeneity. Conclusions The results illustrated that time diagnosing and availability to hospital services had significant relationship with a higher QoL and CD4 < 200 was associated with a lower QoL. In conclusion, policy makers should set an agenda setting to provide a suitable diagnostic and therapeutic facilities to early detecting and continues monitoring the health status of People Who Live with HIV/AIDS (PWLHs’).

Effect of exercise training on quality of life in multiple sclerosis: a meta-analysis

2008 ◽  
Vol 14 (1) ◽  
pp. 129-135 ◽  
Author(s):  
R.W. Motl ◽  
J.L. Gosney
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Exercise Training ◽  
Effect Size ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Training Interventions ◽  
Manual Search ◽  
Exercise Stimulus

Using meta-analytic procedures, this study examined the overall effect of exercise training interventions on quality of life (QOL) among individuals with multiple sclerosis (MS). We searched MEDLINE, PSYCHINFO and CURRENT CONTENTS PLUS for the period of 1960 to November 2006 using the key words exercise, physical activity and physical fitness in conjunction with QOL and MS. We further conducted a manual search of bibliographies of the retrieved papers as well as literature reviews and contacted study authors about additional studies. Twenty-five journal articles were located and reviewed, and only 13 provided enough data to compute effect sizes expressed as Cohen's d. One hundred and nine effect sizes were retrieved from the 13 studies with 484 MS participants and yielded a weighted mean effect size of g = 0.23 (95% CI = 0.15, 0.31). There were larger effects associated with MS-specific measures of QOL and fatigue as an index of QOL. The nature of the exercise stimulus further influenced the magnitude of the mean effect size. The cumulative evidence supports that exercise training is associated with a small improvement in QOL among individuals with MS. Multiple Sclerosis 2008; 14: 129—135. http://msj.sagepub.com

scholarly journals Effectiveness of Digital Education on Communication Skills Among Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/12967 ◽  
2019 ◽  
Vol 21 (8) ◽  
pp. e12967 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Pawel Posadzki ◽  
Sophie Paddock ◽  
Josip Car ◽  
James Campbell ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Effect Size ◽  
Meta Analysis ◽  
Traditional Learning ◽  
Digital Education ◽  
Significant Difference ◽  
Small Effect Size ◽  
Quality Evidence

Background Effective communication skills are essential in diagnosis and treatment processes and in building the doctor-patient relationship. Objective Our aim was to evaluate the effectiveness of digital education in medical students for communication skills development. Broadly, we assessed whether digital education could improve the quality of future doctors’ communication skills. Methods We performed a systematic review and searched seven electronic databases and two trial registries for randomized controlled trials (RCTs) and cluster RCTs (cRCTs) published between January 1990 and September 2018. Two reviewers independently screened the citations, extracted data from the included studies, and assessed the risk of bias. We also assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations assessment (GRADE). Results We included 12 studies with 2101 medical students, of which 10 were RCTs and two were cRCTs. The digital education included online modules, virtual patient simulations, and video-assisted oral feedback. The control groups included didactic lectures, oral feedback, standard curriculum, role play, and no intervention as well as less interactive forms of digital education. The overall risk of bias was high, and the quality of evidence ranged from moderate to very low. For skills outcome, meta-analysis of three studies comparing digital education to traditional learning showed no statistically significant difference in postintervention skills scores between the groups (standardized mean difference [SMD]=–0.19; 95% CI –0.9 to 0.52; I2=86%, N=3 studies [304 students]; small effect size; low-quality evidence). Similarly, a meta-analysis of four studies comparing the effectiveness of blended digital education (ie, online or offline digital education plus traditional learning) and traditional learning showed no statistically significant difference in postintervention skills between the groups (SMD=0.15; 95% CI –0.26 to 0.56; I2=86%; N=4 studies [762 students]; small effect size; low-quality evidence). The additional meta-analysis of four studies comparing more interactive and less interactive forms of digital education also showed little or no difference in postintervention skills scores between the two groups (SMD=0.12; 95% CI: –0.09 to 0.33; I2=40%; N=4 studies [893 students]; small effect size; moderate-quality evidence). For knowledge outcome, two studies comparing the effectiveness of blended online digital education and traditional learning reported no difference in postintervention knowledge scores between the groups (SMD=0.18; 95% CI: –0.2 to 0.55; I2=61%; N=2 studies [292 students]; small effect size; low-quality evidence). The findings on attitudes, satisfaction, and patient-related outcomes were limited or mixed. None of the included studies reported adverse outcomes or economic evaluation of the interventions. Conclusions We found low-quality evidence showing that digital education is as effective as traditional learning in medical students’ communication skills training. Blended digital education seems to be at least as effective as and potentially more effective than traditional learning for communication skills and knowledge. We also found no difference in postintervention skills between more and less interactive forms of digital education. There is a need for further research to evaluate the effectiveness of other forms of digital education such as virtual reality, serious gaming, and mobile learning on medical students’ attitude, satisfaction, and patient-related outcomes as well as the adverse effects and cost-effectiveness of digital education.

The effects of psychotherapy for adult depression are overestimated: a meta-analysis of study quality and effect size

2009 ◽  
Vol 40 (2) ◽  
pp. 211-223 ◽  
Author(s):  
P. Cuijpers ◽  
A. van Straten ◽  
E. Bohlmeijer ◽  
S. D. Hollon ◽  
G. Andersson
Keyword(s):  
Effect Size ◽  
Analytical Study ◽  
Meta Analysis ◽  
Quality Criteria ◽  
Treatment Manual ◽  
High Quality ◽  
Intention To Treat ◽  
Randomized Controlled ◽  
Adult Depression

BackgroundNo meta-analytical study has examined whether the quality of the studies examining psychotherapy for adult depression is associated with the effect sizes found. This study assesses this association.MethodWe used a database of 115 randomized controlled trials in which 178 psychotherapies for adult depression were compared to a control condition. Eight quality criteria were assessed by two independent coders: participants met diagnostic criteria for a depressive disorder, a treatment manual was used, the therapists were trained, treatment integrity was checked, intention-to-treat analyses were used, N⩾50, randomization was conducted by an independent party, and assessors of outcome were blinded.ResultsOnly 11 studies (16 comparisons) met the eight quality criteria. The standardized mean effect size found for the high-quality studies (d=0.22) was significantly smaller than in the other studies (d=0.74, p<0.001), even after restricting the sample to the subset of other studies that used the kind of care-as-usual or non-specific controls that tended to be used in the high-quality studies. Heterogeneity was zero in the group of high-quality studies. The numbers needed to be treated in the high-quality studies was 8, while it was 2 in the lower-quality studies.ConclusionsWe found strong evidence that the effects of psychotherapy for adult depression have been overestimated in meta-analytical studies. Although the effects of psychotherapy are significant, they are much smaller than was assumed until now, even after controlling for the type of control condition used.

scholarly journals Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 17 (12) ◽  
pp. 4451
Author(s):  
Carlos Fernández-Espínola ◽  
Manuel Tomás Abad Robles ◽  
Daniel Collado-Mateo ◽  
Bartolomé J. Almagro ◽  
Estefanía Castillo Viera ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Effect Size ◽  
Meta Analysis ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Interventions

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

scholarly journals Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 17 (2) ◽  
pp. 505 ◽  
Author(s):  
Manuel Tomás Abad Robles ◽  
Daniel Collado-Mateo ◽  
Carlos Fernández-Espínola ◽  
Estefanía Castillo Viera ◽  
Francisco Javier Giménez Fuentes-Guerra
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Effect Size ◽  
Meta Analysis ◽  
Management Style ◽  
Teaching Games For Understanding ◽  
Tactical Knowledge ◽  
Present Systematic Review ◽  
Develop Technique

The question of how games should be taught is still a controversial subject. There has been a growing number of studies on teaching games and coaching sports since the first publication of Bunker and Thorpe on Teaching Games for Understanding (TGfU). In this sense, the present systematic review and meta-analysis aimed to systematically review the scientific literature about the effects of technical and tactical approach interventions on skill execution and decision making, and to examine the influence of the teacher/coach management style. A systematic literature search was carried out in accordance with PRISMA guidelines in Web of Science (WOS), PubMed (Medline), Scopus, and SportDiscus electronic databases. A total of seven and six studies were deemed to meet the inclusion criteria for decision making and skill execution, respectively. Meta-analysis results showed that tactical interventions achieved significant improvements in decision making (effect size = 0.89 with 95% confidence interval (CI) from 0.12 to 1.65), but they did not show significant improvements in skill execution (effect size = 0.89 with 95% CI from −0.45 to 2.23) compared to technical approaches. However, the heterogeneity of interventions was large and the quality of evidence was low according to GRADE. In conclusion, tactical approaches are recommended to teach games and sports in order to develop technique, understanding, tactical knowledge, and decision making, which are demanded in game play. These findings could be useful for teachers and coaches to improve these aspects of their players and students.

scholarly journals A Meta-Analysis of Expressive Writing on Posttraumatic Stress, Posttraumatic Growth, and Quality of Life

2019 ◽  
Vol 23 (2) ◽  
pp. 230-250 ◽  
Author(s):  
Jeffrey M. Pavlacic ◽  
Erin M. Buchanan ◽  
Nicholas P. Maxwell ◽  
Tabetha G. Hopke ◽  
Stefan E. Schulenberg
Keyword(s):  
Quality Of Life ◽  
Physical Health ◽  
Posttraumatic Growth ◽  
Posttraumatic Stress ◽  
Effect Size ◽  
Expressive Writing ◽  
Meta Analysis ◽  
Psychological Outcomes ◽  
Effect Sizes

Expressive writing is beneficial for promoting both positive psychological and physical health outcomes. Unfortunately, inhibiting emotions is related to impairments in psychological and physical health. James Pennebaker and others have used expressive writing as an experimental manipulation to gauge its efficacy in treating a wide variety of physical and psychological outcomes. While many studies have been conducted that examine the efficacy of expressive writing across such outcomes, a considerable amount of these studies tend to neglect necessary considerations, such as different levels of symptomatology, power, and meaningfulness of respective effect sizes. Six previous meta-analyses have been conducted that examine expressive writing’s effect on psychological outcomes. However, these studies focus on the experimental versus control group effect size. Thus, our meta-analysis sought to examine the efficacy of an expressive writing task on only the experimental conditions in studies measuring posttraumatic stress, posttraumatic growth, and quality of life using random effects models. Results indicated a small overall effect size for posttraumatic stress and negligible to small effect sizes for posttraumatic growth and quality of life. However, those studies requiring a diagnosis of posttraumatic stress disorder (PTSD) exhibited a medium to large effect size. Implications for future research design and interpretation of published research are discussed.

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