| Ref ID | 884 |
| First Author | J.H. Littell |
| Journal | SYSTEMATIC REVIEWS |
| Year Of Publishing | 2022 |
| URL | https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-022-01998-1 |
| Keywords |
• Social care • Campbell • Risk of bias • Low reporting quality • Publication bias • Transparency • Protocols |
| Problem(s) |
• Methods not described to enable replication • Undocumented or unjustified deviations to the review protocol • Search strategy not provided • No quality assessment undertaken or reported • Flawed risk of bias undertaken • Risk of bias not incorporated into conclusions of review |
| Article Type | Editorial |
| Article Subtype | Comment/letter |
| First Author Country | United States |
| Checklists |
• Campbell Collaboration Conduct Standards |
| Aim | A commentary that documents methodological problems in the 2021 Campbell Collaboration update of a Systematic Review on school-based anti-bullying interventions. |
| Level of Investigation | Descriptive |
| Summary of Findings | From a commentary that documents methodological problems in the 2021 Campbell Collaboration update of a systematic review on school-based anti-bullying interventions published in 2021. This commentary highlights the following methodological problems: (1) unexplained deviations from the protocol; (2) inadequate documentation of search strategies; (3) inconsistent reports on the number of included studies; (4) undocumented risk of bias ratings; (5) assessments of selective outcome reporting bias that are not transparent, not replicable, and appear to systematically underestimate risk of bias; (6) unreliable assessments of risk of publication bias; (7) use of a composite scale that conflates distinct risks of bias; and (8) failure to consider issues related to the strength of the evidence and risks of bias in interpreting results and drawing conclusions. |
| Number of systematic reviews included | 1 |
| Number of eligible systematic reviews assessed | 1 |
| Treatment impacted | No |
| Treatment impacted description | |
| Interpretation impacted | Not Applicable |
| Interpretation impacted description |