Train the Trainer Course book - Cochrane Public Health Group

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Controlled before and after study – critical appraisal exercise Gortmaker S, Cheung S, Peterson K, Chomitz G, Cradle J, Dart H, Fox M, Bullock R, Sobol A, Colditz G, Field A, Laird N. Impact of a School-Based Interdisciplinary Intervention on Diet and Physical Activity Among Urban Primary School Children. Arch Pediatr Adolsc Med 1999;153:975- 983. Selection bias (Q1) Are the individuals selected to participate in the study likely to be representative of the target population? Not likely Somewhat likely Not likely (Q2) What percentage of selected individuals agreed to participate? 80-100% agreement 60-79% agreement less than 60% agreement Not reported Not applicable RATE THIS SECTION Strong Moderate Weak Study design Indicate the study design Is the method of random allocation stated? 1 No 2 Yes If the method of random allocation is stated is it appropriate? 1 No 2 Yes Was the method of random allocation reported as concealed? 1 No 2 Yes RATE THIS SECTION Strong Moderate Weak Confounders (Q1) Prior to the intervention were there between group differences for important confounders reported in the paper? Yes No Can’t tell Somewhat likely or Not likely Median household income of both groups was lower than that for all households in the US ($33952 vs. $22708 intervention, $22651 control). Public school students only. 91% were African-American. Intervention schools were chosen as they had initial interest in rapidly receiving the intervention. May not be generalisable to schools that are less motivated. Only grades 4 and 5. Not reported. Article did not state how many schools were approached to participate. Weak Quasi-experimental - Controlled before and after design/ Cohort analytic. NA NA NA Moderate No Groups were well matched in average school enrolment, percentage of students receiving free/reduced cost lunches, race, and reading and math achievement scores. Similar in median household income. Nutrition content of school lunch offerings in groups was similar. 98
(Q2) If there were differences between groups for important confounders, were they adequately managed in the analysis? Yes No Not applicable (Q3) Were there important confounders not reported in the paper? Yes No RATE THIS SECTION Strong Moderate Weak Blinding (Q1) Was (were) the outcome assessor(s) aware of the intervention or exposure status of participants? Yes No Not reported Not applicable RATE THIS SECTION Strong Moderate Weak Data collection methods (Q1) Were the data collection tools shown to be valid? Yes No (Q2) Were data collection tools shown to be reliable? Yes No RATE THIS SECTION Strong Moderate Weak Withdrawals and drop-outs (Q1) Indicate the percentage of participants completing the study. 80-100% 60-79% Less than 60% Not reported Not applicable No differences, but results were still adjusted by possible confounders. Covariates included in regression: Baseline scores, sex, ethnicity, baseline total energy intake, baseline knowledge, having been held back in school, mobility, number of adults in the household, frequency of sit-down dinners, whether both parents live with the child, number of children living at home, and how often the mother and father exercised. No Moderate 24-hour recall – no information provided on whether the interviewers were aware which group participants were allocated. FAS – teachers, who would have been aware of which group they were allocated to, supervised the completion of the FAS. Weak No – FAS, Yes – 24-hr recall Dietary intake and physical activity: Student food and activity survey (FAS). Authors say that FAS has indicated lower validity in this age group. Therefore they added a 24-hour recall to enhance validity (only for the post-intervention data!). The 24-hour recall method has been shown to be reliable and valid in children as young as grade 3. Yes – only 24-hr recall Dietary recalls were performed by trained interviewers. The 24-hour recall methods have been shown to be reliable and valid in children as young as grade 3. Weak (because 24-hr recall results were adjusted using the FAS) 60-79% Baseline data – 90% of students completed Follow-up – 88% in control and 89% in intervention groups. Overall response rate with complete predata and postdata was 61%. 99
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TRAIN-THE-TRAINER HANDBOOOK Two-day
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Contents Introduction .............
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Additional reading: Textbooks: Oliv
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2) ONCE REGISTRATIONS HAVE BEEN REC
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OUTLINE OF TWO-DAY WORKSHOP 9:00am
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Unit One: Background to Systematic
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Reviews of clinical interventions v
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FACILITATOR’S GUIDE Time required
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Unit Two: International Systematic
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Unit Three: Resources Required Lear
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Formulate review question Establish
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Unit Four: Developing a Protocol Le
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Establish an Advisory Group whose m
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Unit Five: Asking an Answerable Que
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To investigate both the implementat
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Process evaluations: these studies
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REFERENCES 1. Oliver S. 1997. Explo
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FACILATOR’S GUIDE Time required:
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Unit Six: Finding The Evidence Lear
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CA38392 (NCI) Language English Entr
Page 51 and 52: Where to locate studies a) Electron
Page 53 and 54: ADDITIONAL READING Harden A, Peersm
Page 55 and 56: 45. "Diet-Fat-Restricted"/ all subh
Page 57 and 58: Brunton G, Harden A, Rees R, Kavana
Page 59 and 60: 1. Start with the primary concept,
Page 61 and 62: 5. Because adolescent has no narrow
Page 63: 12. Complete searches 8-12 and 13-2
Page 67 and 68: Unit Seven: Data Abstraction Learni
Page 69: FACILITATOR’S GUIDE Time required
Page 72 and 73: Introduction of bias into the condu
Page 74 and 75: population on gender, age, or educa
Page 76 and 77: 5) Data collection methods As highl
Page 78 and 79: These data provide important inform
Page 80 and 81: 11. Green J, Tones K. Towards a sec
Page 83 and 84: QUALITY ASSESSMENT TOOL FOR QUANTIT
Page 85 and 86: G) ANALYSIS (Q1) Is there a sample
Page 87 and 88: DICTIONARY for the Effective Public
Page 89 and 90: (i) (ii) If the study was reported
Page 91 and 92: F) WITHDRAWALS AND DROP-OUTS Q1 Ind
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Page 96 and 97: Emphasise that the criteria to appr
Page 98 and 99: Randomised controlled trial - criti
Page 100 and 101: calculation? Yes Partially No (Q2)
Page 104 and 105: RATE THIS SECTION Strong Moderate W
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Page 108 and 109: Pope C, Mays N. Qualitative Researc
Page 110 and 111: Screening Questions 1 Was there a c
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Page 116 and 117: A Checklist for Evaluating Evidence
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Page 120 and 121: Where studies are more homogenous,
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Page 126 and 127: esulting from some community interv
Page 128 and 129: Reviewers should use the RE-AIM mod
Page 130 and 131: Economic efficiency Harms Economic
Page 132 and 133: 9. Swerrissen H, Crisp BR. The sust
Page 134 and 135: Exercise: Allow participants 20 min
Page 136 and 137: who had participated in their smoki
Page 138 and 139: Critical Appraisal Skills Programme
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Page 142 and 143: 2 points out of the possible 4 poin
Page 144 and 145: - search for non-English language s
Page 146: 9. Were all important outcomes cons
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Train the Trainer Course book - Cochrane Public Health Group

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