Zoekresultaten

School-Based Physical Activity Interventions in Prevocational Adolescents: A Systematic Review and Meta-Analyses

Purpose: Literature detailing the effectiveness of school-based physical activity promotion in- terventions in prevocational adolescents was reviewed to identify effective intervention characteristics.Methods: The search strategy assessed studies against inclusion criteria study design, study population, school setting, language, and construct. The risk of bias of the included studies was assessed, and extractions were made of the physical activity (PA) level outcome measures and intervention characteristics regarding organizational, social, and content features. A meta-analysis was conducted to determine the overall effect of the interventions on the PA level. Identification of effective intervention characteristics was done by subgroup analyses. Meta-regression analysis was performed with PA level as dependent variable and intervention characteristics as covariates. Results: A total of 40 eligible studies was included for meta-analyses. Among the included studies, the overall intervention effect on increasing the PA level of prevocational adolescents was weak (standardized mean difference [SMD] .19, 95% confidence interval [CI] .12e.27). Intervention characteristics that improve the effect size to a moderate level were intracurricular PA (SMD .43, 95% CI .19e.68), involving school staff in an intracurricular intervention (SMD .37, 95% CI .16e.58) and a tailored intracurricular intervention (SMD .35, 95% CI .13e.58). Meta-regression analysis confirmed PA as a positive predictor.Conclusions: The effect of a school-based PA intervention was small to moderate. A sensible choice in the assembly of a multicomponent school-based PA intervention increases the effectiveness considerably. Physical education teachers, school administrators, and policy makers should consider organizational (intracurriculum, short and medium duration), personal (tailoring, participation), social (school staff) and content (PA) determinants.

High protein provision of more than 1.2 g/kg improves muscle mass preservation and mortality in ICU patients

BackgroundICU patients lose muscle mass rapidly and maintenance of muscle mass may contribute to improved survival rates and quality of life. Protein provision may be beneficial for preservation of muscle mass and other clinical outcomes, including survival. Current protein recommendations are expert-based and range from 1.2 to 2.0 g/kg. Thus, we performed a systematic review and meta-analysis on protein provision and all clinically relevant outcomes recorded in the available literature.MethodsWe conducted a systematic review and meta-analyses, including studies of all designs except case control and case studies, with patients aged ≥18 years with an ICU stay of ≥2 days and a mean protein provision group of ≥1.2 g/kg as compared to <1.2 g/kg with a difference of ≥0.2 g/kg between protein provision groups. All clinically relevant outcomes were studied. Meta-analyses were performed for all clinically relevant outcomes that were recorded in ≥3 included studies.ResultsA total of 29 studies published between 2012 and 2022 were included. Outcomes reported in the included studies were ICU, hospital, 28-day, 30-day, 42-day, 60-day, 90-day and 6-month mortality, ICU and hospital length of stay, duration of mechanical ventilation, vomiting, diarrhea, gastric residual volume, pneumonia, overall infections, nitrogen balance, changes in muscle mass, destination at hospital discharge, physical performance and psychological status. Meta-analyses showed differences between groups in favour of high protein provision for 60-day mortality, nitrogen balance and changes in muscle mass.ConclusionHigh protein provision of more than 1.2 g/kg in critically ill patients seemed to improve nitrogen balance and changes in muscle mass on the short-term and likely 60-day mortality. Data on long-term effects on quality of life are urgently needed.

Online Programs as Tools to Improve Parenting: A meta-analytic review

Background. A number of parenting programs, aimed at improving parenting competencies,have recently been adapted or designed with the use of online technologies. Although webbased services have been claimed to hold promise for parent support, a meta-analytic review of online parenting interventions is lacking. Method. A systematic review was undertaken of studies (n= 19), published between 2000 and 2010, that describe parenting programs of which the primary components were delivered online. Seven programs were adaptations of traditional, mostly evidence-based, parenting interventions, using the unique opportunities of internet technology. Twelve studies (with in total 54 outcomes, Ntot parents = 1,615 and Ntot children = 740) were included in a meta-analysis. Results. The meta-analysis showed a statistically significant medium effect across parents outcomes (ES = 0.67; se = 0.25) and child outcomes (ES = 0.42; se = 0.15). Conclusions. The results of this review show that webbased parenting programs with new technologies offer opportunities for sharing social support, consulting professionals and training parental competencies. The meta-analytic results show that guided and self-guided online interventions can make a significant positive contribution for parents and children. The relation with other meta-analyses in the domains of parent education and web-based interventions is discussed.

Hoe verder met de voor- en vroegschoolse educatie?

Systematic review and meta-analyses of studies analysing instructions to authors from 1987 to 2017

To gain insight into changes of scholarly journals’ recommendations, we conducted a systematic review of studies that analysed journals’ Instructions to Authors (ItAs). We summarised results of 153 studies, and meta-analysed how often ItAs addressed: 1) authorship, 2) conflicts of interest, 3) data sharing, 4) ethics approval, 5) funding disclosure, and 6) International Committee of Medical Journal Editors’ Uniform Requirements for Manuscripts. For each topic we found large between-study heterogeneity. Here, we show six factors that explained most of that heterogeneity: 1) time (addressing of topics generally increased over time), 2) country (large differences found between countries), 3) database indexation (large differences found between databases), 4) impact factor (topics were more often addressed in highest than in lowest impact factor journals), 5) discipline (topics were more often addressed in Health Sciences than in other disciplines), and 6) sub-discipline (topics were more often addressed in general than in sub-disciplinary journals).

Met een blik op de toekomst

In Nederland zijn sinds 2000 verschillende publicaties verschenen waar de effecten van voor- en vroegschoolse educatie (vve) zijn onderzocht. Deze overzichtsstudie vat met behulp van een ‘multi-level’ meta-analyse 21 (deel)studies samen waarin ruim 50.000 kinderen zijn onderzocht in de periode 2000-2015 met in totaal 165 uitkomstmaten, verdeeld over het taaldomein (k = 46), het rekendomein (k = 26), algemene intelligentie (k = 18) en het sociaal-emotionele domein (k = 75). Het geaggregeerde effect van vve is niet-statistisch significant en is vrijwel nul (d = 0.026, standaardfout = 0.029); ook de uitkomsten voor de afzonderlijke domeinen wijken niet significant af van nul. De studie-uitkomsten zijn kleiner in vve-publicaties van recentere datum. De teleurstellende opbrengsten laten zien dat vve, ten opzichte van de reguliere groepen in de voor- en vroegschoolse periode, geen toegevoegde waarde heeft voor de ontwikkeling van het jonge kind in de Nederlandse context