Origins, methods and advances in qualitative meta-synthesis

May combine two claims.

Often qualitative studies are published outside of peer-reviewed journals registered with electronic databases, and when they are in such journals they are not easily retrieved due to how they are abstracted.

“It is the case that often qualitative studies are published outside of peerreviewed journals registered with electronic databases, and that when they are in such journals they are not easily retrieved due to how they are abstracted (Green and Thorogood 2014).”

• cites Green and Thorogood 2014Not checked yet

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Application of primary qualitative data sampling principles such as 'saturation' does not quite translate to a metasynthesis context, because the nature of published studies is to add something new to the literature base, suggesting that the data (i.e., each study) should diverge rather than converge.

“Moreover, application of primary qualitative data sampling principles such as 'saturation' does not quite translate to a metasynthesis context, because the nature of published studies is to add something new to the literature base, suggesting that the data (i.e., each study) should diverge rather than converge (Dixon-Woods et al. 2006).”

• cites Dixon-Woods et al. 2006Not checked yet

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Qualitative metasynthesis is both 'hermeneutic' and 'dialectical'-engaged in extracting and reporting constructs within studies, but also in comparing and contrasting between studies to understand variation and commonality.

“The most basic is that qualitative metasynthesis is both 'hermeneutic' and 'dialectical'-or engaged in extracting and reporting constructs within studies, but also in comparing and contrasting between studies to understand variation and commonality (Jensen and Allen 1996, Zimmer 2006).”

• cites Jensen and Allen 1996Not checked yet

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• cites Zimmer 2006Not checked yet

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Much of the resistance against collating qualitative research stems from paradigmatic differences, although there are both epistemological and pragmatic reasons complicating the accumulation of qualitative findings.

“Much of the resistance against collating qualitative research stems from paradigmatic differences, although there are both epistemological and pragmatic reasons complicating the accumulation of qualitative findings (Britten et al. 2002).”

• cites Britten et al. 2002Not checked yet

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Qualitative metasynthesis is 'interpretive' rather than 'aggregative'-offering new interpretations and insights instead of combining studies, as in quantitative meta-analysis.

“Relatedly, qualitative metasynthesis, like the qualitative research underlying it, is 'interpretive' rather than 'aggregative'-that is, offering new interpretations and insights instead of combining studies, as in quantitative meta-analysis (Jensen and Allen 1996, Thorne et al. 2004, Walsh and Downe 2005).”

• cites Jensen and Allen 1996Not checked yet

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• cites Thorne et al. 2004Not checked yet

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• cites Walsh and Downe 2005Not checked yet

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Of these three approaches to meta-ethnography, reciprocal synthesis is most common, while refutational synthesis remains underutilised.

“Of these three approaches to meta-ethnography, Noblit reports that the first is most common, while refutational synthesis remains underutilised (Thorne et al. 2004).”

• cites Thorne et al. 2004Not checked yet

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Symbolic interactionism is a framework, rather than an epistemology or a theory-an approach to sociological analysis instead of a 'way of knowing'.

“Symbolic interactionism is a framework, rather than an epistemology or a theory-an approach to sociological analysis instead of a 'way of knowing' (Annells 1997, Suddaby 2006).”

• cites Annells 1997Not checked yet

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• cites Suddaby 2006Not checked yet

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Green and Thorogood (2014) explain two strengths of systematically reviewing qualitative research: (1) identifying common themes across contexts providing the opportunity to discuss the generalisability of some findings and (2) assessing how individual qualitative methods impact the amount and type of data generated in primary qualitative studies.

“Green and Thorogood (2014) explain two strengths of systematically reviewing qualitative research to include: (1) identifying common themes across contexts providing the opportunity to discuss the generalisability of some findings (typically not a goal of primary qualitative research) and (2) assessing how individual qualitative methods impact the amount and type of data generated in primary”

• cites Green and Thorogood 2014Not checked yet

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Grounded theory became a dominant force in Western qualitative research.

“Introduced in the 1960s, grounded theory became a dominant force in Western qualitative research (Thorne et al. 2004).”

• cites Thorne et al. 2004Not checked yet

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Even in those papers embracing Noblit and Hare (1988), many approaches exist.

“Even in those papers embracing Noblit and Hare (1988), many approaches exist.”

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The outcome of Tondeur et al.'s synthesis was a set of third-order constructions that described a larger interpretive framework.

“The outcome was a set of third-order constructions that described a larger interpretive framework (Noblit and Hare 1988).”

• cites Noblit and Hare 1988Not checked yet

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Tondeur et al. describe the difficulties of simplifying and reducing the complexity found in the primary qualitative studies during translation.

“However, the authors describe the difficulties of simplifying and reducing the complexity found in the primary qualitative studies during translation (Tondeur et al. 2012).”

• cites Tondeur et al. 2012Not checked yet

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Qualitative methods aim to understand meaning rather than quantify the effects or distributions of parameters.

“As a whole, qualitative methods aim to understand meaning rather than quantify the effects or distributions of parameters (Green and Thorogood 2009).”

• cites Green and Thorogood 2009Not checked yet

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Qualitative research is entrenched in an interpretive paradigm that perceives multiple, socially constructed realities.

“Entrenched in an interpretive paradigm that perceives multiple, socially constructed realities (Jensen and Allen 1996, Sandelowski 1993), qualitative research is the line of inquiry into how people interact with and interpret the world (Atkins et al. 2008, Barroso et al. 2003).”

• cites Jensen and Allen 1996Not checked yet

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• cites Sandelowski 1993Not checked yet

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The diversity of opinion on qualitative metasynthesis is mirrored in its practice.

“The diversity of opinion on qualitative metasynthesis is mirrored in its practice.”

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Tondeur et al. (2012) conducted a reciprocal translation of qualitative studies describing strategies for integrating technology into the classroom.

“For example, Tondeur et al. (2012) conducted a reciprocal translation of qualitative studies describing strategies for integrating technology into the classroom (see Box A).”

• cites Tondeur et al. 2012Not checked yet

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A common thread in qualitative research is an interpretive epistemology-an epistemology that aims to understand how people interpret a phenomenon, perceive a particular issue or problem, or account for a certain behaviour.

“Overall, a common thread is an interpretive epistemology-an epistemology that aims to understand, for example, how people interpret a phenomenon, perceive a particular issue or problem, or account for a certain behaviour (Green and Thorogood 2009).”

• cites Green and Thorogood 2009Not checked yet

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This prioritisation of conceptual richness over statistical generalizability poses a problem for those seeking to comprehend and simultaneously understand the findings of several qualitative studies that point to the same object of study.

“This prioritisation of conceptual richness over statistical generalizability poses a problem for those seeking to comprehend and simultaneously understand the findings of several qualitative studies that point to the same object of study.”

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In sum, even those studies taking a meta-ethnographic approach Noblit and Hare (1988) demonstrate various approaches to reciprocal translation and metasynthesis.

“In sum, even those studies taking a meta-ethnographic approach Noblit and Hare (1988) demonstrate various approaches to reciprocal translation and metasynthesis.”

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Qualitative research deals with non-numerical data analysis, focusing instead on narrative data analysis through themes and concepts.

“As such, qualitative research deals with non-numerical data analysis, focusing instead on narrative data analysis through themes and concepts (Dixon -Woods, Fitzpatrick, and Roberts 2001, Evans 2002).”

• cites Dixon-Woods, Fitzpatrick, and Roberts 2001Not checked yet

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• cites Evans 2002Not checked yet

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While thematic analysis, framework analysis, and cross-case analysis are relevant for elaboration of recurring patterns in the data, they do not invite consideration of underlying themes, perceptions, and processes in the way grounded theory does.

“While all three methods are relevant for elaboration of recurring patterns in the data, they do not invite consideration of underlying themes, perceptions, and processes in the way grounded theory does.”

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Dixon-Woods, Shaw, et al. (2004) posit that certain characteristics of qualitative research reporting and conduct are constant, regardless of methodology.

“Conversely, DixonWoods, Shaw, et al. (2004) posit that certain characteristics of qualitative research reporting and conduct are constant, regardless of methodology.”

• cites Dixon-Woods, Shaw, et al. 2004Not checked yet

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Rolfe (2006) argues that the inability to define a 'unified' qualitative research paradigm means that each study should be judged on its own merits, rather than on one set of guidelines.

“One argument posits that the inability to define a 'unified' qualitative research paradigm means that each study should be judged on its own merits, rather than on one set of guidelines (Rolfe 2006).”

• cites Rolfe 2006Not checked yet

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Malpass and colleagues (2012) used qualitative studies of patients at different 'parts' of the process of a mindfulness meditation intervention to develop a lines-of-argument synthesis of the 'whole' therapeutic process of mindfulness meditation, which they identified as 'exposure' to the intervention, 'learning new skills' in mindfulness and coping, and 'transformation' as participants integrated

“For example, Malpass and colleagues (2012) used qualitative studies of patients at different 'parts' of the process of a mindfulness meditation intervention to develop a lines-of-argument synthesis of the 'whole' therapeutic process of mindfulness meditation, which they identified as 'exposure' to the intervention, 'learning new skills' in mindfulness and coping, and 'transformation' as”

• cites Malpass et al. 2012Not checked yet

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Sandelowski and Barroso (2007) recommend appraisal, while advising against excluding studies based on perceived quality.

“Sandelowski and Barroso (2007) recommend appraisal, while advising against excluding studies based on perceived quality.”

• cites Sandelowski and Barroso 2007Not checked yet

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Zimmer (2006) advances that with due attention to the epistemological differences underlying qualitative methodologies, synthesis across qualitative traditions is acceptable and appropriate.

“Finally, Zimmer (2006) advances that with due attention to the epistemological differences underlying qualitative methodologies, synthesis across qualitative traditions is acceptable and appropriate.”

• cites Zimmer 2006Not checked yet

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Sandelowski and colleagues state that a purposive sample is appropriate, as this is the same logic that guides primary qualitative research.

“Sandelowski and colleagues (Sandelowski and Barroso 2007, Sandelowski, Docherty, and Emden 1997, Sandelowski 2012) state that a purposive sample is appropriate, as this is the same logic that guides primary qualitative research.”

• cites Sandelowski and Barroso 2007Not checked yet

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• cites Sandelowski, Docherty, and Emden 1997Not checked yet

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• cites Sandelowski 2012Not checked yet

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Strauss (1970) describes the process of 'discovering new theory from previous theory', or the building of theory from initial accounts by adding data and developing increasingly nuanced understandings.

“Elsewhere, Strauss (1970) describes the process of 'discovering new theory from previous theory', or the building of theory from initial accounts by adding data and developing increasingly nuanced understandings.”

• cites Strauss 1970Not checked yet

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Thomas and Harden (2008) clearly assert the value of systematic search and retrieval in generating a qualitative metasynthesis.

“Though Thomas and Harden (2008) clearly assert the value of systematic search and retrieval in generating a qualitative metasynthesis”

• cites Thomas and Harden 2008Not checked yet

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The 'meta-methods' analysis elaborates the different methods, data, and epistemologies used to examine the phenomenon of interest.

“The 'meta-methods' analysis elaborates the different methods, data, and epistemologies used to examine the phenomenon of interest (Barnett-Page and Thomas 2009).”

• cites Barnett-Page and Thomas 2009Not checked yet

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Another major approach to qualitative metasynthesis, called the 'meta-study', describes a process that simultaneously metasynthesises and reciprocally translates methods, results, and discussion to understand how these three sections interact and form mid-range theory relating to the object of study.

“Another major approach to qualitative metasynthesis, called the 'meta-study', describes a process simultaneously metasynthesising and reciprocally translating methods, results, and discussion to understand how these three sections interact and form mid-range theory relating to the object of study (Paterson et al. 2001).”

• cites Paterson et al. 2001Not checked yet

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One of the most recent approaches to qualitative metasynthesis is Thomas and Harden's (2008) 'thematic analysis' approach, which marshals qualitative evidence for practice-based relevance and for intervention development and evaluation.

“Finally, one of the most recent approaches to qualitative metasynthesis is Thomas and Harden's (2008) 'thematic analysis' approach, which marshals qualitative evidence for practice-based relevance and for intervention development and evaluation (see Box D).”

• cites Thomas and Harden (2008)Not checked yet

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As meta-ethnography and qualitative metasynthesis are relatively new, the development of these analytic approaches and extension of these methods to new challenges are relatively diffuse.

“As meta-ethnography and qualitative metasynthesis are relatively new, the development of these analytic approaches and extension of these methods to new challenges are relatively diffuse.”

May combine two claims.

Several different approaches to qualitative metasynthesis have emerged, and most are connected to the original procedures outlined by Noblit and Hare (1988).

“Several different approaches to qualitative metasynthesis have emerged, with most connected to the original procedures Noblit and Hare (1988) outlined originally.”

• cites Noblit and Hare (1988)Not checked yet

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Another grounded theory-inspired method of qualitative meta-synthesis emphasises the role of metaphors in developing 'grounded formal theory' from the findings of qualitative studies.

“Another grounded theory-inspired method of qualitative meta-synthesis emphasises the role of metaphors-the building block of qualitative analysis-in developing 'grounded formal theory' from the findings of qualitative studies (Kearney 2001).”

• cites Kearney 2001Not checked yet

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Thomas and Harden's thematic analysis method involves line-by-line coding of the findings of a study to develop specific hypotheses to inform systematic reviews and intervention development, without the articulated underpinnings of grounded theory.

“This method involves line-by-line coding of the findings of a study to develop specific hypotheses to inform systematic reviews and intervention development and without the articulated underpinnings of grounded theory.”

• cites Thomas and Harden (2008)Not checked yet

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A grounded theory-inspired approach develops the metasynthesis by constant comparison through line-by-line coding of study findings and recording analytic memos.

“A grounded theory-inspired approach (see Box E) develops the metasynthesis by constant comparison through line-by-line coding of study findings and recording analytic memos (Finfgeld -Connett 2010).”

• cites Finfgeld -Connett 2010Not checked yet

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Meta-narrative is used in mixed-methods reviews, in which quantitative and qualitative evidence are examined together.

“In particular, meta-narrative is used in mixed-methods reviews, in which quantitative and qualitative evidence are examined together (Greenhalgh et al. 2005).”

• cites Greenhalgh et al. 2005Not checked yet

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We identify three key ways in which qualitative metasynthesis is advancing as a method: in terms of the aspects of systematic review methodology needed to support successful metasyntheses, in terms of the methods used to analyse qualitative studies and to use the results of that analysis, and in terms of the discursive, methodological and paradigmatic dimensions of qualitative metasynthesis.

“We identify three key ways in which qualitative metasynthesis is advancing as a method: in terms of the aspects of systematic review methodology needed to support successful metasyntheses, in terms of the methods used to analyse qualitative studies and to use the results of that analysis, and in terms of the discursive, methodological and paradigmatic dimensions of qualitative metasynthesis.”

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One important recent contribution in this regard is the SPIDER tool to define key parameters for a qualitative metasynthesis.

“One important recent contribution in this regard is the SPIDER tool to define key parameters for a qualitative metasynthesis (Cooke, Smith, and Booth 2012).”

• cites Cooke, Smith, and Booth 2012Not checked yet

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Jamal et al. (2013) then extend their analysis to create a lines-of-argument synthesis arising from these reciprocal translations.

“Jamal et al. (2013) then extend their analysis to create a lines-of-argument synthesis arising from these reciprocal translations.”

• cites Jamal et al. 2013Not checked yet

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Systematic reviewers in the field of education have long acknowledged the challenges inherent in searching for qualitative research, due to the panoply of methods, approaches, and key terms, as well as the highly variable indexing.

“Systematic reviewers in the field of education have long acknowledged the challenges inherent in searching for qualitative research, due to the panoply of methods, approaches, and key terms, as well as the highly variable indexing of (Thomas and Harden 2008).”

• cites Thomas and Harden 2008Not checked yet

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The myriad guidelines for reporting other types of studies, taken together with the unsuitability of other frameworks for reporting qualitative metasyntheses, suggest that systematic reviews of qualitative research require a bespoke reporting guideline.

“The myriad guidelines for reporting other types of studies-such as PRISMA for systematic reviews of interventions (Liberati et al. 2009) and COREQ for qualitative research (Tong, Sainsbury, and Craig 2007)-taken together with the unsuitability of other frameworks for reporting qualitative metasyntheses, suggest that systematic reviews of qualitative research require a bespoke reporting guideline.”

• cites Liberati et al. 2009Not checked yet

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• cites Tong, Sainsbury, and Craig 2007Not checked yet

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These critiques of both the concept and processes of systematically reviewing and metasynthesising qualitative research must be weighed against those directed towards the current field of qualitative research existing in isolation without a cumulative knowledge base.

“These critiques of both the concept and processes of systematically reviewing and metasynthesising qualitative research must be weighed against those directed towards the current field of qualitative research existing in isolation without a cumulative knowledge base.”

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Previous reviews have identified the proliferation of methods for qualitative metasynthesis.

“Previous reviews have identified the proliferation of methods for qualitative metasynthesis (Barnett-Page and Thomas 2009, Dixon-Woods, Agarwal, et al. 2004, Hannes and Macaitis 2012, Melendez-Torres, Grant, and Bonell 2015).”

• cites Barnett-Page and Thomas 2009Not checked yet

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• cites Dixon-Woods, Agarwal, et al. 2004Not checked yet

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• cites Hannes and Macaitis 2012Not checked yet

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Much of the methodological work to advance this method has taken place in the health sciences.

“Much of the methodological work to advance this method has taken place in the health sciences.”

May combine two claims.

The development of specific guidelines for searching for different types of studies to inform systematic reviews is most advanced for randomised trials, but work on best practices in locating qualitative studies continues apace.

“The development of specific guidelines for searching for different types of studies to inform systematic reviews is most advanced for randomised trials-for example, the Cochrane highly sensitive search strategies for randomised trials (Higgins and Green 2008)-but work on best practices in locating qualitative studies continues apace.”

• cites Higgins and Green 2008Not checked yet

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That guideline has come in the form of Enhancing transparency in reporting the synthesis of qualitative research, or ENTREQ.

“That guideline has come in the form of Enhancing transparency in reporting the synthesis of qualitative research, or ENTREQ (Tong et al. 2012).”

• cites Tong et al. 2012Not checked yet

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The 'meta-study' version described by Paterson et al. is different from the 'meta-study' which Sandelowski describes elsewhere as primarily a vote-counting summary.

“(It is noted that this version of 'meta-study' is different from the 'meta-study' which Sandelowski describes elsewhere as primarily a vote-counting summary (Thorne et al. 2004).”

• cites Thorne et al. 2004Not checked yet

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Given the multiple ecological levels at which educational policies and practices are initiated in addition to the recognition of children's individual learning needs, much can be gained by a broader uptake of qualitative metasynthesis and in turn mixed methods cross-syntheses within the field of educational research.

“Given the multiple ecological levels at which educational policies and practices are initiated in addition to the recognition of children's individual learning needs, much can be gained by a broader uptake of qualitative metasynthesis and in turn mixed methods cross-syntheses within the field of educational research.”

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Koerting et al. excluded a paper based on a determination of poor quality, but the specific reasons for that determination are not elaborated.

“Unlike some other studies, the authors did exclude a paper based on a determination of poor quality; however, the specific reasons that paper was deemed to be poor quality are not elaborated.”

• cites Koerting et al. 2013Not checked yet

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Additional web-based searches and reference list checking are common in traditional systematic reviews of quantitative studies but are even more relevant for reviews of qualitative research because of practical limitations in how qualitative research studies are catalogued online.

“These methods are common among more traditional systematic reviews of quantitative studies, but are perhaps even more relevant for reviews of qualitative research given the previously discussed practical limitations of how qualitative research studies are catalogued online.”

Classified as probably not a substantial claim. May combine two claims.

Riese et al.'s metasynthesis extends beyond a thematic description to posit a theory for the mechanisms by which peer learning is or is not effective, and advises practitioners on how to set up peer learning to encourage beneficial results.

“Thus, this metasynthesis extends beyond a thematic description of different types of peer learning processes and not only posits a theory for the mechanisms by which peer learning is or is not effective, but they go one step further to advise practitioners on how to set up peer learning in a way to encourage beneficial results.”

• cites Riese, Samara, and Lillejord 2012Not checked yet

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The decision of whether to exclude studies for poor quality is more variable across metasyntheses than the decision to conduct quality appraisal.

“However, more variable is the decision of whether to exclude studies, as done in this metasynthesis, for poor quality.”

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Although instructive examples are found among health research rather than education, this suggests that a unique opportunity exists to bridge the gap between qualitative and quantitative educational research.

“Again, although instructive examples are found among health researchnotably Harden et al. (2004) and Oliver et al. (2005)-rather than education, this suggests that a unique opportunity exists to bridge the gap between qualitative and quantitative educational research.”

• cites Harden et al. (2004)Not checked yet

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• cites Oliver et al. (2005)Not checked yet

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An emerging method in this field includes the 'mixed methods systematic review', which incorporates elements from both quantitative systematic reviews and meta-analyses as well as from qualitative metasyntheses.

“An emerging method in this field includes the 'mixed methods systematic review', which incorporates elements from both quantitative systematic reviews and meta-analyses as well as from qualitative metasyntheses.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Carroll and colleagues simultaneously assemble relevant qualitative studies and theoretical frameworks, and use a synthesis framework to code information from the primary studies.

“Carroll and colleagues (2013) simultaneously assemble relevant qualitative studies and theoretical frameworks, and the use a synthesis framework to code information from the primary studies.”

• cites Carroll et al. 2013Not checked yet

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Such a cross-synthesis between quantitative and qualitative review findings may be conducted a number of ways, including according to a mixed methods convergent parallel design.

“Such a cross-synthesis between quantitative and qualitative review findings may be conducted a number of ways, including according to a mixed methods convergent parallel design.”

• cites Creswell and Plano Clark 2011Not checked yet

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Methods continue to grow and develop as qualitative metasynthesists innovate to meet their specific needs, and as metasynthesists seek to overcome the qualitative-quantitative divide across different systematic reviews.

“However, methods continue to grow and develop as qualitative metasynthesists innovate to meet their specific needs, and as metasynthesists seek to overcome the qualitative-quantitative divide across different systematic reviews.”

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This taxonomy, though developed in public health, offers a parsimonious classification to understand the diversity of approaches in qualitative metasynthesis.

“This taxonomy, though developed in public health, offers a parsimonious classification to understand the diversity of approaches in qualitative metasynthesis.”

• cites Melendez-Torres, Grant, and Bonell (2015)Not checked yet

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Koerting et al.'s metasynthesis was predominantly descriptive in its thematic approach, so its interpretation does not extend to positing a larger framework of how these processes interact or inform practice.

“Since this metasynthesis was predominantly descriptive in its thematic approach, the interpretation does not extend to positing a larger framework of how these processes interact or inform practice.”

• cites Koerting et al. 2013Not checked yet

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Educational metasyntheses often conduct some type of quality appraisal.

“While even the process of appraising the quality of qualitative studies can be controversial, it has been shown thus far that educational metasyntheses often do conduct some type of quality appraisal.”

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In a convergent parallel design, both strands are conducted in tandem.

“In a convergent parallel design, both strands are conducted in tandem.”

• cites Creswell and Plano Clark 2011Not checked yet

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Much of the work on development of new analytic methods has been in response to specific disciplinary or contextual issues that arise in doing a systematic review of qualitative research.

“Much of the work on development of new analytic methods has been in response to specific disciplinary or contextual issues that arise in doing a systematic review of qualitative research.”

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Riese, Carlsen, and Glenton's argument does not demand a specific analytic approach, aside from a general orientation towards interpretivism.

“Their argument, which essentially is oriented towards the development of an applied anthropology that is analytically generalisable, does not demand a specific analytic approach, aside from a general orientation towards interpretivism.”

• cites Riese, Carlsen, and Glenton (2014)Not checked yet

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Riese et al. interpreted the findings of the primary studies rather than the original data, leading to new understandings termed 'third order interpretations'.

“Thus, they emphasise that they interpreted the findings of the primary studies rather than the original data from those studies. It is in this way that they come to the new understandings termed 'third order interpretations' in the final step of their analysis.”

• cites Riese, Samara, and Lillejord 2012Not checked yet

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Within the operation of qualitative metasynthesis, methodologists continue to seek clarity on 'how' studies are synthesised.

“Within the operation of qualitative metasynthesis, methodologists continue to seek clarity on 'how' studies are synthesised.”

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The spectrum of methods reflects the different approaches to qualitative research visible at the primary study level.

“The spectrum of methods reflects the different approaches to qualitative research visible at the primary study level.”

Probably not a substantial claim: may not pass S3 (load-bearing).

While the linear nature of written reports may suggest that the strand reported first is conducted first and the strand reported second is conducted after the first, this is not the case.

“It is important to point out that while the linear nature of written reports may suggest that the strand reported first is conducted first and the strand reported second is conducted after the first, this is not the case.”

May combine two claims.

Koerting et al. applied a thematic synthesis approach, resulting in findings that are more integrative than those from meta-ethnographic approaches, though still interpretive.

“Koerting and colleagues applied a thematic synthesis approach in this metasynthesis, resulting in findings that, while still interpretive, are much more integrative than those reported in other examples following a meta-ethnographic approach.”

• cites Koerting et al. 2013Not checked yet

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Koerting et al. applied EPPI-Centre criteria when appraising the quality of potential included studies.

“As with some of the other examples provided here, Koerting and colleagues applied EPPI-Centre criteria when appraising the quality of potential included studies.”

• cites Koerting et al. 2013Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

A key area in which qualitative metasynthesis is developing is in outlining the discursive issues it presents for social scientists, including educationalists.

“Indeed, a key area in which qualitative metasynthesis is developing is in outlining the discursive issues it presents for social scientists, including educationalists.”

Classified as probably not a substantial claim. May combine two claims.

They divided the approaches used into four categories: one based on a visual representation, one beginning with a 'key paper', one using study themes as the basis of reciprocal translation, and one using an approach similar to primary qualitative research in coding study results line by line.

“They divided the approaches used into four categories: one in which reciprocal translation was based on a visual representation, such as a map of concepts or a grid of second-order constructs, one in which reciprocal translation been with a 'key paper' and then examined subsequent papers to develop the synthesis (see Boxes A and F), one in which study themes were used as the basis of the reciproc”

• cites Melendez-Torres, Grant and Bonell (2015)Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

To our knowledge, there has not been a specific method recently developed to meet the needs of educationalists, though the germinal work in meta-ethnography was conducted by a team of educational anthropologists.

“To our knowledge, there has not been a specific method recently developed to meet the needs of educationalists, though of course the germinal work in meta-ethnography was conducted by a team of educational anthropologists (Noblit and Hare 1988).”

• cites Noblit and Hare 1988Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

Riese et al. appraised the quality of included studies following guidelines advanced by Elliott, Fischer, and Rennie (1999).

“In addition to these inclusion criteria, Riese and colleagues appraised the quality of included studies following guidelines advanced by Elliott, Fischer, and Rennie (1999) and which they include in an appendix (Riese, Samara, and Lillejord 2012).”

• cites Elliott, Fischer, and Rennie (1999)Not checked yet

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• cites Riese, Samara, and Lillejord 2012Not checked yet

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Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

This bears obvious parallels to continue innovation in analysis of primary qualitative data.

“This bears obvious parallels to continue innovation in analysis of primary qualitative data.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The opportunity to apply qualitative metasynthesis alongside quantitative systematic reviews and meta-analyses that are already more widely accepted in the education field opens up future discovery of novel insights for theory development as well as everyday practice and research agendas.

“The opportunity to apply qualitative metasynthesis alongside quantitative systematic reviews and meta-analyses that are already more widely accepted in the education field opens up future discovery of novel insights for theory development as well as everyday practice and research agendas.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Koerting et al.'s thematic synthesis produced a four-part description of barriers/facilitators to initial access/continued participation, preliminarily discussed as moderated by respondent type.

“The result is a four-part description of the barriers/facilitators to initial access/continued participation, which are discussed in a preliminary way as moderated by type of respondent (e.g., parents or professionals).”

• cites Koerting et al. 2013Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

Data that cannot fit into the framework are then examined to nuance or extend the framework.

“Data that cannot fit into the framework are then examined to nuance or extend the framework.”

• cites Carroll et al. 2013Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

This design may be most appropriate to answer mixed methods research questions because it allows for the synthesis of corresponding data across qualitative and quantitative results so as to more fully illuminate the phenomenon of interest, valuing each strand equally without placing one above the other.

“This design may be most appropriate to answer mixed methods research questions because it allows for the synthesis of corresponding data across qualitative and quantitative results so as to more fully illuminate the phenomenon of interest, valuing each strand equally without placing one above the other (Creswell and Plano Clark 2011).”

• cites Creswell and Plano Clark 2011Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In qualitative metasynthesis, publishing a protocol allows for much greater coverage and depth in methodological descriptions and thus more room to report interpretations and findings in the main paper.

“While typically more discussed among a quantitative tradition (e.g., randomised controlled trials and systematic reviews of trials), this practice in qualitative metasynthesis allows for much greater coverage and depth in methodological descriptions (in the protocol) and thus more room to report interpretations and findings in the main paper.”

May combine two claims.

Jamal et al. created an evidence map following their initial search and took it to key stakeholders for consultation and setting research priorities.

“Unlike the other metasyntheses described in this paper, Jamal and colleagues created an evidence map following their initial search for relevant studies. They took this map to key stakeholders (e.g., young people, policy makers) for consultation and setting priorities of their research agenda.”

• cites Jamal et al. 2013Not checked yet

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Classified as probably not a substantial claim.

Jamal et al.'s metasynthesis extended beyond describing themes to posit a theory by which students and educational institutions act and react to each other in ways that influence health decisions.

“It is clear, then, that this metasynthesis extended beyond describing the themes found in the primary studies to posit a theory by which students and educational institutions act and react to each other in ways that influence health decisions.”

• cites Jamal et al. 2013Not checked yet

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May combine two claims.

Jamal et al. used ratings of conceptual richness ('high', 'medium', 'low') to inform their interpretation, using higher-quality studies as 'index papers', but did not exclude lower-rated studies.

“While they did not exclude studies with lower ratings, Jamal and colleagues used these ratings to inform their interpretation, using studies deemed to be of higher quality as the starting point or 'index papers' in their metasynthesis.”

• cites Jamal et al. 2013Not checked yet

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Classified as probably not a substantial claim. May combine two claims.

Jamal et al. reached the conclusion that students not only react to schools' institutional systems for ordering instructional and regulatory practices, but also promote their own parallel, competing version of these 'orders', and where students' family/community culture is immersed in urban 'street culture' with little hope of conventional social advancement, this permeates the local student-nthe

“Thus, Jamal and colleagues reached the conclusion that students 'not only react to schools' institutional systems for ordering instructional and regulatory practices, but they also promote their own parallel, competing version of these…'orders'…where students' family and/or community culture is immersed in urban 'street culture', with relatively little hope of conventional social advancement, this”

• cites Jamal et al. 2013Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

Jamal et al. applied criteria from EPPI-Centre guidelines to appraise the quality of included studies.

“The authors additionally applied criteria from EPPI-Centre guidelines to appraise the quality of included studies.”

• cites Jamal et al. 2013Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

Publishing a protocol provides greater transparency regarding intended aims and proposed analyses, which can guard against reporting or publication bias given undesirable or underwhelming findings.

“The practice of publishing a protocol provides greater transparency in the research field regarding intended aims and proposed analyses, which can guard against reporting or publication bias given undesirable or underwhelming findings.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Jamal et al. directed readers to a previously published study protocol for additional specifics regarding search strategy and terms.

“In this thoroughly reported study, readers are directed to the previously published study protocol for additional specifics regarding search strategy and terms etc. (Bonell et al. 2011).”

• cites Bonell et al. 2011Not checked yet

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