State of the science in inflammation and stroke recovery: A systematic review

2022 ◽  
Vol 65 (2) ◽  
pp. 101546
Author(s):  
Christine Couch ◽  
Khalil Mallah ◽  
Davis M. Borucki ◽  
Heather Shaw Bonilha ◽  
Stephen Tomlinson
Keyword(s):  
Systematic Review ◽  
Stroke Recovery ◽  
State Of The Science

scholarly journals A systematic review of multi-level stigma interventions: state of the science and future directions

BMC Medicine ◽  
2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Deepa Rao ◽  
Ahmed Elshafei ◽  
Minh Nguyen ◽  
Mark L. Hatzenbuehler ◽  
Sarah Frey ◽  
...  
Keyword(s):  
Systematic Review ◽  
Future Directions ◽  
Multi Level ◽  
State Of The Science

What is the State of the Science on Physical Activity Interventions for Family Caregivers? A Systematic Review and RE-AIM Evaluation

2017 ◽  
Vol 14 (7) ◽  
pp. 578-595 ◽  
Author(s):  
Colleen A. Cuthbert ◽  
Kathryn King-Shier ◽  
Dean Ruether ◽  
Dianne M. Tapp ◽  
S. Nicole Culos-Reed
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Family Caregivers ◽  
Psychological Health ◽  
External Validity ◽  
Significant Proportion ◽  
The State ◽  
Caregiver Health ◽  
State Of The Science ◽  
Internal And External Validity

Background:Family caregivers are an important health care resource and represent a significant proportion of Canadian and US populations. Family caregivers suffer physical and psychological health problems because of being in the caregiver role. Interventions to support caregiver health, including physical activity (PA), are slow to be investigated and translated into practice.Purpose:To examine the evidence for PA interventions in caregivers and determine factors hampering the uptake of this evidence into practice.Methods:A systematic review and evaluation of internal and external validity using the RE-AIM (Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance) framework was conducted. Randomized controlled trials or pretest/posttest studies of PA interventions were included.Results:Fourteen studies were published between 1997 and 2015. Methodological quality of studies and risk of bias was variable. External validity criteria were often not reported. Mean reporting levels were 1) reach, 53%; 2) efficacy/effectiveness, 73%; 3) adoption, 18%; 4) implementation, 48%; and 5) maintenance, 2%.Conclusions:The lack of reporting of components of internal and external validity hinders the integration of caregiver PA interventions into clinical or community settings. Researchers should focus on standardized outcomes, accepted reporting criteria, and balancing factors of internal and external validity, to advance the state of the science.

Neuropsychological Profile of Children with Early and Continuously Treated Phenylketonuria: Systematic Review and Future Approaches

2019 ◽  
Vol 25 (6) ◽  
pp. 624-643 ◽  
Author(s):  
Marie Canton ◽  
Didier Le Gall ◽  
François Feillet ◽  
Chrystele Bonnemains ◽  
Arnaud Roy
Keyword(s):  
Systematic Review ◽  
Biochemical Markers ◽  
Integrative Approach ◽  
Future Research ◽  
Future Directions ◽  
Neuropsychological Profile ◽  
Current State ◽  
Recent Advances ◽  
Executive Impairment ◽  
State Of The Science

AbstractObjective: To provide a comprehensive systematic review of the literature by examining studies published on all cognitive aspects of children with early and continuously treated phenylketonuria (ECT-PKU) included in the databases Medline, PsycINFO, and PsycARTICLE. Method: In addition to a classical approach, we summarized methodology and results of each study in order to discuss current theoretical and methodological issues. We also examined recent advances in biochemical markers and treatments of PKU, with implications for future research on metabolic control and its role as a determinant of neuropsychological outcome. Results: Consistent with previous reviews, the hypothesis of a specific and central executive impairment in children with ECT-PKU was suggested. However, findings are inconclusive regarding the nature of executive impairments as well as their specificity, impact on everyday life, persistence over time, and etiology. Conclusion: Given the current state of the science, we suggest future directions for research that utilizes a developmental and integrative approach to examine the effects of recent advances in biochemical markers and treatment of PKU. (JINS, 2019, 25, 624–643)

The state of the science for communication training in pediatric oncology: A systematic review

2020 ◽  
Vol 67 (10) ◽  
Author(s):  
Erica C. Kaye ◽  
Daniel Cannone ◽  
Jennifer M. Snaman ◽  
Justin N. Baker ◽  
Holly Spraker‐Perlman
Keyword(s):  
Systematic Review ◽  
Pediatric Oncology ◽  
Communication Training ◽  
The State ◽  
State Of The Science

Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

2017 ◽  
Vol 69 (4) ◽  
pp. 367-385 ◽  
Author(s):  
Jessika H. Bottiani ◽  
Kristine E. Larson ◽  
Katrina J. Debnam ◽  
Christina M. Bischoff ◽  
Catherine P. Bradshaw
Keyword(s):  
Systematic Review ◽  
Culturally Responsive ◽  
Empirical Studies ◽  
Training Models ◽  
Culturally Responsive Practices ◽  
Intervention Impact ◽  
Standards Of Evidence ◽  
State Of The Science ◽  
The Impact

Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.

Cortical Stimulation and Aphasia: The State of the Science

2008 ◽  
Vol 18 (1) ◽  
pp. 33-39 ◽  
Author(s):  
Leora R. Cherney
Keyword(s):  
Brain Plasticity ◽  
Repetitive Transcranial Magnetic Stimulation ◽  
Cortical Stimulation ◽  
Stroke Recovery ◽  
Future Research ◽  
Brain Anatomy ◽  
Anatomy And Physiology ◽  
Language Recovery ◽  
State Of The Science ◽  
Epidural Cortical Stimulation

Abstract Purpose: Biological approaches to aphasia rehabilitation involve procedures aimed to alter brain anatomy and physiology so that language function can be restored. One such approach is the application of electrical stimulation to the cerebral cortex to facilitate brain plasticity and enhance stroke recovery. Method: This article discusses the rationale for the application of cortical stimulation and reviews three different methods of delivering cortical brain stimulation — repetitive transcranial magnetic stimulation (rTMS), transcranial direct current stimulation (tDCS), and epidural cortical stimulation. Each of these methods has been applied to the rehabilitation of language after stroke, and some of the key studies that have addressed the use of cortical stimulation as a potential treatment for post-stroke aphasia are described. Conclusions: Pilot results suggest a potential role for cortical stimulation as an adjuvant strategy in aphasia rehabilitation. Further investigation of each method of stimulation and its impact on language recovery is warranted. Suggestions for the direction of future research are discussed.

A systematic review in prosthetics and orthotics education research

2020 ◽  
Vol 44 (3) ◽  
pp. 116-132 ◽  
Author(s):  
Cody L McDonald ◽  
Deborah Kartin ◽  
Sara J Morgan
Keyword(s):  
Systematic Review ◽  
Education Research ◽  
Assessment Tool ◽  
Quality Criteria ◽  
Bibliographic Databases ◽  
Cross Sectional ◽  
Collaborative Education ◽  
Critical Appraisal Skills ◽  
Teaching Learning ◽  
State Of The Science

Background: Formal prosthetic/orthotic education has evolved greatly since its inception in the 1950s. The International Society for Prosthetics and Orthotics has established guidelines and recognition for prosthetic/orthotic programs worldwide. However, the current state-of-the-science in prosthetic/orthotic education is largely unknown. Objectives: To evaluate and synthesize available prosthetic/orthotic education research. Study design: Systematic review. Methods: Three bibliographic databases were searched and quality of included articles assessed using criteria from the National Institutes for Health Quality Assessment Tool for Observational Cohort, Cross-Sectional Studies, and the Critical Appraisal Skills Programme Qualitative Research Checklist, and Delphi quality criteria. Results: This review included 25 articles from 23 studies. Included studies explored description, development, implementation, and/or assessment of the teaching/learning methods, curriculum, program, or country/region level. Studies were conducted in 18 countries and published in 14 journals. Methodological quality was rated high in 6 articles, moderate in 6, and low in 13. Content synthesis was not attempted due to the heterogeneous literature. Conclusion: This systematic review suggests that prosthetic/orthotic education research is only being conducted at a limited level. There is a strong need for high quality, collaborative education research to be conducted and published in peer-reviewed journals to improve prosthetic/orthotic education and build a global conversation. Clinical relevance Research in prosthetic/orthotic education is limited. The current body of literature is not sufficient to inform and guide future education of prosthetic/orthotic students. Opportunities to improve prosthetic/orthotic education research include academic collaborations, a dedicated education special issue or journal, and disciplinary support for prosthetic/orthotic education research.

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