Cluster-randomized Studies in Educational Research: Principles and Methodological Aspects

Dreyhaupt, Jens; Mayer, Benjamin; Keis, Oliver; Öchsner, Wolfgang; Muche, Rainer

doi:10.3205/zma001103

Cited by 19 publications

(10 citation statements)

References 28 publications

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“…Considering the cluster design effect, the design effect = 1 + ρ (m À 1) (Dreyhaupt et al, 2017) where m = 12 and ICC (ρ) = .05 (Eldridge et al, 2006); therefore, the design effect was 1.55 in this study. The sample size was calculated with analysis of covariance (ANCOVA) method using G power 3.1.9.2.…”

Section: Study Design and Participantsmentioning

confidence: 83%

Acupunch Exercise Improved Muscle Mass, Hand Grip Strength, and Sleep Quality of Institutional Older Adults with Probable Sarcopenia

et al. 2022

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This study tested the effectiveness of a 6-month vitality acupunch (VA) exercise program on muscle mass, hand grip strength, and sleep quality in institutional older adults with probable sarcopenia. A cluster randomized controlled trial was conducted. A total of 103 older adults were assigned to the experimental group ( n = 52) and control group ( n = 51) according to the institution they inhabited. After the 6-month VA exercise intervention, the experimental group showed significant increases in muscle mass ( F = 5.93, p = .017), hand grip strength ( F = 56.73, p < .001), and improved sleep quality ( F = 23.20, p < .001) compared to the control group. Based on the meridian theory that promotes qi and blood circulation, VA exercise has positive effects on muscle mass, hand grip strength, and sleep quality in older adults with probable sarcopenia.

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Section: Study Design and Participantsmentioning

confidence: 83%

Acupunch Exercise Improved Muscle Mass, Hand Grip Strength, and Sleep Quality of Institutional Older Adults with Probable Sarcopenia

et al. 2022

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“…In terms of randomization, as one of the used quality criterion, the great majority (11 of 13 studies) were randomized at a group level, most of which were school classes, while the rest were randomized at an individual level. Cluster randomized studies, where randomization takes place at a group level, require a larger sample size for reaching acceptable power to reveal significant results [ 55 ]. Thus, due to the inclusion of cluster-randomized studies, the results may be underestimated.…”

Section: Discussionmentioning

confidence: 99%

The Long-Term Effectiveness of Interventions Addressing Mental Health Literacy and Stigma of Mental Illness in Children and Adolescents: Systematic Review and Meta-Analysis

Freţian

Graf²,

Kirchhoff³

et al. 2021

Int J Public Health

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Objectives: This study aims to provide a systematic review and meta-analysis of the literature on the long-term effects of interventions addressing children’s and adolescents’ mental health literacy and/or stigmatizing attitudes.Methods: Articles in English or German published between January 1997 and May 2020 were retrieved from five databases, leading to a total of 4,375 original articles identified.Results: 25 studies were included after applying exclusion criteria, 13 of which were eligible for meta-analysis. The overall average of the follow-up period was about 5 months. Long-term improvements were sustained for mental health literacy, d = 0.48, 95% CI = (0.34, 0.62), as well as for stigmatizing attitudes, d = 0.30, 95% CI = (0.24, 0.36), and social distance, d = 0.16, 95% CI = (0.03, 0.29). The combination of educational and contact components within interventions led to worse results for mental health literacy, but not stigmatizing attitudes or social distance.Conclusion: Interventions targeting children and adolescents generally have a brief follow-up period of an average of 5 months. They show a stable improvement in mental health literacy, but are to a lesser degree able to destigmatize mental illness or improve social distance.

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“…Moreover, the framing intervention was conducted by a researcher involved in this study, which may be a source of bias, either consciously or unconsciously (e.g., Rosenthal effect). To reduce bias risk, the framing intervention was strictly standardized with respect to verbal / written information to ensure structural equivalence [ 26 ], and the seminar itself was based on a structured didactic concept and standardized as far as possible (see above). From a methodological standpoint, it would be a more robust approach if framing and delivery of the course would be conducted by independent persons, allowing a blinding for the study condition.…”

Section: Discussionmentioning

confidence: 99%

“…Cluster randomized studies are an appropriate form of randomized controlled trials if a randomization of individual study participants is not possible, e.g. when educational measures are assessed in a classroom setting [ 26 , 27 ]. All seminars were given by the same lecturer (i.e., by the first author of the study).…”

Section: Methodsmentioning

confidence: 99%

Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students

et al. 2022

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Background Risk literacy, i.e., the ability to calculate and apply risk parameters, represents a key competence for risk communication and medical decision making. However, risk literacy is reportedly low in medical students. The successful acquisition of statistical competencies is often difficult, and can be hampered by emotional learning obstacles, calling for interventions to support learning. In this cluster-randomized study, we aimed to translate findings from placebo research to medical education. Specifically, we tested if the acquisition of risk literacy during a seminar unit can be facilitated by positive expectations, induced by a positive and non-threatening framing of the content and learning goals. Methods The study took place during a mandatory 2.5-h seminar on “risk literacy” for 2nd year medical students. The seminar teaches both statistical knowledge and its application in patient communication. To test the effects of expectations on risk literacy acquisition, the (otherwise identical) seminar was framed either as “communication training” (positive framing condition) or “statistics seminar” (negative framing condition). All N = 200 students of the semester were invited to participate, and cluster-randomized to the positive or negative framing condition (4 seminar groups each condition). Risk literacy was assessed with the “Quick Risk Test” (QRT) at the beginning and end of the seminar, along with statistics anxiety and subjective learning success using questionnaires. Results Data from N = 192 students were included. At the end of the seminar, risk literacy was increased in both framing conditions, with a significantly greater increase in QRT scores in the positive framing condition. Statistics anxiety was significantly decreased in both framing conditions, with no evidence of group differences. Subjective learning success was overall high and comparable between groups. Conclusions Supporting our hypothesis, positive framing led to a significantly greater increase in risk literacy (i.e., in QRT scores). Our data offer first support that positive framing of learning goals may help to facilitate the acquisition of statistical knowledge. Expectation-orientated interventions may thus offer a feasible tool to optimize learning settings and framing of learning objectives in medical statistics courses.

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Cluster-randomized Studies in Educational Research: Principles and Methodological Aspects

Cited by 19 publications

References 28 publications

Acupunch Exercise Improved Muscle Mass, Hand Grip Strength, and Sleep Quality of Institutional Older Adults with Probable Sarcopenia

Acupunch Exercise Improved Muscle Mass, Hand Grip Strength, and Sleep Quality of Institutional Older Adults with Probable Sarcopenia

The Long-Term Effectiveness of Interventions Addressing Mental Health Literacy and Stigma of Mental Illness in Children and Adolescents: Systematic Review and Meta-Analysis

Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students

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