Evidence map›Paper›PMID 32917300›Full record

ReviewTrends in neuroscience and education2020

Fit to Study: Reflections on designing and implementing a large-scale randomized controlled trial in secondary schools.

Catherine Wheatley, Nick Beale, Thomas Wassenaar, Mackenzie Graham, Emma Eldridge, Helen Dawes, Heidi Johansen-Berg

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Trends in neuroscience and education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
8citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

8 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Trial
  3. Article
  4. Article
  5. Article
  6. Review
  7. Article
  8. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Catherine WheatleyWellcome Centre for Integrative Neuroimaging, Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU. Electronic address: catherine.wheatley@ndcn.ox.ac.uk.
Nick BealeOxford Institute of Nursing, Midwifery & Allied Health Research, Department of Sport & Health Sciences, Oxford Brookes University, Headington Campus, Oxford OX3 0BP.
Thomas WassenaarWellcome Centre for Integrative Neuroimaging, Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU.
Mackenzie GrahamOxford Uehiro Centre for Practical Ethics, Wellcome Centre for Ethics and Humanities, University of Oxford, 6-17 St Ebbes St, Oxford OX1 1PT.
Emma EldridgeOxford Institute of Nursing, Midwifery & Allied Health Research, Department of Sport & Health Sciences, Oxford Brookes University, Headington Campus, Oxford OX3 0BP.
Helen DawesOxford Institute of Nursing, Midwifery & Allied Health Research, Department of Sport & Health Sciences, Oxford Brookes University, Headington Campus, Oxford OX3 0BP.
Heidi Johansen-BergWellcome Centre for Integrative Neuroimaging, Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU.

Funding

Wellcome Trust
6 · The paper itself

Abstract

backgroundThe randomised controlled trial (RCT) design is increasingly common among studies seeking good-quality evidence to advance educational neuroscience, but conducting RCTs in schools is challenging. Fit to Study, one of six such trials funded by the Education Endowment Foundation and Wellcome Trust, tested an intervention to increase vigorous physical activity during PE lessons on maths attainment among pupils aged 12-13. This review of designing and conducting an RCT in 104 schools is intended as a resource on which researchers might draw for future studies.

methodWe consider intervention design and delivery; recruitment, retention, trial management, data collection and analysis including ethical considerations and working with evaluators.

resultsTeacher training, intervention delivery and data collection during large-scale RCTs require a flexible approach appropriate to educational settings, which in turn entails planning and resources.

conclusionSimple interventions, with few outcome measures and minimal missing data, are preferable to more complex designs.

Indexed as

AdolescentBrainChildCognitionExerciseFacultyHumansLearningPhysical Education and TrainingRandomized Controlled Trials as TopicSchool Health ServicesSchoolsStudentsEEthicsFit to StudyNeurosciencePhysical activityRandomized controlled trialRecruitmentTrial management

Identifiers

PMID32917300
PMCPMC7488648

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.