Table 2 Summary of quality appraisal scores
Study Design | Quality Appraisal Tool | Study | Score |
|---|---|---|---|
Mixed Methods | Mixed Methods Appraisal Tool (MMAT) [32] | Westergren (2021) [109] | 94% |
Barthel (2016) [106] | 82% | ||
Batty (2013) [72] | 100% | ||
Eilander (2016) [82] | 100% | ||
Fäldt (2019) [99] | 100% | ||
Fält (2020) [100] | 100% | ||
Fullerton (2018) [75] | 94% | ||
Herbert (2019) [58] | 71% | ||
Jonsdottir (2020) [107] | 88% | ||
McCarthy (2016) [103] | 100% | ||
Orava (2019) [95] | 77% | ||
Purbeck (2020) [65] | 94% | ||
Robertson (2020) [79] | 94% | ||
Schepers (2017b) [86] | 100% | ||
Stinson (2012) [110] | 76% | ||
van der Merwe (2019) [102] | 94% | ||
100% | |||
Qualitative | Critical Appraisal Skills Programme (CASP) Qualitative Study Checklist [30] | Anthony (2021) [91] | N/A |
Brodar (2021) [46] | N/A | ||
Cox (2021) [52] | N/A | ||
Friedel (2020) [105] | N/A | ||
Godoy (2021) [57] | N/A | ||
Harding (2019) [76] | N/A | ||
Kazak (2017) [60] | N/A | ||
Kendall (2019) [78] | N/A | ||
Kip (2022) [108] | N/A | ||
Kwok (2022) [93] | N/A | ||
Lalloo (2014) [94] | N/A | ||
Sharples (2017) [80] | N/A | ||
Silver (2017) [67] | N/A | ||
Weidler (2021) [70] | N/A | ||
Fenikilé (2015) [55] | N/A | ||
Non-Randomised Experimental | Risk Of Bias In Non-randomized Studies – of Interventions (ROBINS-I) [34] | Bhandari (2016) [44] | Low-Moderate |
Cunningham (2020) [92] | Low-Moderate | ||
Davies (2021) [101] | Low-Moderate | ||
Fein (2010) [54] | Low-Moderate | ||
Hardy (2015) [77] | Low-Moderate | ||
Kazak (2019) [61] | Low-Moderate | ||
Santana (2015) [85] | Low-Moderate | ||
Schulte (2019) [96] | Low-Moderate | ||
Townsend (2020) [68] | Low-Moderate | ||
Uzark (2013) [69] | Low-Moderate | ||
Weiner (2016) [81] | Low-Moderate | ||
Windham (2014) [71] | Low-Moderate | ||
Quality Improvement Projects | Quality Improvement Minimum Quality Criteria Set (QI-MQCS) [33] | Berger-Jenkins (2019) [42] | 100% |
Berry (2014) [43] | 81% | ||
Bose (2021) [45] | 100% | ||
Butz (2017) [47] | 94% | ||
Campbell (2017) [49] | 100% | ||
Campbell (2021) [48] | 88% | ||
Corathers (2013) [51] | 100% | ||
Cunningham (2018) [53] | 94% | ||
Krishna (2019) [62] | 94% | ||
Lynch-Jordan (2010) [63] | 94% | ||
Mansour (2020) [64] | 94% | ||
Yu (2021) [98] | 81% | ||
Cross-Sectional | Joanna Briggs Institute (JBI) Checklist for Analytical Cross Sectional Studies [31] | Bear (2021) [73] | 100% |
Chen (2022) [50] | 100% | ||
Edbrooke-Childs (2017) [74] | 100% | ||
Hinds (2013) [59] | 100% | ||
Yamada (2017) [97] | 88% | ||
Case Reports | Joanna Briggs Institute (JBI) Checklist for Case Reports [31] | Engelen (2010) [18] | 57% |
Gerhardt (2018) [56] | 100% | ||
Haverman (2014) [83] | 43% | ||
Schreiber (2015) [66] | 100% | ||
Cohort Studies | Critical Appraisal Skills Programme (CASP) Cohort Study Checklist [30] | Haverman (2013) [84] | N/A |
Meryk (2021) [104] | N/A | ||
Schepers (2017a) (87) | N/A | ||
Randomised Control Trial (RCT) | Critical Appraisal Skills Programme (CASP) RCT Study Checklist [30] | van Bragt (2016) [88] | N/A |