Meta-narrative Review Research Articles

Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review

ABSTRACT Despite evidence of the effectiveness of coaching as a form of ongoing professional development for educators, including in early childhood education, the field lacks an understanding of what the key components of coaching are and how and why they ‘work’. An improved theoretical basis for coaching would assist in identifying these underlying mechanisms of change. However, the field has been largely undertheorised, and an awareness of which theories have been applied in the field is lacking. This study entailed a meta-narrative review of the literature to identify which theories have informed the study of ongoing professional development in education, with a focus on coaching for early childhood educators. We identified 11 foundational papers addressing ongoing professional development in education that proposed or applied theories, and 69 papers on coaching for early childhood educators with a theoretical focus published between 2002 and 2022. Among both groups of papers, there were 47 different main theories applied or proposed. The findings indicate that coaching and other forms of ongoing professional development in education remain undertheorised and theoretical consensus is lacking. The findings suggest that further empirical testing of theories is required before any path towards building a theoretical consensus will become clearer.

Meta-narrative review of gender portrayal in Disney movies for young children and its pedagogical implications

Many of Disney movies have been criticized for perpetuating traditional gender stereotypes which constrain opportunities for children at large. Its recent characters have also incurred heated discussions on gender portrayal. Moreover, stereotypes of gender roles, developed early on, can exert an immediate impact on individuals’ behaviors and utterances and a long-term impact on individuals’ perceived options academically, professionally, personally, and socially. Recognizing the significance of this matter, this paper employed a meta-narrative review to collect and conceptually and empirically synthesize previous literature on the impact of Disney movies on young children’s gender awareness. Through an academic database search, 49 articles were collected using combinations of the keywords Disney character, Disney movie, young children, early childhood education, classroom practices, and gender. Furthermore, this review, in the pedagogical implication section, highlights the authors’ call for teachers to develop critical mindfulness of gender and shares hands-on activities for children to play with Disney characters in a reconstructive and agentic way.

Neuroimaging biomarkers for predicting stroke outcomes: A systematic review.

Stroke is a prominent cause of long-term adult impairment globally and a significant global health issue. Only 14% of stroke survivors achieve full recovery, while 25% to 50% require varying degrees of support, and over half become dependent. The aftermath of a stroke brings profound changes to an individual's life, with early choices significantly impacting their quality of life. This review aims to establish the efficacy of neuroimaging data in predicting long-term outcomes and recovery rates following a stroke. A scientific literature search was conducted using the Centre of Reviews and Dissemination (CRD) criteria and PRISMA guidelines for a combined meta-narrative and systematic quantitative review. The methodology involved a structured search in databases like PubMed and The Cochrane Library, following inclusion and exclusion criteria to identify relevant studies on neuroimaging biomarkers for stroke outcome prediction. Data collection utilized the Microsoft Edge Zotero plugin, with quality appraisal conducted via the CASP checklist. Studies published from 2010 to 2024, including observational, randomized control trials, case reports, and clinical trials. Non-English and incomplete studies were excluded, resulting in the identification of 11 pertinent articles. Data extraction emphasized study methodologies, stroke conditions, clinical parameters, and biomarkers, aiming to provide a thorough literature overview and evaluate the significance of neuroimaging biomarkers in predicting stroke recovery outcomes. The results of this systematic review indicate that integrating advanced neuroimaging methods with highly successful reperfusion therapies following a stroke facilitates the diagnosis of the condition and assists in improving neurological impairments resulting from stroke. These measures reduce the possibility of death and improve the treatment provided to stroke patients. These findings highlight the crucial role of neuroimaging in advancing our understanding of post-stroke outcomes and improving patient care.

A meta-narrative review of research traditions on hidden workers in aging population for transdisciplinary implementation research.

Hidden workers are defined as the three vulnerable subgroups of workers: the underemployed, the unemployed, and the discouraged workers. Hidden workers indeed the group with multiple identities; a transitioning retiree, jobseeker, caring for some, who may also have long term health conditions and ethnic minority all at the same time. Designing an intervention for this group necessitates the transdisciplinary knowledge. Transdisciplinary knowledge is crucial because it can inform how the intersectoral challenges might be addressed in interventions, and how the intersectoral implementation design and evaluation on hidden workers might be designed. This paper maps the intellectual landscape of the hidden workers in aging population literature to identify key disciplinary research clusters; and to find out how those research clusters are investigating hidden workers. With the meta-narrative review methodology on studies retrieved from the Web of Science Core Collection, five research clusters were identified: (1) public health approaches to hidden workers, (2) welfare state and aging workforce, (3) older jobseekers, (4) life course perspective, (5) retirement transitions. Each research cluster focuses on different aspects of hidden workers, with varying research questions and rationales. These include conceptualising the determinants of the hidden workers in aging populations and the complex interrelation with public health. Furthermore, we suggest an analytical framework to allow for better understanding between the research traditions based on (1) the chosen socioecological level of analysis, (2) whether the research question is on the determinant for hidden workers or on the outcome of being hidden and (3) the chronosystem (early/middle/later life) timeframe of research question that is addressed. Through this study, we can identify the main issues faced by hidden workers among the older adults and the measures to address these issues as well as opening up a possibility for cross-sectoral policy responses.

E-Commerce in Brazil: An In-Depth Analysis of Digital Growth and Strategic Approaches for Online Retail

This article delves into Brazil’s rapidly expanding e-commerce sector, emphasizing its significant growth and evolving dynamics. Employing a meta-narrative review and a convergence-coding matrix, this research systematically analyzes and integrates findings from the existing literature to reveal critical industry patterns. The analysis identifies four pivotal clusters: consumer behavior, e-commerce structure, product distribution, and environmental sustainability. These elements collectively offer a comprehensive view of Brazil’s present and future e-commerce directions. This study underscores the imperative for strategies responsive to changing consumer behaviors, technological advancements, and environmental concerns. It also furnishes practical insights for enhancing online retail consumer engagement, logistical efficiency, and sustainability. Furthermore, this research advocates for e-commerce as a vehicle for digital inclusion, calling for policies that promote equitable access to online markets. This underscores its broader socio-economic importance, suggesting a path forward for stakeholders in shaping a more inclusive and sustainable e-commerce ecosystem.

A Narrative Review on The Impact of Online Health Misinformation on Patients' Behavior and Communication

Objectives: Online health information is readily available and can be a favored by patients as a source of information for convenience. Despite the positive belief on the availability of information, it does not improve health outcomes. Online information can be false and complicated, leading to anxiety and excessive dissemination of misinformation. The objective of this study is to provide a review on the current evidence about the various perspectives on online health misinformation. Methods: This is a meta-narrative systematic review developed based on the RAMESES publication standards. We classified reviewed articles into 5 main categories: patient and healthcare professionals' perspective, training healthcare providers, role of pharmacists in rectifying the problem and strategies to address health misinformation. Results: Patients may find it challenging to understand online health information. Healthcare providers have different perspectives about online information and are not well trained to handle a conversation with an ill-informed patient. Pharmacists are accessible and have an important and positive role for educating the public. There are strategies for formal education and professional development to eradicate health illiteracy that is generated through the Internet. Conclusion: We present perspectives on health misinformation and its negative impact on patient outcomes. Several strategies can be implemented in medical training to address patients' misinformation and promote public health.

Storylines of Trauma in Health Professions Education: A Critical Metanarrative Review

Phenomenon Learners in medical education are often exposed to content and situations that might be experienced as traumatic, which in turn has both professional and personal implications. The purpose of this study was to synthesize the literature on how trauma has been conceptualized and approached within medical education, and the implications thereof. Approach A metanarrative approach was adopted following the RAMESES guidelines. Searches of 7 databases conducted in January 2022 with no date limitations yielded 7,280 articles, of which 50 were identified for inclusion through purposive and theoretical sampling. An additional 5 articles were added from manual searches of reference lists. Iterative readings, interpretive and reflexive analysis, and research team discussions were performed to identify and refine metanarratives. Findings Five metanarratives were identified, including the concept of trauma, the trauma event, the person with trauma, the impact of trauma, and addressing trauma, with each metanarrative encompassing multiple dimensions. A biomedical concept of trauma predominated, with lack of conceptual clarity. Theory was not integrated or developed in the majority of articles reviewed, and context was often ambiguous. Trauma was described in myriad ways among studies. Why certain events were experienced as trauma and the context in which they took place were not well characterized. The impact of trauma was largely concentrated on harmful effects, and manifestations beyond symptoms of post-traumatic stress were often not considered. Furthermore, the dominant focus was on the individual, yet often in a circumscribed way that did not seek to understand the individual experience. In addressing trauma, recommendations were often generic, and earlier research emphasized individually-focused interventions while more recent studies have considered systemic issues. Insights Multiple dimensions of trauma have been discussed in the medical education literature and from many conceptual standpoints, with biomedical, epidemiologic, and individualized perspectives predominating. Greater precision and clarity in defining and understanding trauma is needed to advance research and theory around trauma in medical education and the associated implications for practice. Exploring trauma from intersectional and collective experiences and impacts of trauma and adapting responses to individual needs offers ways to deepen our understanding of how to better support learners impacted by trauma.

Can 20mph speed limit interventions influence liveability? A natural experiment using the Microscale Audit of Pedestrian Streetscapes Liveability (MAPS-Liveability) and Google Street View

BackgroundA recent meta-narrative review investigating 20mph speed limits on public health outcomes reported inconclusive findings and the limited scope of liveability investigations. Consequently, we investigated the impact of 20mph speed limit interventions on liveability using the Microscale Audit of Pedestrian Streetscapes Liveability (MAPS-Liveability) via Google Street View (GSV). MethodsMAPS-Liveability provides a quantitative assessment of liveability and its constructs (i.e., safety, health, sustainability, inclusivity, places, education, traffic/transport, roads, and pavements) at the micro-level (i.e., street). Google Street View enabled pre- and post-implementation data collection for Belfast (n = 68 streets) and Edinburgh (n = 76 streets) by two independent raters, with scores calculated for total liveability and nine liveability constructs. Wilcoxon signed-rank tests (changes pre-to post-implementation), cluster analysis (identification of discrete street clusters), analysis of variance (differences within clusters) and analysis of covariance (differences between clusters) were undertaken. Clusters were mapped, street types identified, and clusters named by determining the predominant street type. ResultsIn Belfast and Edinburgh, there were significant increases post-intervention for total liveability, with 57.4% (n = 39) of streets in Belfast and 75% (n = 57) in Edinburgh seeing positive changes. Both cities also saw significant positive increases in the liveability constructs of traffic/transport (e.g., speed signage) and places (e.g., presence of shops); with Edinburgh also seeing a significant positive increase post-intervention for pavements (e.g., quality). Cluster analysis identified three clusters “Mixed land use”, “Central Business District” and “Residential” with each showing positive changes for total liveability and the construct of traffic/transport. Conclusion20mph speed limit interventions were found to positively contribute to total liveability and the specific liveability construct of traffic/transport. This was particularly the case when 20mph speed limits were implemented on streets with dense mixed land use.

(Non-)Conceptualisations of teaching and learning in innovative learning environments – a meta-narrative review

A current trend in educational research on innovative learning environments is to focus on student-centred learning, rather than a teacher-focused classroom. This turn to learning environments comes with theoretical and conceptual challenges concerning the dynamics of the classroom context and the interactions that take place within it. The aim of this review is to map the conceptions of teaching and learning in studies focusing on innovative learning environments and how they are applied in relation to the collected data. The review shows that several studies do not relate their empirical data to theoretical concepts in a systematic way. It is also suggested that the complexity of a learning environment requires an operationalised, conceptual comprehension in order to gain a full understanding of its conditions for teaching and learning.

Towards Proactive Crisis Management Innovation: A Meta-Narrative Literature Review of Drivers and Barriers

Towards Proactive Crisis Management Innovation: A Meta-Narrative Literature Review of Drivers and Barriers

International short-term placements in health professions education-A meta-narrative review.

In order to be prepared for professional practice in a globalised world, health professions students need to be equipped with a new set of knowledge, skills and attitudes. Experiential learning gained during an international placement has been considered as a powerful strategy for facilitating the acquisition of global health competencies. The aim of this review was to synthesise the diverse body of empirical research examining the process and outcomes of international short-term placements in health professions education. A systematic review was conducted using a meta-narrative methodology. Six electronic databases were searched between September 2016 and June 2022: Medline, Embase, CINAHL, PsycINFO, Education Research Complete and Web of Knowledge. Studies were included if they reported on international placements undertaken by undergraduate health professions students in socio-economically contrasting settings. Included studies were first considered within their research tradition before comparing and contrasting findings between different research traditions. This review included 243 papers from 12 research traditions, which were distinguished by health profession and paradigmatic approach. Empirical findings were considered in four broad themes: learner, educational intervention, institutional context and wider context. Most studies provided evidence on the learner, with findings indicating a positive impact of international placements on personal and professional development. The development of cultural competency has been more focus in research in nursing and allied health than in medicine. Whereas earlier research has focussed on the experience and outcomes for the learner, more recent studies have become more concerned with relationships between various stakeholder groups. Only few studies have looked at strategies to enhance the educational process. The consideration of empirical work from different perspectives provides novel understandings of what research has achieved and what needs further investigation. Future studies should pay more attention to the complex nature of the educational process in international placements.

The “What” and “Why” of (Un)Ethical Evaluation Practice: A Meta-Narrative Review and Ethical Awareness Framework

There is growing recognition of the complex moral and ethical tensions associated with evaluation practice. However, there are scant evidence-informed frameworks for cultivating ethical awareness or informing ethical deliberation across the evaluation landscape. Thus, we aimed to synthesize research evidence on evaluation ethics, and draw on these findings to develop an evidence-informed evaluation ethics framework. Our methodological approach involved, first, conducting a meta-narrative review of empirical studies on evaluation ethics. Specifically, we conducted a systematic peer-reviewed and grey literature search, then identified, extracted, and thematically organize data from 20 studies that meet inclusion criteria. Second, in consultation with an ethicist, we curated findings on ethical concerns within an integrated evaluation ethics framework. Our results illustrate six thematic patterns of research inquiry on evaluation ethics and highlight trends, and gaps. The ethics framework (ACAP) we develop includes four multi-faceted categories. It outlines six Accountabilities (where ethical consideration is owed), illustrates how ethical Concerns can manifest in practice, and outlines diverse stakeholder groups’ Agency over the management of ethical concerns. Critically, it outlines five meta-categories of ethical principles (P) including systematic and transparent inquiry, accordant self-determination, fairness, beneficence and non-maleficence, and reflexive stewardship. Implications for priming ethical awareness, navigating ethical conflicts, and advancing evaluation ethics education and research are discussed.

Intersectionality in Medical Education: A Meta-Narrative Review.

Despite increasing attention to improving equity, diversity, and inclusion in academic medicine, a theoretically informed perspective to advancing equity is often missing. Intersectionality is a theoretical framework that refers to the study of the dynamic nature of social categories with which an individual identifies and their unique localization within power structures. Intersectionality can be a useful lens to understand and address inequity, however, there is limited literature on intersectionality in the context of medical education. Thus, we explored how intersectionality has been conceptualized and applied in medical education. We employed a meta-narrative review, analyzing existing literature on intersectionality theory and frameworks in medical education. Three electronic databases were searched using key terms yielding 32 articles. After, title, abstract and full-text screening 14articles were included. Analysis of articles sought a meaningful synthesis on application of intersectionality theory to medical education. Existing literature on intersectionality discussesthe role of identity categorization and the relationship between identity, power, and social change. There are contrasting narratives on the practical application of intersectionality to medical education, producing tensions between how intersectionality is understood as theory and how it is translated in practice. A paucity in literature on intersectionality in medical education suggests that there is a risk intersectionality may be understood in a superficial manner and considered a synonym for diversity. Drawing explicit attention to its core tenets of reflexivity, transformational identity, and analysis of power is important to maintain fidelity to how intersectionality is understood in broader critical social science literature.

Truth or Dare? Exploring the Importance of Factual Accuracy in Different Deradicalization Counseling Approaches

Risk mitigation and recidivism reduction are typical goals of deradicalization and disengagement programs (DDPs). Arguably, identifying deception and disguised compliance by clients is key to achieve these goals. However, dissenting opinions among practitioners exist whether it should be a task for DDP counselors to detect deceit by clients. Concerns that placing such a task with DDP counselors might be counter-productive and antithetical to the overall goals and effectiveness of DDPs have been raised. This article makes a theoretical contribution to the debate around this question by exploring literature from psychotherapy, psychology, criminology and terrorism studies using a combination of meta-narrative and integrative literature review methodologies. It is argued that deception detection in the context of DDPs is not “good” or “bad” per se but depends on chronological (past, present, future) and methodological perspectives. Implications for DDP research and practice are discussed.

Healthcare resilience: a meta-narrative systematic review and synthesis of reviews

ObjectivesThe COVID-19 pandemic has tested global healthcare resilience. Many countries previously considered ‘resilient’ have performed poorly. Available organisational and system frameworks tend to be context-dependent and focus heavily on physical...

Hidden in plain sight: A systematic review of coercion and Long-Acting Reversible Contraceptive methods (LARC).

In recent years there has been extensive promotion of long-acting reversible contraceptives (LARC) globally to increase access to what is widely considered a highly effective contraceptive method. Yet, despite these efforts, evidence points towards the worrying propensity for LARCS to be associated with coercion. Hence, we undertook a meta-narrative review across nine databases to draw together the heterogeneous and complex evidence on the coercive practices associated with LARC programs. A total of 92 papers were grouped into three metanarratives: (1) law, (2) public health and medicine, and (3) the social sciences. Across disciplines, the evidence supports the conclusion that coercive practices surrounding LARC programs always target marginalized, disadvantaged and excluded population(s). Looking at coercion across disciplines reveals its many forms, and we present a continuum of coercive practices associated with LARC programming. We found that each discipline provides only a partial picture of coercion, and this fragmentation is a knowledge practice that prevents us from collecting accurate information on this subject and may contribute to the perpetuation of these suspect practices. We present this review to address longstanding silences around coercion and LARCs, and to encourage the development of clinical and programmatic guidance to actively safeguard against coercion and uphold reproductive rights and justice.

Meta-Narrative Review of Artificial Intelligence Applications in Fire Engineering with Special Focus on Heat Transfer through Building Elements

Artificial intelligence (AI), as a research and analysis method, has recently been gaining ground in the ever-evolving scientific field of fire engineering in buildings. Despite the initial delay in utilising machine learning and neural networks due to the shortfall of available computational power, a review of cutting-edge scientific research demonstrates that scientists are now exploring and routinely incorporating such systems in their research processes. As such, a considerable volume of new research is being produced comprising applications of AI in fire engineering. These findings and research questions ought to be summarised, organised, and made accessible for further investigation and refinement. The present study aims to identify recent scientific publications relating to artificial intelligence applications in fire engineering, with particular focus on those tackling the issue of heat transfer through building elements. The method of the meta-narrative review, as implemented in the field of medical advancement research, is discussed, adapted, and finally utilised to weave a narrative that enables the reader to follow the most recent, influential, and impactful works. Efforts are made to uncover trends in the search for heat transfer models and properties under fire loading using AI. The review concludes with our thoughts on how future research can enrich the current findings on heat transfer in buildings exposed to fire actions and elevated temperatures.

EXPLORING LITERATURE REVIEW METHODOLOGIES IN INFORMATION SYSTEMS RESEARCH: A COMPARATIVE STUDY

This research conducts a thorough examination and comparative assessment of various approaches to literature review methods employed in the field of information systems (IS) research. The study aims to pinpoint both the positive and negative aspects of these literature review methodologies used in IS research and to offer useful recommendations for information systems researchers who endeavor to conduct top-notch literature review studies. The analyzed literature review methodologies comprised eleven varied methodologies such as narrative review, systematic literature review, critical literature review, realist review, meta-narrative review, mixed-methods review, rapid review, realist review, framework synthesis, mini literature review, and conceptual literature review. The results of this study bear significant consequences for scholars who aim to carry out thorough and organized literature review studies in the field of information systems research, ultimately enhancing the standard and precision of research in this domain. According to the research, different approaches to literature review have their own advantages and disadvantages that should be taken into account based on the research question, available resources, and objectives.

The role of sovereign wealth funds in natural resource-rich countries: A systematic meta-narrative review

The role of sovereign wealth funds in natural resource-rich countries: A systematic meta-narrative review

TRIPLE C reporting principles for case study evaluations of the role of context in complex interventions

BackgroundGuidance and reporting principles such as CONSORT (for randomised trials) and PRISMA (for systematic reviews) have greatly improved the reporting, discoverability, transparency and consistency of published research. We sought to develop similar guidance for case study evaluations undertaken to explore the influence of context on the processes and outcomes of complex interventions.MethodsA range of experts were recruited to an online Delphi panel, sampling for maximum diversity in disciplines (e.g. public health, health services research, organisational studies), settings (e.g. country), and sectors (e.g. academic, policy, third sector). To inform panel deliberations, we prepared background materials based on: [a] a systematic meta-narrative review of empirical and methodological literatures on case study, context and complex interventions; [b] the collective experience of a network of health systems and public health researchers; and [c] the established RAMESES II standards (which cover one kind of case study). We developed a list of topics and issues based on these sources and encouraged panel members to provide free text comments. Their feedback informed development of a set of items in the form of questions for potential inclusion in the reporting principles. We circulated these by email, asking panel members to rank each potential item twice (for relevance and validity) on a 7-point Likert scale. This sequence was repeated twice.ResultsWe recruited 51 panel members from 50 organisations across 12 countries, who brought experience of a range of case study research methods and applications. 26 completed all three Delphi rounds, reaching over 80% consensus on 16 items covering title, abstract, definitions of terms, philosophical assumptions, research question(s), rationale, how context and complexity relates to the intervention, ethical approval, empirical methods, findings, use of theory, generalisability and transferability, researcher perspective and influence, conclusions and recommendations, and funding and conflicts of interest.ConclusionThe ‘Triple C’ (Case study, Context, Complex interventions) reporting principles recognise that case studies are undertaken in different ways for different purposes and based on different philosophical assumptions. They are designed to be enabling rather than prescriptive, and to make case study evaluation reporting on context and complex health interventions more comprehensive, accessible and useable.