Research Appraisals
Evidence-based critical appraisals of the latest medical research, systematically evaluated using Oxford CEBM methodology.
Showing 6 appraisals
African journal of reproductive health
How school-community cultural norms shape young people's reproductive health behaviors: Evidence from educational and behavioral research in China
This study systematically examines how school-community cultural norms shape young people's reproductive health behaviors in China. Using the PRISMA 2020 framework, a systematic review of empirical studies published between 2010 and 2022 was conducted to synthesize evidence from educational and behavioral research. Multiple international and Chinese databases were searched to identify qualitative, quantitative, and mixed-methods studies examining the influence of cultural norms within school and community settings on youth reproductive health knowledge, attitudes, and behaviors. Thematic synthesis, guided by the Social Ecological Model, was employed to integrate findings across studies. The review reveals that school-community cultural norms-particularly norms of silence, stigma, and gendered expectations-play a critical role in shaping reproductive health behaviors and in moderating the effectiveness of school-based interventions. Schools function both as reinforcers of prevailing community norms and as potential agents of change when culturally sensitive education is implemented. The findings underscore the need for context-specific, community-engaged reproductive health interventions tailored to the Chinese socio-cultural environment. Cette étude explore la relation complexe entre les normes culturelles et les comportements en matière de santé reproductive chez les jeunes en Chine, en se concentrant sur l'impact des environnements culturels école-communauté dans la formation de ces comportements. Elle examine comment les valeurs traditionnelles et les attentes sociales influencent les attitudes, les décisions et les actions des jeunes liées à la santé reproductive. En utilisant une approche de recherche qualitative, l'étude s'appuie sur des données secondaires à travers une revue approfondie de la littérature existante et de recherches antérieures, employant l'analyse de contenu pour extraire des insights détaillés. Les résultats soulignent que les normes culturelles école-communauté façonnent significativement les comportements en matière de santé reproductive, imposant souvent des effets restrictifs, les valeurs traditionnelles influençant profondément les décisions et les résultats de santé. L'étude met en lumière le besoin urgent d'interventions culturellement sensibles et spécifiques au contexte, conçues pour les jeunes Chinois. Elle souligne que les solutions efficaces doivent considérer l'interaction nuancée entre les normes culturelles, les contextes éducatifs et les pratiques de santé. En définitive, la recherche appelle à des programmes sur mesure capables de traiter ces complexités afin d'améliorer le soutien et les résultats en santé reproductive pour les jeunes en Chine.
31 May 2026
Read appraisal →BMC psychology
Single-exposure messages for child sexual abuse prevention: a randomized controlled online trial testing educational and humanizing approaches
BACKGROUND: Child sexual abuse and exploitation, including online material depicting such acts, constitute a major public health concern. Prevention efforts likely benefit from public understanding and destigmatization, yet communication strategies on this topic face persistent misconceptions and strong emotional reactions. This randomized controlled online study examined whether brief educational and humanizing communication interventions influenced knowledge, attitudes, and behavioral intentions related to prevention, while avoiding adverse emotional or ethical effects. METHODS: A total of 2,019 adults from Spain and Portugal were recruited via an online panel and randomly assigned to one of four conditions: an educational message, a humanizing message with empathy focus, a humanizing message with prevention focus, or a neutral control message. Each intervention consisted of a short video and accompanying text presented as part of a health information campaign. Measures included affective state, stigma-related attitudes, literacy about therapeutic options, openness toward the topic, and behavioral intention to seek information. RESULTS: Exposure to any intervention message led to short-term changes in affective responses, with lower positive valence and slightly higher arousal compared to the control group (medium effect for valence, small for arousal). No significant differences emerged for stigma dimensions, knowledge, openness, or behavioral intentions. All three intervention formats performed similarly. The study did not identify measurable short-term adverse or rebound effects on stigma. Dropout rates did not differ across conditions, but languages. CONCLUSIONS: Brief communication interventions elicited short-term affective responses without evidence of increased stigma or avoidance on the measured outcomes. While the present single exposures appear insufficient to change attitudes or behavior, such formats may serve as a foundation for repeated, multi-channel prevention messaging integrated into broader educational efforts. TRIAL REGISTRATION: German Clinical Trials Register (DRKS), DRKS00038927, retrospectively registered on 09/01/2026.
25 May 2026
Read appraisal →BMJ paediatrics open
Enhancing parental health knowledge through digital knowledge mobilisation tools: a randomised controlled trial and qualitative study
OBJECTIVE: To assess the effectiveness of blogshots (ie, image-based digital knowledge mobilisation tools) to increase knowledge and manage expectations with respect to six Choosing Wisely Canada (CWC) recommendations about common childhood conditions. DESIGN: Multimethod study including a non-pharmacological randomised controlled trial and qualitative interviews. SETTING: Online questionnaires and semistructured interviews across Canada. PARTICIPANTS: Parents or legal guardians of children under 5 years. INTERVENTION: Participants were randomly allocated to receive one of two sets of blogshots whereby a blogshot on a new CWC topic was delivered weekly over 3 weeks (Group A: pharyngitis (diagnosis), common cold, asthma; Group B: pharyngitis (treatment), bronchiolitis, otitis media). Study investigators were blinded to participant allocation. Baseline and follow-up (week 5, month 3, month 6) questionnaires were administered. Qualitative interviews contextualised intervention data. MAIN OUTCOME MEASURES: The primary outcome was change in knowledge. Secondary outcomes were change in expectations, intentions, actions over time and usability of the blogshots. RESULTS: 167 participants (n=133 (80%) mothers) were included in the final analysis (group A, n=85; group B, n=82). Baseline knowledge scores did not differ between groups. At follow-up 1, those who received the blogshot for a given topic scored significantly higher (p<0.001, d=0.30) on knowledge questionnaires, compared with those that did not. No differences were observed in knowledge scores between groups at follow-up 2 and 3. Participants expressed intentions to use the blogshots (eg, share with friends, physicians), as well as actions (eg, wait/watch approach vs seek healthcare) to manage their child's condition. Qualitative data (n=13 interviews) showed that blogshots are aesthetically pleasing and contain easy to read and understandable information. CONCLUSIONS: Blogshots can be an effective tool to disseminate child health information to parents. Due to the online dissemination, this approach could be scaled to a broader international level and applied to different health topics that are relevant across the world. TRIAL REGISTRATION NUMBER: NCT06005337.
24 May 2026
Read appraisal →Journal of medical Internet research
Measuring eHealth Literacy in the European Economic Area, Switzerland, and the United Kingdom: Scoping Review
BACKGROUND: Digital tools continue to evolve and have the potential to improve health care delivery. However, they are associated with challenges, including accessibility issues and health misinformation. Individuals need eHealth literacy (eHL) to reliably use these tools, and providers require appropriate eHL measurement approaches to offer targeted solutions. For around 2 decades, researchers have been operationalizing and measuring eHL. OBJECTIVE: This paper aims to provide an up-to-date overview of how eHL has been assessed in recent years in the European Economic Area, Switzerland, and the United Kingdom and which methodological limitations need to be considered. METHODS: A scoping review was conducted. Records were searched via CINAHL, PubMed, and Google Scholar on January 31, 2025, and January 28, 2026. Peer-reviewed empirical papers published in German or English since 2020 that measured eHL in the European Economic Area, Switzerland, or the United Kingdom were included. The synthesis covered the publication trend, eHL measurement approaches and associated limitations reported in the included papers, eHL measurement frequency, countries and languages, and samples. RESULTS: In the final analysis, 132 papers published between 2020 and 2025 were included. The number of publications per year showed an overall upward trend (2020: 11/132, 8.33%; 2025: 35/132, 26.52%). Nine self-report eHL measurement instruments were used, the eHealth Literacy Scale being the most frequent (94/132, 71.21%). All included papers (132/132, 100%) reported data collection via surveys, and digital surveys were common (71/132, 53.79%). Reported limitations included potential self-report biases (37/132, 28.03%), selection biases due to the data collection modes (26/132, 19.70%), and limitations specific to 5 eHL measurement instruments (18/132, 13.64%). Most included papers (121/132, 91.67%) reported eHL results from a single measurement per participant. Data were collected in 22 countries within the target regions. The distribution of eHL measurement instruments varied considerably between countries. Data were collected in 22 languages within the target regions. Patients or individuals with health problems were a frequent target group (64/132, 48.48%). Most papers (104/132, 78.79%) described studies covering broad adult age ranges. Sample sizes ranged from ≤50 (7/132, 5.30%) to >2000 participants (8/132, 6.06%). CONCLUSIONS: To our knowledge, this is the first scoping review synthesizing eHL measurement limitations reported in empirical papers from the European Economic Area, Switzerland, and the United Kingdom. The identified limitations reported in the included papers potentially lead to biased results. Therefore, health care providers and researchers should take various factors into account when selecting eHL measurement approaches, such as eHL measurement purpose, target population, and data collection setting. Future research should address these constraints by adapting and developing new or revised eHL measurement instruments, including translated and culturally adapted versions. Policymakers should encourage health care providers to conduct methodologically well-founded eHL measurements as a basis for targeted solutions.
23 May 2026
Read appraisal →Journal of medical Internet research
Effectiveness of Digital Serious Games on Knowledge and Attitudes in Public Health Education: Systematic Review and Bayesian Network Meta-Analysis of Randomized Controlled Trials
BACKGROUND: Inadequate health literacy and low engagement challenge public health education. Digital serious games show potential to enhance health knowledge and attitudes. However, the comparative effectiveness of different game formats is unclear. OBJECTIVE: This study aimed to evaluate and compare the effectiveness of different digital serious game formats in improving public health knowledge and attitudes. METHODS: This systematic review and Bayesian network meta-analysis followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 guidelines. Seven databases (PubMed, CINAHL, Embase, PsycINFO, Cochrane Library, Scopus, and Web of Science) were searched from January 2000 to October 2025. An updated search in February 2026 identified no additional studies. Eligible studies were randomized controlled trials (RCTs) involving nonprofessional participants comparing digital serious games with traditional or noninteractive education. Standardized mean differences and 95% credible intervals were pooled using Bayesian network models with random effects. Subgroup analyses examined population characteristics, intervention duration, health topic, and delivery format. Risk of bias was assessed using the Cochrane risk-of-bias tool, and evidence certainty was rated using the Grading of Recommendations Assessment, Development and Evaluation. RESULTS: Forty randomized controlled trials from 19 countries (N=8764 participants) were included. Digital serious games significantly improved knowledge (standardized mean difference 0.66, 95% CI 0.32-0.99; I²=89.1%) and attitudes (standardized mean difference 0.50, 95% CI 0.27-0.76; I²=80.7%) compared with traditional education. Multisession interventions showed larger effects than single-session interventions for knowledge (0.76 vs 0.43) and attitudes (0.53 vs 0.30), with greater improvements among adolescents, nonpatient populations, and Asian studies. Network meta-analysis showed low heterogeneity (I²=8% for knowledge; 3% for attitudes). Mobile app-based, computer-offline, and web-based games ranked highest for knowledge; computer-offline, web-based, and virtual reality games ranked highest for attitudes. Evidence certainty was moderate for knowledge and low-to-moderate for attitudes. CONCLUSIONS: Digital serious games improve public health knowledge and attitudes across diverse contexts. Using a Bayesian network meta-analysis of randomized controlled trials, this review compares the relative effectiveness of different game formats. Mobile app-based, computer-offline, and web-based games most improved knowledge; computer-offline, web-based, and virtual reality formats most improved attitudes. Multisession interventions were more effective than single-session ones, particularly for adolescents and nonpatient populations. These findings guide scalable digital health education strategies. Future research requires adequately powered trials, longer follow-up, and standardized frameworks.
27 Apr 2026
Read appraisal →BMJ open
Process evaluation of a basic life support educational intervention (FirstCPR cluster randomised study) delivered at community organisations in New South Wales, Australia.
BACKGROUND: The FirstCPR cluster randomised trial delivered multimodal basic life support (BLS) learning opportunities to community organisations. An a priori process evaluation examined intervention implementation, including participation, reach, uptake and member engagement. METHODS: The study used a multimethod process evaluation. Data were collected via semistructured interviews, focus group discussions, participant surveys, study records, web analytics and in-field observations. These sources captured participation patterns and implementation measures (delivery, reach, uptake and engagement: opt-in to digital messages and attendance at training sessions), as well as reasons for refusals and withdrawals. Qualitative data were analysed thematically and organised using the UK Medical Research Council process-evaluation framework. Qualitative and quantitative data were analysed separately and subsequently interpreted collectively to contextualise implementation patterns and identify barriers and enablers that influenced trial successes and failures. RESULTS: Intervention uptake and engagement varied significantly across organisations, with greater success observed in social and faith-based groups. Of the 82 intervention clusters, 78 (95%) received intervention materials; 74 (90%) engaged in at least one activity and 15 (18%) engaged in all activities. Participation was primarily driven by the organisation's leadership interest and support in providing BLS training to members, and by the time available to facilitate intervention activities. The presence of a dedicated liaison/champion emerged as the most critical enabler of member engagement and implementation. Feedback recommended concise, simple and culturally tailored modules, with practical components delivered in shorter, convenient sessions. Intervention delivery was affected by contextual challenges, including COVID-19 disruptions that limited in-field recruitment and group activities. CONCLUSIONS: Process evaluation can strengthen community-based interventions by identifying mechanisms and contextual factors that shape implementation and engagement. Partnering with social and faith-based organisations may be an effective approach to disseminating educational programmes such as life-saving skills to lay communities. Minimising research burden and ensuring organisational leadership support may improve participation while brief, practical and culturally tailored training may enhance engagement. TRIAL REGISTRATION NUMBER: ACTRN12621000367842.
9 Apr 2026
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