小班制产前教育对产科及心理社会结局的影响：一项系统评价和Meta分析方案
The effect of antenatal education in small classes on obstetric and psycho-social outcomes: a systematic review and meta-analysis protocol.
作者信息
Brixval Carina Sjöberg, Axelsen Solveig Forberg, Andersen Stig Krøger, Due Pernille, Koushede Vibeke
机构信息
National Institute of Public Health, University of Southern Denmark, Copenhagen C, Denmark.
出版信息
Syst Rev. 2014 Feb 13;3:12. doi: 10.1186/2046-4053-3-12.
BACKGROUND
The aims of antenatal education contain both outcomes related to pregnancy, birth and parenthood. Both content and methods of antenatal education have changed over time without evidence of effects on relevant outcomes. The effect of antenatal education in groups, with participation of a small number of participants, may differ from the effect of other forms of antenatal education. The latest Cochrane review, assessed as up-to-date in 2007, concluded that the effect of antenatal education for childbirth or parenthood or both remains largely unknown. This systematic review and meta-analysis aims to assess the effects of antenatal education in small groups on obstetric as well as psycho-social outcomes.
METHODS/DESIGN: Eligible studies include individually randomized as well as cluster-randomized trials irrespective of language, publication year, publication type, and publication status. Only interventions carried out in the Western world will be considered in this review. We will search the databases Medline, EMBASE, CENTRAL, CINAHL, Web of Science, and PsycINFO using relevant search terms. Two independent review authors will extract data and assess risk of bias. Results will be presented as structured summaries of the included trials. A meta-analysis will be conducted. We will assess heterogeneity by using both the Chi-squared test and the I-squared statistic, and conduct subgroup analysis separately for various intervention types.
DISCUSSION
In healthcare systems with limited resources evidence of the effectiveness of services provided is important for decision making, and there is a need for policy makers to implement changes in healthcare systems based on scientific evidence. The effectiveness of antenatal education in small classes is still questioned. Therefore an up-to-date systematic review is needed.This systematic review protocol was registered within the International Prospective Register of Systematic Reviews (PROSPERO) as number CRD42013004319.
背景
产前教育的目标包括与妊娠、分娩及为人父母相关的结果。随着时间推移，产前教育的内容和方法都发生了变化，但尚无证据表明其对相关结果有影响。少数参与者参与的小组形式的产前教育效果，可能与其他形式的产前教育效果有所不同。2007年评估为最新的Cochrane综述得出结论，产前教育对分娩或为人父母或两者的影响在很大程度上仍不清楚。本系统评价和荟萃分析旨在评估小组形式的产前教育对产科及心理社会结局的影响。
方法/设计：符合条件的研究包括个体随机试验和整群随机试验，不考虑语言、发表年份、发表类型和发表状态。本综述仅考虑在西方世界开展的干预措施。我们将使用相关检索词检索Medline、EMBASE、CENTRAL、CINAHL、科学引文索引和PsycINFO数据库。两名独立的综述作者将提取数据并评估偏倚风险。结果将以纳入试验的结构化总结形式呈现。将进行荟萃分析。我们将使用卡方检验和I²统计量评估异质性，并针对不同的干预类型分别进行亚组分析。
讨论
在资源有限的医疗保健系统中，所提供服务有效性的证据对于决策很重要，政策制定者需要根据科学证据对医疗保健系统进行变革。小班产前教育的有效性仍受到质疑。因此，需要进行最新的系统评价。本系统评价方案已在国际前瞻性系统评价注册库（PROSPERO）中注册，注册号为CRD42013004319。
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