体育活动防控儿童青少年近视的Meta分析

目的:就体育活动对儿童青少年裸眼远视力、动态视力、眼轴长度(AL)和等效球镜度数(SER)变化的影响进行Meta分析,为今后我国儿童青少年的视力健康和体育活动参与提供理论依据。方法:在中国知网、万方、Web of Science、PubMed等数据库中,检索有关体育活动影响儿童青少年近视的中英文干预研究。采用Stata15.1和Revman5.4软件对纳入的结局指标进行分析。结果:共纳入26篇文献,其中19篇含随机干预对照实验研究,9篇含前后测实验研究,共9526名儿童青少年。Meta分析结果显示,体育活动能够有效改善儿童青少年动态视力、提高裸眼远视力、延缓AL变化、抑制SER发展。结论:经常参与体育活动能够有效延缓儿童青少年近视的发生和发展,对动态视力、裸眼远视力、AL和SER都有较为显著的作用。今后应纳入广泛的、高质量研究,进一步进行验证。     

XRCC1 Arg399Gln and clinical outcome of platinum-based treatment for advanced non-small cell lung cancer: a meta-analysis in 17 studies

Objective: XRCC1 polymorphism is a research hotpot in individual treatment for non-small cell lung cancer (NSCLC). To obtain the association between XRCC1 polymorphism and clinical outcome of platinum-based treatment for NSCLC, a meta-analysis was conducted. Methods: Databases including PubMed, Embase, Cochrane, and Chinese National Knowledge Infrastructure (CNKI) were searched for publications that met the inclusion criteria. A fixed effect model was used to estimate pooled odds ratio (OR) and hazard ratio (HR) with 95% confidence interval (CI) for the association between XRCC1 Arg399Gln and response or survival of platinum-based treatment for advanced NSCLC. A chi-squared-based Q-test was used to test the heterogeneity hypothesis. Egger’s test was used to check publication bias. Results: Seventeen published case-control studies that focus on the association between XRCC1 Arg399Gln and response or survival of platinum-based treatment for advanced NSCLC in 2 256 subjects were included in this meta-analysis, of whom 522 were AA genotypes (23.2% frequency), 916 AG genotypes (40.6% frequency), and 818 GG genotypes (36.2% frequency). The overall response rate (ORR) was 45.2% (110/243) for AA genotype patients, 29.9% for AG genotype (73/244), and 30.7% for GG genotype (124/403). The heterogeneity test did not show any heterogeneity and the Egger’s test did not reveal an obvious publication bias among the included studies. The meta-analysis indicated that AA genotype patients presented higher response rates toward platinum drug treatment compared with G model (GG+GA) patients (GG vs. AA model: OR=0.489, 95% CI 0.266–0.900, P=0.021; AG vs. AA model: OR=0.608, 95% CI 0.392–0.941, P=0.026; GA+AA vs. GG model: OR=1.259, 95% CI 0.931–1.701, P=0.135; GG+GA vs. AA model: OR=0.455, 95% CI 0.313–0.663, P=0.0001). However, no evidence validates XRCC1 associates with the survival following platinum drug therapy. Conclusions: Our meta-analysis suggested that XRCC1 Arg399Gln is related with the sensitivity of NSCLC patients to platinum-based treatment. AA genotype patients present more desirable curative effectiveness compared with other patients.     

元分析方法研究综述

本文对目前医学及社会科学领域学者采用的定量化文献综述方法----元分析方法进行了文献调研,从元分析的理论入手对该方法的实质、优势进行了简要介绍,通过对该方法在国内外医学、社会科学及图书情报学领域的应用研究梳理,归纳整理了元分析方法在实践中的操作流程。本文以为作为一种有效集成已有研究的方法,元分析方法在情报学领域得到的关注还不够,其原因是多方面的,如缺乏实证数据支撑、出版偏好等。     

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two meta-analyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

Studying studies on teacher reflection and action: An appraisal of research contributions

For decades a substantial body of research on teacher reflection and action has been conducted. This research contains a wealth of information on teachers’ thinking about their daily work in classrooms. But what do these studies tell us about the linkage between thought and action in actual teaching? How do they contribute to our understanding, or do they, in the very selection of their methods, ‘tell only half the story’? To address these concerns, we have engaged in a critical appraisal to learn about the scope and limitations of research contributions and identify criteria that may shed light on exactly what aspects of teacher learning and development are being studied.This appraisal uses an analytic framework to position the various studies that have been conducted. From our analysis, which focuses on the validity criterion of closeness between type of research question and data collection methods, we conclude that the research would profit from a set of more detailed criteria to address some of the limitations inherent in approaches to studying teacher reflection and action.     

The effect of blended learning on student performance at course-level in higher education: A meta-analysis

The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k = 51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g⁺ = 0.385, p < 0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g⁺ = 0.496) compared to that of non-STEM disciplines (g⁺ = 0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.     

Is retell a valid measure of reading comprehension?

Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1–12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = 0.46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between ‘oral’ retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the moderate magnitude of the relation between retell and other measures of reading comprehension indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension.     

Using state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities

This study explores the use of state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities. The program was implemented in several states. A randomized controlled trial was infeasible because schools were not chosen at random; furthermore, pretest data were minimal. The use of extant state data allowed these obstacles to be overcome by providing valid pre- and post-intervention outcomes as well as a large selection of schools and variables to create reasonable matches for the treatment schools. Results from four states were synthesized meta-analytically to evaluate whether the program had a significant impact on any of seven proximal and distal outcome variables. No such impacts were demonstrated. More importantly, this paper demonstrates and explains the methodological steps and choices involved in a quasi-experimental evaluation approach that may be applied to cases for which large amounts of extant data are available.     

运动锻炼对淋巴细胞及亚群、细胞因子影响的meta分析

目的：系统评价运动锻炼对机体外周血淋巴细胞、T细胞亚群及炎症细胞因子的影响,并根据不同运动处方的效果量,为人们制定提高免疫能力的最优运动处方提供依据。方法：计算机检索中国知网、万方、EBSCOhost、Science Direct、Sports Discus、Springer Link、PubMed和Web of Science各数据库,检索期限均从1997年1月至2017年5月,收集运动锻炼影响机体外周血淋巴细胞及亚群和细胞因子含量的实验性研究,应用Cochrane偏倚风险评估工具,使用Revman5.3对纳入研究进行质量评价,stata12.0软件进行统计分析。结果：纳入研究文献19篇,文献质量A级3篇、B级9篇、C级7篇。meta分析结果：敏感性分析剔除文献后,运动锻炼使淋巴细胞含量提高,效应量为0.35;运动锻炼能使T、B细胞含量提高,效应量为0.92、0.51,但对NK细胞增加不明显（P>0.05）;运动锻炼能使CD4⁺/CD8⁺的比值、CD4⁺含量升高,效应量为1.09、0.71,但对CD8⁺T细胞的含量未出现明显变化（P>0.05）;运动锻炼后外周IL-6含量明显降低,效应量为0.73,外周TNF-a含量提高,效应量为0.55。结论：运动锻炼能显著提高T、B细胞、CD4⁺T细胞、CD4⁺/ CD8⁺的比值和TNF-a的含量,但NK细胞和CD8⁺T细胞的影响不大,这不仅增强了机体的抗感染能力,而且提高了机体的免疫应答和免疫调节功能;运动锻炼后外周血IL-6含量显著降低,有利于其聚集骨骼肌中消除因运动性微损伤引起的炎症反应。     

基于中国湿地CVM研究的Meta分析

Meta分析作为效益转移的一种有效方法,在湿地资源评估方面得到广泛应用,但由于样本数据中出版选择偏差的存在,使评估结果的准确性受到影响。为解决该问题,本文构建可消除出版选择偏差影响的Meta回归模型,通过收集中国应用CVM对湿地进行价值评估的研究结果,建立价值转移数据库,通过检验数据库中出版选择偏差的存在与否,选择恰当的Meta回归模型,进而建立价值转移模型,并对模型样本外价值转移的有效性进行检验。FAT-PET的检验结果表明,数据库中不存在出版选择偏差,说明本文所选取文献的样本代表性较好,样本数据并没有受到出版选择偏差的影响;Meta回归结果表明,湿地服务类型、湿地位置、湿地类型、湿地面积、受益人口数以及问卷引导方式的差异,都会导致湿地价值估值的差异,而问卷调查方式、人均GDP、研究时间和期刊质量等对湿地价值估值没有显著影响;Meta回归模型的样本外效益转移的误差范围为0.08%~39.02%,误差均值为9.58%,模型可用于样本外效益转移。