Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence

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dc.contributor.authorColvin, Christopher J
dc.contributor.authorGarside, Ruth
dc.contributor.authorWainwright, Megan
dc.contributor.authorMunthe-Kaas, Heather
dc.contributor.authorGlenton, Claire
dc.contributor.authorBohren, Meghan A
dc.contributor.authorCarlsen, Benedicte
dc.contributor.authorTunçalp, Özge
dc.contributor.authorNoyes, Jane
dc.contributor.authorBooth, Andrew
dc.contributor.authorRashidian, Arash
dc.contributor.authorFlottorp, Signe
dc.contributor.authorLewin, Simon
dc.date.accessioned2018-04-17T07:30:38Z
dc.date.available2018-04-17T07:30:38Z
dc.date.issued2018-01-25
dc.date.updated2018-04-09T15:05:24Z
dc.description.abstractBackground: The GRADE-CERQual (Grading of Recommendations Assessment, Development and EvaluationConfidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) relevance, (3) coherence and (4) adequacy of data. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s coherence component. Methods: We developed the coherence component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual coherence component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results: When applying CERQual, we define coherence as how clear and cogent the fit is between the data from the primary studies and a review finding that synthesises that data. In this paper, we describe the coherence component and its rationale and offer guidance on how to assess coherence in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess coherence, the steps that need to be taken to assess coherence and examples of coherence assessments. Conclusions: This paper provides guidance for review authors and others on undertaking an assessment of coherence in the context of the CERQual approach. We suggest that threats to coherence may arise when the data supporting a review finding are contradictory, ambiguous or incomplete or where competing theories exist that could be used to synthesise the data. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase.
dc.identifier.apacitationColvin, C. J., Garside, R., Wainwright, M., Munthe-Kaas, H., Glenton, C., Bohren, M. A., ... Lewin, S. (2018). Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence. <i>Implementation Science</i>, http://hdl.handle.net/11427/27794en_ZA
dc.identifier.chicagocitationColvin, Christopher J, Ruth Garside, Megan Wainwright, Heather Munthe-Kaas, Claire Glenton, Meghan A Bohren, Benedicte Carlsen, et al "Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence." <i>Implementation Science</i> (2018) http://hdl.handle.net/11427/27794en_ZA
dc.identifier.citationColvin, Christopher J., Ruth Garside, Megan Wainwright, Heather Munthe-Kaas, Claire Glenton, Meghan A. Bohren, Benedicte Carlsen et al. "Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence." Implementation Science 13, no. 1 (2018): 13.
dc.identifier.ris TY - Journal Article AU - Colvin, Christopher J AU - Garside, Ruth AU - Wainwright, Megan AU - Munthe-Kaas, Heather AU - Glenton, Claire AU - Bohren, Meghan A AU - Carlsen, Benedicte AU - Tunçalp, Özge AU - Noyes, Jane AU - Booth, Andrew AU - Rashidian, Arash AU - Flottorp, Signe AU - Lewin, Simon AB - Background: The GRADE-CERQual (Grading of Recommendations Assessment, Development and EvaluationConfidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) relevance, (3) coherence and (4) adequacy of data. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s coherence component. Methods: We developed the coherence component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual coherence component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results: When applying CERQual, we define coherence as how clear and cogent the fit is between the data from the primary studies and a review finding that synthesises that data. In this paper, we describe the coherence component and its rationale and offer guidance on how to assess coherence in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess coherence, the steps that need to be taken to assess coherence and examples of coherence assessments. Conclusions: This paper provides guidance for review authors and others on undertaking an assessment of coherence in the context of the CERQual approach. We suggest that threats to coherence may arise when the data supporting a review finding are contradictory, ambiguous or incomplete or where competing theories exist that could be used to synthesise the data. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase. DA - 2018-01-25 DB - OpenUCT DO - 10.1186/s13012-017-0691-8 DP - University of Cape Town J1 - Implementation Science LK - https://open.uct.ac.za PB - University of Cape Town PY - 2018 T1 - Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence TI - Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence UR - http://hdl.handle.net/11427/27794 ER - en_ZA
dc.identifier.urihttp://dx.doi.org/10.1186/s13012-017-0691-8
dc.identifier.urihttp://hdl.handle.net/11427/27794
dc.identifier.vancouvercitationColvin CJ, Garside R, Wainwright M, Munthe-Kaas H, Glenton C, Bohren MA, et al. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence. Implementation Science. 2018; http://hdl.handle.net/11427/27794.en_ZA
dc.language.isoen
dc.publisherBioMed Central
dc.publisher.departmentDepartment of Public Health and Family Medicineen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rights.holderThe Author(s).
dc.sourceImplementation Science
dc.source.urihttps://implementationscience.biomedcentral.com/
dc.subject.otherQualitative research
dc.subject.otherQualitative evidence synthesis
dc.subject.otherSystematic review methodology
dc.subject.otherResearch design
dc.subject.otherMethodology
dc.subject.otherConfidence
dc.subject.otherGuidance
dc.subject.otherEvidence-based practice
dc.subject.otherCoherence
dc.subject.otherGRADE
dc.titleApplying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence
dc.typeJournal Article
uct.type.filetypeText
uct.type.filetypeImage
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