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Fernández Castilla, Belén

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bfcastilla@psi.uned.es
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0000-0002-3451-0637
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Fernández Castilla
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Belén
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2022 - 20242
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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    What do meta-analysts need in primary studies? Guidelines and the SEMI checklist for facilitating cumulative knowledge
    (Springer Nature, 2024-04-16) Fernández Castilla, Belén; Said Metwaly, Sameh; Kreitchmann, Rodrigo S.; Noortgate, Wim Van Den
    Meta-analysis is often recognized as the highest level of evidence due to its notable advantages. Therefore, ensuring the precision of its findings is of utmost importance. Insufficient reporting in primary studies poses challenges for meta-analysts, hindering study identification, effect size estimation, and meta-regression analyses. This manuscript provides concise guidelines for the comprehensive reporting of qualitative and quantitative aspects in primary studies. Adhering to these guidelines may help researchers enhance the quality of their studies and increase their eligibility for inclusion in future research syntheses, thereby enhancing research synthesis quality. Recommendations include incorporating relevant terms in titles and abstracts to facilitate study retrieval and reporting sufficient data for effect size calculation. Additionally, a new checklist is introduced to help applied researchers thoroughly report various aspects of their studies.
  • Miniatura
    Publicación
    Network meta‑analysis in psychology and educational sciences: A systematic review of their characteristics
    (Springer, 2022-07-11) Fernández Castilla, Belén; Noortgate, Wim Van Den
    Network meta-analysis (NMA) allows the combination of evidence on the effectiveness of several interventions. NMA has mainly been applied in the medical science field, whereas in the domain of psychology and educational sciences its use is less frequent. Consequently, systematic reviews that describe the characteristics of published NMAs are limited to the field of medicine, and nothing is known about the characteristics of NMAs published in the psychology and educational sciences field. However, this information is still relevant for the design of future simulation studies and for detecting good and bad research practices. Thus, this study describes the features of the meta-analytic datasets of NMAs published in the field of psychology and educational sciences, as well as their methodological characteristics, and compares them to those observed in the medical domain. Results show that the number of studies included is larger in NMAs from psychology and educational sciences, the most commonly used effect size is the standardized mean difference (unlike the odds ratio in medicine), the sample size is smaller, more intervention groups are included, and inconsistent effects are observed more often. These results can be used in future simulation studies to generate realistic datasets. Finally, we warn about the poor quality of reporting of some technical aspects of the NMA, such as the statistical model used.