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Maier M, Bartoš F, Raihani N, Shanks DR, Stanley TD, Wagenmakers EJ, Harris AJL. Exploring open science practices in behavioural public policy research. R Soc Open Sci 2024; 11:231486. [PMID: 38384774 PMCID: PMC10878814 DOI: 10.1098/rsos.231486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2023] [Accepted: 01/19/2024] [Indexed: 02/23/2024]
Abstract
In their book 'Nudge: Improving Decisions About Health, Wealth and Happiness', Thaler & Sunstein (2009) argue that choice architectures are promising public policy interventions. This research programme motivated the creation of 'nudge units', government agencies which aim to apply insights from behavioural science to improve public policy. We closely examine a meta-analysis of the evidence gathered by two of the largest and most influential nudge units (DellaVigna & Linos (2022 Econometrica 90, 81-116 (doi:10.3982/ECTA18709))) and use statistical techniques to detect reporting biases. Our analysis shows evidence suggestive of selective reporting. We additionally evaluate the public pre-analysis plans from one of the two nudge units (Office of Evaluation Sciences). We identify several instances of excellent practice; however, we also find that the analysis plans and reporting often lack sufficient detail to evaluate (unintentional) reporting biases. We highlight several improvements that would enhance the effectiveness of the pre-analysis plans and reports as a means to combat reporting biases. Our findings and suggestions can further improve the evidence base for policy decisions.
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Affiliation(s)
- Maximilian Maier
- Department of Experimental Psychology, University College London, London, UK
| | - František Bartoš
- Department of Psychological Methods, University of Amsterdam, Amsterdam, The Netherlands
| | - Nichola Raihani
- Department of Experimental Psychology, University College London, London, UK
| | - David R. Shanks
- Department of Experimental Psychology, University College London, London, UK
| | - T. D. Stanley
- Deakin Laboratory for the Meta-Analysis of Research (DeLMAR), Deakin University, Burwood, Australia
- Department of Economics, Deakin University, Burwood, Australia
| | - Eric-Jan Wagenmakers
- Department of Psychological Methods, University of Amsterdam, Amsterdam, The Netherlands
| | - Adam J. L. Harris
- Department of Experimental Psychology, University College London, London, UK
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Petersen IT, Apfelbaum KS, McMurray B. Adapting Open Science and Pre-registration to Longitudinal Research. Infant Child Dev 2024; 33:e2315. [PMID: 38425545 PMCID: PMC10904029 DOI: 10.1002/icd.2315] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Accepted: 03/16/2022] [Indexed: 03/02/2024]
Abstract
Open science practices, such as pre-registration and data sharing, increase transparency and may improve the replicability of developmental science. However, developmental science has lagged behind other fields in implementing open science practices. This lag may arise from unique challenges and considerations of longitudinal research. In this paper, preliminary guidelines are provided for adapting open science practices to longitudinal research to facilitate researchers' use of these practices. The guidelines propose a serial and modular approach to registration that includes an initial pre-registration of the methods and focal hypotheses of the longitudinal study, along with subsequent pre- or co-registered questions, hypotheses, and analysis plans associated with specific papers. Researchers are encouraged to share their research materials and relevant data with associated papers, and to report sufficient information for replicability. In addition, there should be careful consideration about requirements regarding the timing of data sharing, to avoid disincentivizing longitudinal research.
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Affiliation(s)
- Isaac T Petersen
- Department of Psychological and Brain Sciences, University of Iowa
| | | | - Bob McMurray
- Department of Psychological and Brain Sciences, Department of Communication Sciences and Disorders and Department of Linguistics, University of Iowa
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van Lent T, Verwijmeren T, Bijlstra G. Dishonest collaboration in an intergroup context. Br J Soc Psychol 2024; 63:256-272. [PMID: 37602489 DOI: 10.1111/bjso.12675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 06/29/2023] [Accepted: 07/22/2023] [Indexed: 08/22/2023]
Abstract
Collaborations may sometimes increase the likelihood of engaging in dishonest behaviour. As yet, it remains unknown what factors contribute to this phenomenon. Here, we investigate whether it matters with whom people are collaborating for the extent to which they are dishonest. We aim to (I) replicate dishonest collaboration effects and (II) examine whether collaborating with an ingroup member (vs. outgroup member) amplifies dishonesty. In three pre-registered studies (N = 782), we used the sequential dyadic die-rolling paradigm in both student (Study 1: Lab context) and community samples (Studies 2-3: Field context). In this paradigm, two players form a dyad (either with an ingroup or an outgroup member) and earn winnings depending on both their own and the other's dice roll. Crucially, dice rolls are private, and players can inflate their winnings by misreporting their dice roll. Collectively, our studies replicate the dishonest collaboration effect, showing the robustness of collaborative dishonesty over samples and contexts. However, our studies suggest that dishonesty is similar when collaborating with an ingroup versus an outgroup member. Alternative processes are discussed that may play a role in collaborative dishonesty resulting in the absence of an intergroup effect.
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Affiliation(s)
- Tjits van Lent
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | - Thijs Verwijmeren
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | - Gijsbert Bijlstra
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
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Tuffour I, Ganga G. Dementia: A call for a paradigm shift in pre-registration nurse education. Glob Ment Health (Camb) 2023; 11:e2. [PMID: 38283879 PMCID: PMC10808974 DOI: 10.1017/gmh.2023.80] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 11/07/2023] [Accepted: 11/16/2023] [Indexed: 01/30/2024] Open
Abstract
Dementia is a progressive brain disorder that affects memory, thinking and behaviour. It is a major global public health concern, with an estimated 55 million people worldwide living with the condition. In the UK, there is an estimated 944,000 people with dementia. This number is expected to double by 2050. Dementia is a major cause of disability and dependency, and it places a significant burden on families and carers. The current level of dementia education in pre-registration nursing programmes in the UK is inadequate. There are no pre-registration nursing educational programmes that offer dementia as a speciality. This is a major concern, as nurses are the primary providers of care to people with dementia. This article argues that dementia should be established as a branch of pre-registration nursing education that leads to a Registered Nurse (RN) - Dementia. This could help to address the shortage of specialist dementia nurses in the country. This article provides an important suggestion for countries with a shortage of specialist dementia nurses to consider establishing a stand-alone pre-registration branch of dementia nurse education. This would result in a more specialised workforce with the skills and knowledge to provide high-quality care to people with dementia.
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Affiliation(s)
- Isaac Tuffour
- Faculty of Health, Education, and Wellbeing, University of Wolverhampton, Wolverhampton, UK
| | - Griffin Ganga
- Faculty of Health, Education, and Wellbeing, University of Wolverhampton, Wolverhampton, UK
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Miles A, Brady A, Friary P, Sekula J, Wallis C, Jackson B. Implementing an interprofessional palliative care education program to speech-language therapy and dietetic students. J Interprof Care 2023; 37:964-973. [PMID: 37161383 DOI: 10.1080/13561820.2023.2203731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 03/14/2023] [Accepted: 04/06/2023] [Indexed: 05/11/2023]
Abstract
Palliative care education for allied health professionals has received minimal research attention. This longitudinal study followed the development of an education program for speech-language therapy (SLT) and dietetic (DT) students. The project comprised three stages. In Stage I, consenting SLT and DT graduates (n = 9) were interviewed 6 months after graduation exploring preparedness for working in palliative care. Interviews were transcribed, and topics were extracted through content analysis. In Stage II, a new palliative care curriculum was developed using the extant literature and gaps reported in Stage I. In Stage III, we implemented and evaluated the new curriculum. Students were surveyed before (n = 68) and after (n = 42) the new program and at 6-month post-graduation (n = 15) to capture student-reported changes in knowledge and confidence in palliative care. In Stage I, 10 topics were developed covering knowledge, roles, team, family-focused care, and feelings. In Stage II, a hybrid program was developed including e-learning modules, didactic lectures, and a simulated learning experience. In Stage III, student feedback demonstrated positive shifts in knowledge and confidence ratings from medians 3-6 to 5-8 (1 = none; 10 = excellent) across all domains. Gains in knowledge and confidence were consistently higher at 6-month post-graduation for final survey respondents. Mixed modality interprofessional palliative care education for allied health professionals has merit in improving knowledge, confidence, and perceived preparedness for practice.
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Affiliation(s)
- Anna Miles
- Speech Science, School of Psychology, Grafton Campus, The University of Auckland, Auckland, New Zealand
| | - Alana Brady
- Speech Science, School of Psychology, Grafton Campus, The University of Auckland, Auckland, New Zealand
| | - Philippa Friary
- Speech Science, School of Psychology, Grafton Campus, The University of Auckland, Auckland, New Zealand
| | - Julia Sekula
- Nutrition and Dietetics, The University of Auckland, Auckland, New Zealand
| | - Clare Wallis
- Nutrition and Dietetics, The University of Auckland, Auckland, New Zealand
| | - Bianca Jackson
- Speech Science, School of Psychology, Grafton Campus, The University of Auckland, Auckland, New Zealand
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Pownall M, Talbot CV, Kilby L, Branney P. Opportunities, challenges and tensions: Open science through a lens of qualitative social psychology. Br J Soc Psychol 2023; 62:1581-1589. [PMID: 36718588 DOI: 10.1111/bjso.12628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
In recent years, there has been a focus in social psychology on efforts to improve the robustness, rigour, transparency and openness of psychological research. This has led to a plethora of new tools, practices and initiatives that each aim to combat questionable research practices and improve the credibility of social psychological scholarship. However, the majority of these efforts derive from quantitative, deductive, hypothesis-testing methodologies, and there has been a notable lack of in-depth exploration about what the tools, practices and values may mean for research that uses qualitative methodologies. Here, we introduce a Special Section of BJSP: Open Science, Qualitative Methods and Social Psychology: Possibilities and Tensions. The authors critically discuss a range of issues, including authorship, data sharing and broader research practices. Taken together, these papers urge the discipline to carefully consider the ontological, epistemological and methodological underpinnings of efforts to improve psychological science, and advocate for a critical appreciation of how mainstream open science discourse may (or may not) be compatible with the goals of qualitative research.
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Affiliation(s)
| | | | - Laura Kilby
- Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, UK
| | - Peter Branney
- Department of Psychology, Faculty of Management, Law & Social Sciences, School of Social Sciences, University of Bradford, Bradford, UK
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Gorrell S, Cohen S, Schaumberg K, Anderson LM, Reilly EE. Open Science in eating disorders: Using current evidence to inspire a plan for increasing the transparency of our research. Int J Eat Disord 2023; 56:925-932. [PMID: 36609851 PMCID: PMC10159898 DOI: 10.1002/eat.23893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 12/28/2022] [Accepted: 12/28/2022] [Indexed: 01/08/2023]
Abstract
OBJECTIVE There is increasing consensus that open science practices improve the transparency and quality of clinical science. However, several barriers impede the implementation of these practices at the individual, institutional, and field levels; understanding and addressing these barriers is critical to promoting targeted efforts in increasing effective uptake of open science. METHODS Within this research forum, we drew from publicly available online information sources to identify initial characterizations of researchers engaged in several types of open science practices in the field of eating disorders. We use these observations to discuss potential barriers and recommendations for next steps in the promotion of these practices. RESULTS Data from online open science repositories suggest that individuals using these publishing approaches with pre-prints and articles with eating-disorder-relevant content are predominantly non-male gender identifying, early to mid-career stage, and are more likely to be European-, United States-, or Canada-based. DISCUSSION We outline recommendations for tangible ways that the eating disorder field can support broad, increased uptake of open science practices, including supporting initiatives to increase knowledge and correct misconceptions; and prioritizing the development and accessibility of open science resources. PUBLIC SIGNIFICANCE STATEMENT The use of open science practices has the potential to increase the transparency and quality of clinical science. This Forum uses publicly sourced online data to characterize researchers engaged in open science practices in the field of eating disorders. These observations provide an important framework from which to discuss potential barriers to open science and recommendations for next steps in the promotion of these practices.
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Affiliation(s)
- Sasha Gorrell
- Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, San Francisco, California, USA
| | - Shira Cohen
- Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, San Francisco, California, USA
| | | | - Lisa Marie Anderson
- Department of Psychiatry and Behavioral Sciences, University of Minnesota Medical School, Minneapolis, Minnesota, USA
| | - Erin E. Reilly
- Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, San Francisco, California, USA
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Abstract
Pre-registration has become an increasingly popular proposal to address concerns regarding questionable research practices. Yet preregistration does not necessarily solve these problems. It also causes additional problems, including raising costs for more junior and less resourced scholars. In addition, pre-registration restricts creativity and diminishes the broader scientific enterprise. In this way, pre-registration neither solves the problems it is intended to address, nor does it come without costs. Pre-registration is neither necessary nor sufficient for producing novel or ethical work. In short, pre-registration represents a form of virtue signaling that is more performative than actual.
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Sasaki K, Yamada Y. SPARKing: Sample-size planning after the results are known. Front Hum Neurosci 2023; 17:912338. [PMID: 36908711 PMCID: PMC9992160 DOI: 10.3389/fnhum.2023.912338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 02/07/2023] [Indexed: 02/24/2023] Open
Affiliation(s)
| | - Yuki Yamada
- Faculty of Arts and Science, Kyushu University, Fukuoka, Japan
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DaSilva D, Roberts R, Jones M, Yong J, Park S. Can a training hub deliver undergraduate medical education with patient educators? Educ Prim Care 2022; 33:347-351. [PMID: 36471566 DOI: 10.1080/14739879.2022.2137855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Medical schools may find it difficult to coordinate GP practices to support undergraduate medical education in primary care. In England, every Integrated Care System area now has a funded training hub to plan and upskill the primary care and community health workforce. We evaluated whether a training hub could help deliver undergraduate medical education, co-facilitated by patient educators. No published research has evaluated this model before. METHODS We used before and after surveys (617 students), interviews (28) and focus groups (20 people) with undergraduate medical students, patient educators and training hub and medical school team members. FINDINGS It was feasible for a training hub to develop and co-deliver a workshop with patient educators. 61% of Year 4 undergraduate students (first clinical year) took part, a high attendance rate during the COVID-19 pandemic. 80% of students said they learnt a lot about managing conditions in primary care and the community as a result. They particularly valued engaging with patient educators and seeing interprofessional working between GPs and pharmacists, which were cornerstones of the training hub approach. The hub was able to recruit and retain patient educators more effectively than the medical school alone. Patient educators said they felt valued and developed new skills. CONCLUSIONS Working with training hubs may be part of the solution to issues medical schools face when organising undergraduate education about primary care. This small evaluation suggests that this model could be tested further.
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Ranganathan R, Cone S, Fox B. Predicting individual differences in motor learning: a critical review. Neurosci Biobehav Rev 2022; 141:104852. [PMID: 36058405 DOI: 10.1016/j.neubiorev.2022.104852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 08/02/2022] [Accepted: 08/30/2022] [Indexed: 11/29/2022]
Abstract
The ability to predict individual differences in motor learning has significant implications from both theoretical and applied perspectives. However, there is high variability in the methodological and analytical strategies employed as evidence for such predictions. Here, we critically examine the evidence for predictions of individual differences in motor learning by reviewing the literature from a 20-year period (2000-2020). Specifically, we examined four factors: (i) the predictor and predicted variables used, (ii) the strength of the prediction and associated sample size, (iii) the timescale over which the prediction was made, and (iv) the type of motor task used. Overall, the results highlight several issues that raise concerns about the quality of the evidence for such predictions. First, there was a large variation in both predictor and predicted variables, suggesting the presence of a large number of researcher degrees of freedom. Second, sample sizes tended to be small, and the strength of the correlation showed an inverse relation with sample size. Third, the timescale of most predictions was very short, mostly constrained to a single day. Last, most studies were largely restricted to two experimental paradigms - adaptation and sequence learning. Based on these issues, we highlight recommendations for future studies to improve the quality of evidence for predicting individual differences in motor learning.
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Affiliation(s)
- Rajiv Ranganathan
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA; Department of Mechanical Engineering, Michigan State University, East Lansing, MI, USA.
| | - Simon Cone
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - Brian Fox
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
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TARG Meta-Research Group and Collaborators. Discrepancy review: a feasibility study of a novel peer review intervention to reduce undisclosed discrepancies between registrations and publications. R Soc Open Sci 2022; 9:220142. [PMID: 35911195 DOI: 10.1098/rsos.220142] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 07/07/2022] [Indexed: 06/15/2023]
Abstract
Undisclosed discrepancies often exist between study registrations and their associated publications. Discrepancies can increase risk of bias, and when undisclosed, they disguise this increased risk of bias from readers. To remedy this issue, we developed an intervention called discrepancy review. We provided journals with peer reviewers specifically assigned to check for undisclosed discrepancies between registrations and manuscripts submitted to journals. We performed discrepancy review on 18 manuscripts submitted to Nicotine and Tobacco Research and three manuscripts submitted to the European Journal of Personality. We iteratively refined the discrepancy review process based on feedback from discrepancy reviewers, editors and authors. Authors addressed the majority of discrepancy reviewer comments, and there was no opposition to running a trial from authors, editors or discrepancy reviewers. Outcome measures for a trial of discrepancy review could include the presence of primary or secondary outcome discrepancies, whether publications that are not the primary report from a clinical trial registration are clearly described as such, whether registrations are permanent, and an overarching subjective assessment of the impact of discrepancies in published articles. We found that discrepancy review could feasibly be introduced as a regular practice at some journals interested in this process. A full trial of discrepancy review would be needed to evaluate its impact on reducing undisclosed discrepancies.
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Lavery J, Henshall C. First year pre-registration nursing student perceptions of community nursing roles: a thematic analysis. Br J Community Nurs 2022; 27:172-179. [PMID: 35353590 DOI: 10.12968/bjcn.2022.27.4.172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Nursing is the largest qualified professional workforce in the UK, with TV programmes, films, books and other media sources frequently informing the general public's views of nursing roles. This study examines first year pre-registration nursing students' perceptions of community nursing roles, using a qualitative design and questionnaire. Participants included pre-registration nursing students from a university in north west England: a mean of 240 and 68.5% across all questions. Of those invited, 267 were adult nursing students; 53 were mental health nursing students; and 30 were child nursing students. Data were collected using an online questionnaire across two groups and analysed thematically. Four questions were considered relating to students' knowledge of community nursing. Results uncovered knowledge gaps, and community roles were perceived to be less dynamic than secondary care roles, correlating to clinical tasks and popularised media sources. Results provided insight into student nurse perceptions, offering an understanding from which to construct a more inclusive, community-focused nursing curriculum.
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Affiliation(s)
- Joanna Lavery
- Senior Lecturer, Adult Nursing, Programme Lead, Specialist Community Practitioner, District Nursing, LJMU
| | - Carmel Henshall
- Senior Lecturer, Adult Nursing, Programme Lead, Specialist Community Public Health Nursing, LJMU
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Marsden J, Cousijn J, Stapleton J. Pre-registration: not a daunting practice. Addiction 2022; 117:845-846. [PMID: 35156243 DOI: 10.1111/add.15819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 01/26/2022] [Indexed: 11/28/2022]
Affiliation(s)
- John Marsden
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, UK
| | | | - John Stapleton
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, UK
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Abstract
The credibility revolution in social science has led to the recommendation and adoption of practices to increase the replicability of scientific findings. Many of the recommended practices, such as replication and preregistration, present unique challenges for aging research given its reliance on long-term longitudinal data. In this tutorial, we propose preregistered coordinated data analysis as a promising approach that involves both replication and preregistration, but that overcomes the aforementioned challenges by using existing data. We discuss the benefits of preregistering coordinated data analysis and provide an add-on template to be used in conjunction with existing preregistration templates for preregistering coordinated data analysis. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Abstract
BACKGROUND Identification of widespread biases present in reported research findings in many scientific disciplines, including psychology, such as failures to replicate and the likely extensive application of questionable research practices, has raised serious concerns over the reliability and trustworthiness of scientific research. This has led to the development of, and advocacy for, 'open science' practices, including data, materials, analysis, and output sharing, pre-registration of study predictions and analysis plans, and increased access to published research findings. Implementation of such practices has been enthusiastic in some quarters, but literacy in, and adoption of, these practices has lagged behind among many researchers in the scientific community. ADVANCES In the current article I propose that researchers adopt an open science 'mindset', a comprehensive approach to open science predicated on researchers' operating under the basic assumption that, wherever possible, open science practices will be a central component of all steps of their research projects. The primary, defining feature of the mindset is a commitment to open science principles in all research projects from inception to dissemination. Other features of the mindset include the assumption that all components of research projects (e.g. pre-registered hypotheses, protocols, materials, analysis plans, data, and output) will be accessible broadly; pro-active selection of open fora to disseminate research components and findings; open and transparent dissemination of reports of the research findings in advance of, and after, formal publication; and active promotion of open science practices through education, modeling, and advocacy. CONCLUSION The open science mindset is a 'farm to fork' approach to open science aimed at promoting comprehensive quality in application of open science, and widening participation in open science practices so that they become the norm in research in health psychology and behavioral medicine going forward.
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Affiliation(s)
- Martin S. Hagger
- Department of Psychological Sciences and Health Sciences Research Institute, University of California, Merced, CA, USA
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
- School of Applied Psychology, Griffith University, Mt. Gravatt, Australia
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Hawker C, Gould D, Courtenay M, Edwards D. Undergraduate nursing students' education and training in aseptic technique: A mixed methods systematic review. J Adv Nurs 2021; 78:63-77. [PMID: 34258782 DOI: 10.1111/jan.14974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 06/05/2021] [Accepted: 06/27/2021] [Indexed: 11/29/2022]
Abstract
AIM To appraise and synthesize empirical studies exploring undergraduate nursing students' education and training in aseptic technique. DESIGN Mixed methods, systematic literature review adopting Joanna Briggs Institute methodology. DATA SOURCES Thirteen electronic databases were searched 1996-2020, followed by searches with a general browser, hand-searching key journals and reviewing reference lists of retrieved papers. REVIEW METHODS Potentially eligible papers were scrutinised by two reviewers. Those eligible were critically appraised and quality assessed using the Critical Appraisal Skills Programme and Specialist Unit for Review Evidence checklists. RESULTS Of 538 potentially eligible studies, 27 met the inclusion criteria. There was limited evidence of the effectiveness of different teaching methods. Students' knowledge, understanding and competency varied and were often poor, although they reported confidence in their ability to perform aseptic technique. Students and qualified nurses perceived that education and training in aseptic techniques might be improved. CONCLUSION Education and training in aseptic technique might be improved but the review findings should be viewed cautiously because the studies lacked methodological rigour. IMPACT This appears to be the first systematic review to explore undergraduate nursing students' education and training in relation to aseptic technique. There was limited evidence to support the effectiveness of different teaching methods and scope for improving nursing students' knowledge, understanding and competency in aseptic technique. Students and qualified nurses suggested that education and training might be enhanced. More robust studies are required to support education, practice and policy.
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Affiliation(s)
- Clare Hawker
- School of Healthcare Sciences, Cardiff University, Cardiff, UK
| | | | - Molly Courtenay
- School of Healthcare Sciences, Cardiff University, Cardiff, UK
| | - Deborah Edwards
- School of Healthcare Sciences, Cardiff University, Cardiff, UK
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Blumenthal S, McAloney-Kocaman K, McLarnon N, Burns L, McDermott J. Development of a questionnaire to assess student behavioral confidence to undertake interprofessional education activities. J Interprof Care 2021; 36:282-291. [PMID: 33980099 DOI: 10.1080/13561820.2021.1894104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Measurement of the impact of interprofessional education (IPE) is the golden chalice educationalists chase. We undertook the development of a scale to measure IPE Academic Behavioral Confidence (IPE-ABC) in allied health, nursing, and social work pre-registration students. This work formed part of the evaluation of a large IPE framework embedded across two Scottish universities. General ABC has been shown to influence student perceptions of study experiences and it is thus reasonable to postulate that ABC could influence student perceptions of IPE. This research developed a questionnaire to ascertain health and social care students' confidence to engage in IPE, utilizing a mixed method approach. Fifteen different professional groups of pre-registration students (n = 565) participated in the assessment of the 38 item questionnaire. Exploratory factor analysis identified three factors: 1/interprofessional teamwork, 2/behaviors underpinning collaboration, and 3/interprofessional communication collectively accounting for 38.2% of the variance. Internal consistency of the overall scale (Cronbach's α = .93) was very good with subscales demonstrating very good internal consistency, 1 (α = .89), or respectable consistency 2 (α = .78) and 3 (α = .79). We conclude the IPE-ABC questionnaire could be utilized to enhance and assess the success of IPE related activities.
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Affiliation(s)
- Sharron Blumenthal
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
| | | | - Nichola McLarnon
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
| | - Lindsey Burns
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
| | - Jamie McDermott
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
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O'Dea RE, Lagisz M, Jennions MD, Koricheva J, Noble DWA, Parker TH, Gurevitch J, Page MJ, Stewart G, Moher D, Nakagawa S. Preferred reporting items for systematic reviews and meta-analyses in ecology and evolutionary biology: a PRISMA extension. Biol Rev Camb Philos Soc 2021; 96:1695-1722. [PMID: 33960637 PMCID: PMC8518748 DOI: 10.1111/brv.12721] [Citation(s) in RCA: 108] [Impact Index Per Article: 36.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 04/05/2021] [Accepted: 04/08/2021] [Indexed: 12/29/2022]
Abstract
Since the early 1990s, ecologists and evolutionary biologists have aggregated primary research using meta-analytic methods to understand ecological and evolutionary phenomena. Meta-analyses can resolve long-standing disputes, dispel spurious claims, and generate new research questions. At their worst, however, meta-analysis publications are wolves in sheep's clothing: subjective with biased conclusions, hidden under coats of objective authority. Conclusions can be rendered unreliable by inappropriate statistical methods, problems with the methods used to select primary research, or problems within the primary research itself. Because of these risks, meta-analyses are increasingly conducted as part of systematic reviews, which use structured, transparent, and reproducible methods to collate and summarise evidence. For readers to determine whether the conclusions from a systematic review or meta-analysis should be trusted - and to be able to build upon the review - authors need to report what they did, why they did it, and what they found. Complete, transparent, and reproducible reporting is measured by 'reporting quality'. To assess perceptions and standards of reporting quality of systematic reviews and meta-analyses published in ecology and evolutionary biology, we surveyed 208 researchers with relevant experience (as authors, reviewers, or editors), and conducted detailed evaluations of 102 systematic review and meta-analysis papers published between 2010 and 2019. Reporting quality was far below optimal and approximately normally distributed. Measured reporting quality was lower than what the community perceived, particularly for the systematic review methods required to measure trustworthiness. The minority of assessed papers that referenced a guideline (~16%) showed substantially higher reporting quality than average, and surveyed researchers showed interest in using a reporting guideline to improve reporting quality. The leading guideline for improving reporting quality of systematic reviews is the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement. Here we unveil an extension of PRISMA to serve the meta-analysis community in ecology and evolutionary biology: PRISMA-EcoEvo (version 1.0). PRISMA-EcoEvo is a checklist of 27 main items that, when applicable, should be reported in systematic review and meta-analysis publications summarising primary research in ecology and evolutionary biology. In this explanation and elaboration document, we provide guidance for authors, reviewers, and editors, with explanations for each item on the checklist, including supplementary examples from published papers. Authors can consult this PRISMA-EcoEvo guideline both in the planning and writing stages of a systematic review and meta-analysis, to increase reporting quality of submitted manuscripts. Reviewers and editors can use the checklist to assess reporting quality in the manuscripts they review. Overall, PRISMA-EcoEvo is a resource for the ecology and evolutionary biology community to facilitate transparent and comprehensively reported systematic reviews and meta-analyses.
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Affiliation(s)
- Rose E O'Dea
- Evolution & Ecology Research Centre and School of Biological and Environmental Sciences, University of New South Wales, Sydney, NSW, 2052, Australia
| | - Malgorzata Lagisz
- Evolution & Ecology Research Centre and School of Biological and Environmental Sciences, University of New South Wales, Sydney, NSW, 2052, Australia
| | - Michael D Jennions
- Research School of Biology, Australian National University, 46 Sullivans Creek Road, Canberra, 2600, Australia
| | - Julia Koricheva
- Department of Biological Sciences, Royal Holloway University of London, Egham, Surrey, TW20 0EX, U.K
| | - Daniel W A Noble
- Evolution & Ecology Research Centre and School of Biological and Environmental Sciences, University of New South Wales, Sydney, NSW, 2052, Australia.,Research School of Biology, Australian National University, 46 Sullivans Creek Road, Canberra, 2600, Australia
| | - Timothy H Parker
- Department of Biology, Whitman College, Walla Walla, WA, 99362, U.S.A
| | - Jessica Gurevitch
- Department of Ecology and Evolution, Stony Brook University, Stony Brook, NY, 11794-5245, U.S.A
| | - Matthew J Page
- School of Public Health and Preventative Medicine, Monash University, Melbourne, VIC, 3004, Australia
| | - Gavin Stewart
- School of Natural and Environmental Sciences, Newcastle University, Newcastle upon Tyne, NE1 7RU, U.K
| | - David Moher
- Centre for Journalology, Clinical Epidemiology Program, Ottawa Hospital Research Institute, General Campus, 501 Smyth Road, Room L1288, Ottawa, ON, K1H 8L6, Canada
| | - Shinichi Nakagawa
- Evolution & Ecology Research Centre and School of Biological and Environmental Sciences, University of New South Wales, Sydney, NSW, 2052, Australia
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McVay MA, Cooper KB, Seoane MC, Donahue ML, Scherer LD. Transparent reporting of hypotheses and analyses in behavioral medicine research: An audit of publications in 2018 and 2008. Health Psychol Behav Med 2021; 9:285-297. [PMID: 34046250 PMCID: PMC8145985 DOI: 10.1080/21642850.2021.1907186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Objective We aimed to document the use of transparent reporting of hypotheses and analyses in behavioral medicine journals in 2018 and 2008. Design: We examined a randomly selected portion of articles published in 2018 and 2008 by behavioral medicine journals with the highest impact factor, excluding manuscripts that were reviews or purely descriptive. Main Outcome Measures: We coded whether articles explicitly stated if the hypotheses/outcomes/analyses were primary or secondary; if study was registered/pre-registered; if ‘exploratory’ or a related term was used to describe analyses/aims; and if power analyses were reported. Results: We coded 162 manuscripts published in 2018 (87% observational and 12% experimental). Sixteen percent were explicit in describing hypotheses/outcomes/analyses as primary or secondary, 51% appeared to report secondary hypotheses/outcomes/analyses but did not use term ‘secondary,’ and 33% were unclear. Registration occurred in 14% of studies, but 91% did not report which analyses were registered. ‘Exploratory’ or related term was used in 31% of studies. Power analyses were reported in 8% of studies. Compared to 2008 (n = 120), studies published in 2018 were more likely to be registered and less likely to be unclear if outcomes were primary or secondary. Conclusions: Behavioral medicine stakeholders should consider strategies to increase clarity of reporting, and particularly details that will inform readers if analyses were pre-planned or post-hoc. Study registration https://osf.io/39ztn
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Affiliation(s)
- Megan A McVay
- Department of Health Education and Behavior, College of Health and Human Performance, University of Florida, Gainesville, FL, USA
| | - Kellie B Cooper
- Department of Health Education and Behavior, College of Health and Human Performance, University of Florida, Gainesville, FL, USA
| | - Montserrat Carrera Seoane
- Department of Health Education and Behavior, College of Health and Human Performance, University of Florida, Gainesville, FL, USA
| | - Marissa L Donahue
- Department of Health Education and Behavior, College of Health and Human Performance, University of Florida, Gainesville, FL, USA and Department of Psychology, Utah State University, Logan, UT, USA
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21
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Marsden J. A message from Addiction's new Editor-in-Chief, Professor John Marsden. Addiction 2021; 116:4-5. [PMID: 33394530 DOI: 10.1111/add.15321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Accepted: 11/03/2020] [Indexed: 11/29/2022]
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22
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van Leeuwen R, Attard J, Ross L, Boughey A, Giske T, Kleiven T, McSherry W. The development of a consensus-based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study. J Adv Nurs 2020; 77:973-986. [PMID: 33128269 DOI: 10.1111/jan.14613] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 09/09/2020] [Accepted: 10/02/2020] [Indexed: 11/30/2022]
Abstract
AIMS The aim of this study was to develop a consensus-based Spiritual Care Education Standard for undergraduate N/M students to use in undergraduate programmes. DESIGN Mixed methods were used consisting of qualitative and quantitative methods based on the principles of Delphi research. METHODS The sample consisted of a total of 58 (N = 58) participants from 21 European countries. Data collection was conducted from June 2017 - February 2019 and took place in facilitated iterative action learning cycles and online surveys. Data were analysed by descriptive statistics and qualitative analysis. Consensus was stated by >90% agreement. RESULTS The process resulted in an EPICC Spiritual Care Education Standard consisting of the following four spiritual care competences: Intrapersonal spirituality, Interpersonal spirituality, Spiritual care: assessment and planning, Spiritual care: intervention and evaluation. For every competence, learning outcomes were described in knowledge, skills and attitudes. CONCLUSION This Standard guides N/M spiritual care education, student assessment and research. It can be the starting point for discussing spiritual care competences in other healthcare professions. Follow-up research should focus on implementation of the standard and on assessment of students' spiritual competence. IMPACT The Standard guides curriculum and programme development. The Standard guides students in performing their learning process. The Standard provides a frame of reference for policy making and follow-up research.
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Affiliation(s)
- René van Leeuwen
- Viaa Christian University of Applied Sciences, Zwolle, Netherlands
| | | | - Linda Ross
- School of Care Sciences, Faculty of Life Sciences and Education, University of South Wales, Pontypridd, Wales, United Kingdom
| | - Adam Boughey
- Department of Nursing, School of Health and Social Care, Staffordshire University, Stoke-on-Trent, United Kingdom
| | - Tove Giske
- Faculty of Health Sciences, VID Specialized University, Bergen, Norway
| | - Tormod Kleiven
- Centre for Diakonia and Professional Practice, VID Specialized University, Oslo, Norway
| | - Wilfred McSherry
- Department of Nursing, School of Health and Social Care, Staffordshire University, Stoke-on-Trent, United Kingdom.,The University Hospitals of North Midlands NHS Trust, Stoke-on-Trent, United Kingdom.,VID Specialized University, Bergen & Oslo, Norway
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23
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Rabeyron T. Why Most Research Findings About Psi Are False: The Replicability Crisis, the Psi Paradox and the Myth of Sisyphus. Front Psychol 2020; 11:562992. [PMID: 33041926 PMCID: PMC7530246 DOI: 10.3389/fpsyg.2020.562992] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2020] [Accepted: 08/28/2020] [Indexed: 11/13/2022] Open
Abstract
The replicability crisis in psychology has been influenced by the results of nine experiments conducted by Bem (2011) and presented as supporting the existence of precognition. In this paper, we hope to show how the debate concerning these experiments could be an opportunity to develop original thinking about psychology and replicability. After a few preliminary remarks about psi and scientific epistemology, we examine how psi results lead to a paradox which questions how appropriate the scientific method is to psi research. This paradox highlights a problem in the way experiments are conducted in psi research and its potential consequence on mainstream research in psychology. Two classical experiments - the Ganzfeld protocol and the Bem studies - are then analyzed in order to illustrate this paradox and its consequences. Mainstream research is also addressed in the broader context of the replication crisis, decline effect and questionable research practices. Several perspectives for future research are proposed in conclusion and underline the heuristic value of psi studies for psychology.
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Affiliation(s)
- Thomas Rabeyron
- Université de Lorraine, Interpsy, Nancy, France.,University of Edinburgh, KPU, Edinburgh, United Kingdom
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24
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Wood AF, Chandler C, Connolly S, Finn G, Redmond C, Jolly J, Powell AD, Davies C, Grant A. Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum. Adv Physiol Educ 2020; 44:464-474. [PMID: 32795128 DOI: 10.1152/advan.00139.2019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Physiology is a key element of "bioscience" education within pre-registration nursing programs, but there is a lack of clarity on what is included. Physiology and bioscience content and delivery are highly varied across both higher education institutions and the related programs in the United Kingdom (UK). Despite evidence highlighting concerns over nurses' lack of bioscience knowledge and unsafe practice, there is no universally agreed on curriculum with detailed outcomes of minimum levels of knowledge to support nurses in practice and patient care. This study aimed to inform the construction of discipline-specific physiology learning outcomes to clarify relevant physiological topics required in pre-registration nursing. Initially, 360 learning outcomes were identified from various sources. Using a modified Delphi approach, an expert panel from the Bioscience in Nurse Education group reviewed and modified the list to 195 proposed outcomes. These were circulated to universities in the UK who teach nursing (n = 65). Outcomes that had 80% consensus were automatically included in the next round, with others recommended with modification (response rate 22%). The panel reviewed the modifications, and 182 outcomes were circulated in the second questionnaire (response rate 23%), and further panel review resulting in 177 outcomes agreed. These learning outcomes do not suggest how they should be delivered, but gives the basic level required for qualification as a nurse commensurate with the Nursing and Midwifery Council new standards for the "future nurse."
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Affiliation(s)
- Alison F Wood
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, Scotland, United Kingdom
| | - Colin Chandler
- School of Health in Social Sciences, University of Edinburgh, Edinburgh, Scotland, United Kingdom
| | - Siobhan Connolly
- College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, Scotland, United Kingdom
| | - Gabrielle Finn
- Health Professions Education Unit, Hull York Medical School, York, United Kingdom
| | - Catherine Redmond
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Jim Jolly
- School of Healthcare, University of Leeds, Leeds, United Kingdom
| | - Andrew D Powell
- Department of Life Science, Birmingham City University, Birmingham, United Kingdom
| | - Carmel Davies
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Allison Grant
- Department of Biological and Biomedical Sciences, Glasgow Caledonian University, Glasgow, Scotland, United Kingdom
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25
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Astbury J, Ferguson J, Silverthorne J, Willis S, Schafheutle E. High-fidelity simulation-based education in pre-registration healthcare programmes: a systematic review of reviews to inform collaborative and interprofessional best practice. J Interprof Care 2020; 35:622-632. [PMID: 32530344 DOI: 10.1080/13561820.2020.1762551] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Simulation-based education (SBE) is recognized as an effective interprofessional teaching and learning method. Whilst there is a large volume of research evidence concerning elements of SBE there is a lack of clarity concerning foundational principles of best practice. This is important for educators wishing to utilize high-quality SBE to deliver interprofessional education. The aim of this review is to synthesize review evidence of SBE best practice in a broad range of pre-registration healthcare programs and contextualize findings in light of relevant educational theory. A systematic search of PubMed, Scopus, Medline/Ovid, British Nursing Index, and the Cochrane Library databases was undertaken in February 2020. Data extraction and quality evaluation were undertaken by two authors. Fifteen reviews were included. In addition to identifying barriers and enablers to implementation, three interdependent themes regarding SBE best practice were found: curriculum level integration and planning (curriculum level integration, the opportunity for deliberate repeated practice, distribution, and sequencing); simulation design and delivery (clearly defined learning outcomes and benchmarks, pre-brief, multiple learning strategies, interactivity and individualized learning, feedback, and debrief); and resources (facilitator competency, controlled environments). These themes broadly align with the social constructivist theory of experiential learning whereby structured opportunities to learn via concrete experience, reflective observation, abstract conceptualization, and active experimentation are provided through effective planning, design, and delivery of SBE. Interdependencies suggest that integration of SBE at curriculum-level enables planning and implementation of best practice principles which are associated with effective learning, which also inform and facilitate the availability of adequate simulation resources.
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Affiliation(s)
- Jayne Astbury
- Centre for Pharmacy Workforce Studies, The University of Manchester, Manchester, UK
| | - Jane Ferguson
- Centre for Pharmacy Workforce Studies, The University of Manchester, Manchester, UK
| | | | - Sarah Willis
- Centre for Pharmacy Workforce Studies, The University of Manchester, Manchester, UK
| | - Ellen Schafheutle
- Centre for Pharmacy Workforce Studies, The University of Manchester, Manchester, UK
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26
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Wyatt TD. Reproducible research into human chemical communication by cues and pheromones: learning from psychology's renaissance. Philos Trans R Soc Lond B Biol Sci 2020; 375:20190262. [PMID: 32306877 PMCID: PMC7209928 DOI: 10.1098/rstb.2019.0262] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/16/2020] [Indexed: 12/27/2022] Open
Abstract
Despite the lack of evidence that the 'putative human pheromones' androstadienone and estratetraenol ever were pheromones, almost 60 studies have claimed 'significant' results. These are quite possibly false positives and can be best seen as potential examples of the 'reproducibility crisis', sadly common in the rest of the life and biomedical sciences, which has many instances of whole fields based on false positives. Experiments on the effects of olfactory cues on human behaviour are also at risk of false positives because they look for subtle effects but use small sample sizes. Research on human chemical communication, much of it falling within psychology, would benefit from vigorously adopting the proposals made by psychologists to enable better, more reliable science, with an emphasis on enhancing reproducibility. A key change is the adoption of study pre-registration and/or Registered Reports which will also reduce publication bias. As we are mammals, and chemical communication is important to other mammals, it is likely that chemical cues are important in our behaviour and that humans may have pheromones, but new approaches will be needed to reliably demonstrate them. This article is part of the Theo Murphy meeting issue 'Olfactory communication in humans'.
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Affiliation(s)
- Tristram D Wyatt
- Department of Zoology, University of Oxford, South Parks Road, Oxford OX1 3PS, UK
- Centre for Biodiversity and Environment Research, University College London, Gower Street, London WC1E 6BT, UK
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27
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Gorman DM. Commentary on Vassar et al. (2020): Cautionary observations on the pre-registration revolution. Addiction 2020; 115:1180-1181. [PMID: 31953900 DOI: 10.1111/add.14945] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/10/2019] [Accepted: 12/14/2019] [Indexed: 12/12/2022]
Affiliation(s)
- Dennis M Gorman
- Department of Epidemiology and Biostatistics, Texas A&M University, College Station, TX, USA
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28
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McKinlay E, Brown M, Beckingsale L, Burrow M, Coleman K, Darlow B, Donovan S, Gorte T, Hilder J, Neser H, Perry M, Sutherland D, Wallace D, Waterworth C, Pullon S. Forming inter-institutional partnerships to offer pre-registration IPE: a focus group study. J Interprof Care 2019; 34:380-387. [PMID: 31750747 DOI: 10.1080/13561820.2019.1685476] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Interprofessional education (IPE) programs for pre-registration health science students are largely offered within one institution including different schools or faculties. Sometimes in small or regional institutions where there are limited student numbers or few professional training programs, or where larger institutions do not offer particular professional programs, it may be necessary to partner with other institutions to offer IPE. This study sought to explore teacher perspectives of forming inter-institutional partnerships to deliver IPE, in particular, to identify the elements that influence the formation of partnerships. An interpretive descriptive approach was used to thematically analyze data from three focus groups with teachers (n = 21) working in three different partnerships to deliver IPE to students in Wellington, New Zealand. Two main themes were identified which enabled the development of a model of partnership, with a continuum of complexity depending on whether institutions were on the same page and whether the partnership formed to join an existing IPE program or to create a new IPE program. Forming inter-institution partnerships is a pragmatic solution to providing IPE with benefits to all taking part. Our work showed that time, effort, working with complexity, and ability to stay on the same page are necessary elements for building successful partnerships and all need to be taken into account when planning inter-institution partnerships.
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Affiliation(s)
- Eileen McKinlay
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Melanie Brown
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Louise Beckingsale
- Department of Human Nutrition, University of Otago, Christchurch, New Zealand
| | - Marla Burrow
- School of Nursing, Massey University, Palmerston North, New Zealand
| | - Karen Coleman
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Ben Darlow
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Sarah Donovan
- Department of Public Health, University of Otago, Wellington, New Zealand
| | - Tom Gorte
- Clinical Nurse Educator, Hutt Valley District Health Board, Lower Hutt, New Zealand
| | - Jo Hilder
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
| | - Hazel Neser
- Department of Radiation Therapy, University of Otago, Wellington, New Zealand
| | - Meredith Perry
- School of Physiotherapy, University of Otago, Wellington, New Zealand
| | | | - Debbie Wallace
- EVOLVE Programme Manager, Pharmaceutical Society, Wellington, New Zealand
| | | | - Sue Pullon
- Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
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Affiliation(s)
- Julia F Strand
- Department of Psychology, Carleton College, Northfield, MN, United States
| | - Violet A Brown
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, United States
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Abstract
The Open Science Framework (OSF) has the mission to increase openness, integrity, and reproducibility in research. The Journal of Neurochemistry became a signatory of their Transparency and Openness guidelines in 2016, which provides eight modular standards (Citation standards, Data Transparency, Analytic Methods/Code Transparency, Research Materials Transparency, Design and Analysis Transparency, Study Pre-registration, Analysis Plan Transparency, Replication) with increasing levels of stringency. Furthermore, OSF recommends and offers a collection of practices intended to make scientific processes and results more transparent and available in a standardized way for reuse to people outside the research team. It includes making research materials, data, and laboratory procedures freely accessible online to anyone. This editorial announces the decision of the Journal of Neurochemistry to introduce Open Science Badges, maintained by the Open Science Badges Committee and by the Center for Open Science (COS). The Open Science Badges, visual icons placed on publications, certify that an open practice was followed and signal to readers that an author has shared the corresponding research evidence, thus, allowing an independent researcher to understand how to reproduce the procedure.
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Affiliation(s)
- Barbara Schweitzer
- Department of Neurology, University Hospital RWTH Aachen, Aachen, Germany
| | - Jörg B Schulz
- Department of Neurology, University Hospital RWTH Aachen, Aachen, Germany.,Jülich Aachen Research Alliance (JARA), JARA-Institute Molecular Neuroscience and Neuroimaging, FZ Jülich and RWTH Aachen University, Aachen, Germany
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31
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Connolly SA, Gillingwater TH, Chandler C, Grant A, Greig J, Meskell M, Ross MT, Smith C, Wood A, Finn G. The Anatomical Society's core anatomy syllabus for undergraduate nursing. J Anat 2018; 232:721-728. [PMID: 29430649 PMCID: PMC5879977 DOI: 10.1111/joa.12782] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2018] [Indexed: 11/30/2022] Open
Abstract
The Anatomical Society has developed a series of learning outcomes in consultation with nursing educators delivering anatomical content to undergraduate (preregistration) nursing students. A Delphi panel methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate nursing programmes throughout the UK. Using the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students as a foundation, a modified Delphi technique was used to develop discipline-specific outcomes to nursing graduates. The Delphi panel consisted of 48 individuals (n = 48) with a minimum of 3 years' experience teaching anatomy to nursing students, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 64 nursing specific learning outcomes in anatomy that are applicable to all undergraduate (preregistration) programmes in the UK. The new core anatomy syllabus for Undergraduate Nursing offers a basic anatomical framework upon which nurse educators, clinical mentors and nursing students can underpin their clinical practice and knowledge. The learning outcomes presented may be used to develop anatomy teaching within an integrated nursing curriculum.
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Affiliation(s)
- S. A. Connolly
- Department of AnatomyEdinburgh Medical School: Biomedical SciencesCollege of Medicine and Veterinary MedicineUniversity of EdinburghEdinburghUK
| | - T. H. Gillingwater
- Department of AnatomyEdinburgh Medical School: Biomedical SciencesCollege of Medicine and Veterinary MedicineUniversity of EdinburghEdinburghUK
| | - C. Chandler
- Department of Nursing, Health and Social ScienceUniversity of EdinburghEdinburghUK
| | - A. W. Grant
- School of Life SciencesGlasgow Caledonia UniversityGlasgowUK
| | - J. Greig
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - M. Meskell
- School of Nursing, Midwifery & Health SystemsHealth Sciences CentreUniversity College DublinDublinIreland
| | - M. T. Ross
- Centre for Clinical and Medical EducationUniversity of EdinburghEdinburghUK
| | - C. F. Smith
- Brighton & Sussex Medical SchoolUniversity of SussexBrightonUK
| | - A. F. Wood
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - G. M. Finn
- Health Professions Education UnitHull York Medical SchoolUniversity of YorkYorkUK
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Cantarero K, Parzuchowski M, Dukala K. White Lies in Hand: Are Other-Oriented Lies Modified by Hand Gestures? Possibly Not. Front Psychol 2017; 8:814. [PMID: 28690554 PMCID: PMC5479878 DOI: 10.3389/fpsyg.2017.00814] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2016] [Accepted: 05/03/2017] [Indexed: 11/15/2022] Open
Abstract
Previous studies have shown that the hand-over-heart gesture is related to being more honest as opposed to using self-centered dishonesty. We assumed that the hand-over-heart gesture would also relate to other-oriented dishonesty, though the latter differs highly from self-centered lying. In Study 1 (N = 79), we showed that performing a hand-over-heart gesture diminished the tendency to use other-oriented white lies and that the fingers crossed behind one’s back gesture was not related to higher dishonesty. We then pre-registered and conducted Study 2 (N = 88), which was designed following higher methodological standards than Study 1. Contrary, to the findings of Study 1, we found that using the hand-over-heart gesture did not result in refraining from using other-oriented white lies. We discuss the findings of this failed replication indicating the importance of strict methodological guidelines in conducting research and also reflect on relatively small effect sizes related to some findings in embodied cognition.
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Affiliation(s)
- Katarzyna Cantarero
- Faculty in Sopot, SWPS University of Social Sciences and HumanitiesSopot, Poland
| | - Michal Parzuchowski
- Faculty in Sopot, SWPS University of Social Sciences and HumanitiesSopot, Poland
| | - Karolina Dukala
- Department of Philosophy, Institute of Psychology, Jagiellonian UniversityCracow, Poland
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Affiliation(s)
- Jeffrey R Stevens
- Department of Psychology and Center for Brain, Biology and Behavior, University of Nebraska-LincolnLincoln, NE, United States
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Abstract
Pre-registration education programmes provide nursing students with the skills and knowledge to become safe and proficient practitioners. Assessment of students' competence is a fundamental part of these programmes and mentors play a crucial role. Mentors are registered nurses who have completed an appropriate mentorship programme in an approved higher education institution, and their main role includes teaching, supervising and assessing students' clinical competence. The role can be demanding and stressful, and mentors must maintain their workloads while supporting students. This article reports the results of the qualitative findings of a survey of mentorship practices ( Brown et al 2012 ). The findings suggest that mentors value support from link lecturers and practice education facilitators, especially when they experience difficulties with nursing students who do not have the required competencies to pass their placement.
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Affiliation(s)
- Marcus R Munafò
- MRC Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, UK. .,UK Centre for Tobacco and Alcohol Studies, School of Experimental Psychology, University of Bristol, Bristol, UK.
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Quintana DS. From pre-registration to publication: a non-technical primer for conducting a meta-analysis to synthesize correlational data. Front Psychol 2015; 6:1549. [PMID: 26500598 PMCID: PMC4597034 DOI: 10.3389/fpsyg.2015.01549] [Citation(s) in RCA: 100] [Impact Index Per Article: 11.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2015] [Accepted: 09/24/2015] [Indexed: 01/19/2023] Open
Abstract
Meta-analysis synthesizes a body of research investigating a common research question. Outcomes from meta-analyses provide a more objective and transparent summary of a research area than traditional narrative reviews. Moreover, they are often used to support research grant applications, guide clinical practice, and direct health policy. The aim of this article is to provide a practical and non-technical guide for psychological scientists that outlines the steps involved in planning and performing a meta-analysis of correlational datasets. I provide a supplementary R script to demonstrate each analytical step described in the paper, which is readily adaptable for researchers to use for their analyses. While the worked example is the analysis of a correlational dataset, the general meta-analytic process described in this paper is applicable for all types of effect sizes. I also emphasize the importance of meta-analysis protocols and pre-registration to improve transparency and help avoid unintended duplication. An improved understanding this tool will not only help scientists to conduct their own meta-analyses but also improve their evaluation of published meta-analyses.
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Affiliation(s)
- Daniel S Quintana
- NORMENT, KG Jebsen Centre for Psychosis Research, Division of Mental Health and Addiction, Oslo University Hospital, University of Oslo Oslo, Norway
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Darlow B, Coleman K, McKinlay E, Donovan S, Beckingsale L, Gray B, Neser H, Perry M, Stanley J, Pullon S. The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students. BMC Med Educ 2015; 15:98. [PMID: 26041132 PMCID: PMC4462076 DOI: 10.1186/s12909-015-0385-3] [Citation(s) in RCA: 84] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2014] [Accepted: 05/29/2015] [Indexed: 05/04/2023]
Abstract
BACKGROUND Collaborative interprofessional practice is an important means of providing effective care to people with complex health problems. Interprofessional education (IPE) is assumed to enhance interprofessional practice despite challenges to demonstrate its efficacy. This study evaluated whether an IPE programme changed students' attitudes to interprofessional teams and interprofessional learning, students' self-reported effectiveness as a team member, and students' perceived ability to manage long-term conditions. METHODS A prospective controlled trial evaluated an eleven-hour IPE programme focused on long-term conditions' management. Pre-registration students from the disciplines of dietetics (n = 9), medicine (n = 36), physiotherapy (n = 12), and radiation therapy (n = 26) were allocated to either an intervention group (n = 41) who received the IPE program or a control group (n = 42) who continued with their usual discipline specific curriculum. Outcome measures were the Attitudes Toward Health Care Teams Scale (ATHCTS), Readiness for Interprofessional Learning Scale (RIPLS), the Team Skills Scale (TSS), and the Long-Term Condition Management Scale (LTCMS). Analysis of covariance compared mean post-intervention scale scores adjusted for baseline scores. RESULTS Mean post-intervention attitude scores (all on a five-point scale) were significantly higher in the intervention group than the control group for all scales. The mean difference for the ATHCTS was 0.17 (95 %CI 0.05 to 0.30; p = 0.006), for the RIPLS was 0.30 (95 %CI 0.16 to 0.43; p < 0.001), for the TSS was 0.71 (95 %CI 0.49 to 0.92; p < 0.001), and for the LTCMS was 0.75 (95 %CI 0.56 to 0.94; p < 0.001). The mean effect of the intervention was similar for students from the two larger disciplinary sub-groups of medicine and radiation therapy. CONCLUSIONS An eleven-hour IPE programme resulted in improved attitudes towards interprofessional teams and interprofessional learning, as well as self-reported ability to function within an interprofessional team, and self-reported confidence, knowledge, and ability to manage people with long-term conditions. These findings indicate that a brief intervention such as this can have immediate positive effects and contribute to the development of health professionals who are ready to collaborate with others to improve patient outcomes.
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Affiliation(s)
- Ben Darlow
- Department Primary Health Care and General Practice, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
- Department of Radiation Therapy, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Karen Coleman
- Department of Radiation Therapy, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Eileen McKinlay
- Department Primary Health Care and General Practice, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Sarah Donovan
- Department Primary Health Care and General Practice, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Louise Beckingsale
- Department of Human Nutrition, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Ben Gray
- Department Primary Health Care and General Practice, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Hazel Neser
- Department of Radiation Therapy, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Meredith Perry
- School of Physiotherapy, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - James Stanley
- Biostatistical Group, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
| | - Sue Pullon
- Department Primary Health Care and General Practice, University of Otago, Wellington, PO Box 7343, Wellington South, New Zealand.
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Ware JJ, Munafò MR. Significance chasing in research practice: causes, consequences and possible solutions. Addiction 2015; 110:4-8. [PMID: 25040652 PMCID: PMC4962906 DOI: 10.1111/add.12673] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/23/2013] [Revised: 11/11/2013] [Accepted: 06/18/2014] [Indexed: 12/17/2022]
Abstract
BACKGROUND AND AIMS The low reproducibility of findings within the scientific literature is a growing concern. This may be due to many findings being false positives which, in turn, can misdirect research effort and waste money. METHODS We review factors that may contribute to poor study reproducibility and an excess of 'significant' findings within the published literature. Specifically, we consider the influence of current incentive structures and the impact of these on research practices. RESULTS The prevalence of false positives within the literature may be attributable to a number of questionable research practices, ranging from the relatively innocent and minor (e.g. unplanned post-hoc tests) to the calculated and serious (e.g. fabrication of data). These practices may be driven by current incentive structures (e.g. pressure to publish), alongside the preferential emphasis placed by journals on novelty over veracity. There are a number of potential solutions to poor reproducibility, such as new publishing formats that emphasize the research question and study design, rather than the results obtained. This has the potential to minimize significance chasing and non-publication of null findings. CONCLUSIONS Significance chasing, questionable research practices and poor study reproducibility are the unfortunate consequence of a 'publish or perish' culture and a preference among journals for novel findings. It is likely that top-down change implemented by those with the ability to modify current incentive structure (e.g. funders and journals) will be required to address problems of poor reproducibility.
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Affiliation(s)
- Jennifer J. Ware
- School of Social and Community Medicine, University of Bristol,
Bristol, UK
- MRC Integrative Epidemiology Unit (IEU) at the University of
Bristol, Bristol, UK
- UK Centre for Tobacco and Alcohol Studies, University of Bristol,
Bristol, UK
| | - Marcus R. Munafò
- School of Experimental Psychology, University of Bristol, Bristol,
UK
- MRC Integrative Epidemiology Unit (IEU) at the University of
Bristol, Bristol, UK
- UK Centre for Tobacco and Alcohol Studies, University of Bristol,
Bristol, UK
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39
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Affiliation(s)
- John P A Ioannidis
- Stanford Prevention Research Center, Department of Medicine and Department of Health Research and Policy, Stanford University School of Medicine, Department of Statistics, Stanford University School of Humanities and Sciences, Meta-Research Innovation Center at Stanford (METRICS), Stanford University, Stanford, 94305, CA, USA.
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