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Depression is very common after TBI and has the potential to impact on recovery and quality of life. However, the diagnostic criteria, measure, time post-injury and injury severity, all impact on prevalence rates and must therefore be considered for benchmarking purposes.

Anxiety is common after a TBI and ongoing monitoring and treatment should be provided. Methodological and sample characteristics should be clear and well-defined, as differences across studies (e.g., how anxiety is conceptualized, which measure is used, time since injury, injury severity) impact prevalence rates.

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The flipped classroom model challenges the way educators structure and implement their courses, and how students learn. Although there is burgeoning evidence for the effectiveness of flipped classrooms for improving student performance, student satisfaction is also an important consideration insofar as student evaluations can affect uptake of new education approaches. Yet we know little about the extent to which students are satisfied with the flipped model. To address this discrepancy, this article reports a world‐first meta‐analysis of student satisfaction with flipped classrooms and teachers relative to traditional teaching approaches across disciplines and education level (overall 53 studies; 8,429 students). Overall, the flipped classroom had a weak–moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40). We also report moderating effects relating to discipline, education level, pre‐class testing, in‐class activities, group size, and sophistication of flipped designs.Lay DescriptionWhat is already known about this topic The flipped classroom model is now widely employed around the world There is increasing evidence that it is associated with improved student performance, relative to traditional teaching approaches Student satisfaction with teaching has implications for student motivation and performance; teacher‐related outcomes; and institution recruitment and funding What this paper adds Reports a world‐first meta‐analysis of effects of the flipped classroom model on student satisfaction, relative to traditional teaching approaches (overall 53 studies; 8,429 students) The flipped classroom has a weak‐moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40) Even a classroom that is only ‘minimally’ flipped is associated with higher levels of student satisfaction, relative to traditional teaching models Implications for practice and/or policy Flipped classroom designs should be encouraged on both pedagogical and pragmatic grounds; in the case of the latter, students prefer a flipped classroom approach Students are likely to respond positively to teachers and institutions who employ a flipped classroom approach

Key Points Question Do individuals with sagittal synostosis experience greater cognitive, behavioral, and/or psychological difficulties, compared with their healthy peers? Findings In this meta-analysis, data from 32 independent studies involving a pooled sample of 1422 children and adults and examining 16 domains were analyzed. Overall, results were highly variable, with individual study results ranging from moderately positive findings for global development, where the children with sagittal synostosis were functioning at better levels than their peers, to large negative differences between groups for general cognition. Meaning These findings suggest that some children with sagittal synostosis experience negative outcomes; thus, ongoing monitoring and referral to support services as required are critical.

Neurodevelopmental delays are known to occur in children with metopic synostosis, but it is presently unclear whether the cognitive, behavioral and psychological outcomes of children with metopic synostosis differ to those of their healthy peers. This meta-analysis consolidated data from 17 studies (published prior to August 2017) that examined the cognitive, behavioral and psychological outcomes of children (n = 666; aged ≤19 yrs) with metopic synostosis. Hedges'g (g) effect sizes compared the outcomes of samples with metopic synostosis (unoperated, operated) to healthy controls or normative data and, where available, the prevalence of problems/disorders was calculated. Children with unoperated metopic synostosis performed significantly worse than their healthy peers on measures of: general cognition (g = -.38), motor functioning, (g = -.81), and verbal (g = -.82) and visuospatial (g = -.92) abilities. Children with operated metopic synostosis performed significantly worse on measures of motor functioning (g = -.45), visuospatial skills (g = -.32), attention (g = -.50), executive functioning (g = -.36), arithmetic ability (g = -.37), and behavior (g = -.34). Cognitive, behavioral, and psychological problems were prevalent, but variable. Overall, the cognitive, behavioral, and psychological outcomes of children with metopic synostosis are generally worse than their healthy peers, regardless of surgical status. However, research is sparse, samples small, controls are rarely recruited, and the severity of metopic synostosis often not stated. Nevertheless, the findings suggest that children with metopic synostosis are likely to experience a variety of negative outcomes and should therefore receive ongoing monitoring and support.