Erratum to: Methods for evaluating medical tests and biomarkers

[This corrects the article DOI: 10.1186/s41512-016-0001-y.]

Evidence synthesis to inform model-based cost-effectiveness evaluations of diagnostic tests: a methodological systematic review of health technology assessments

Background: Evaluations of diagnostic tests are challenging because of the indirect nature of their impact on patient outcomes. Model-based health economic evaluations of tests allow different types of evidence from various sources to be incorporated and enable cost-effectiveness estimates to be made beyond the duration of available study data. To parameterize a health-economic model fully, all the ways a test impacts on patient health must be quantified, including but not limited to diagnostic test accuracy. Methods: We assessed all UK NIHR HTA reports published May 2009-July 2015. Reports were included if they evaluated a diagnostic test, included a model-based health economic evaluation and included a systematic review and meta-analysis of test accuracy. From each eligible report we extracted information on the following topics: 1) what evidence aside from test accuracy was searched for and synthesised, 2) which methods were used to synthesise test accuracy evidence and how did the results inform the economic model, 3) how/whether threshold effects were explored, 4) how the potential dependency between multiple tests in a pathway was accounted for, and 5) for evaluations of tests targeted at the primary care setting, how evidence from differing healthcare settings was incorporated. Results: The bivariate or HSROC model was implemented in 20/22 reports that met all inclusion criteria. Test accuracy data for health economic modelling was obtained from meta-analyses completely in four reports, partially in fourteen reports and not at all in four reports. Only 2/7 reports that used a quantitative test gave clear threshold recommendations. All 22 reports explored the effect of uncertainty in accuracy parameters but most of those that used multiple tests did not allow for dependence between test results. 7/22 tests were potentially suitable for primary care but the majority found limited evidence on test accuracy in primary care settings. Conclusions: The uptake of appropriate meta-analysis methods for synthesising evidence on diagnostic test accuracy in UK NIHR HTAs has improved in recent years. Future research should focus on other evidence requirements for cost-effectiveness assessment, threshold effects for quantitative tests and the impact of multiple diagnostic tests

Erratum to: Methods for evaluating medical tests and biomarkers

[This corrects the article DOI: 10.1186/s41512-016-0001-y.]

Leader Self Disclosure within PAL: A Case Study

The purpose of this paper is to explore the value of self disclosure within Peer Assisted Learning (PAL) sessions at Bournemouth University. We consider the role of self disclosure in education contexts in order to inform our understanding of this skill in PAL. Both qualitative and quantitative methods were employed in this research to investigate the importance of leader behaviour at Bournemouth University. Our findings suggest that there are similarities in the use of self disclosure between teachers and leaders in our university. Furthermore we found that appropriate use of self disclosure is a key component of a successful PAL scheme, and therefore recommend that specific training for this interpersonal skill is undertaken by our PAL leaders to enhance our Peer Assisted Learning programme

Developing teaching strategies for research methods that are appropriate to the learning styles of marketing communication students

Research methods is a key aspect of all degree programmes but is often very unpopular with students – especially marketing students. In this study we explore different learning styles and assess the degree to which these are accommodated by our existing teaching strategies. We utilise a modified Grasha-Reichmann Student Learning Styles Scale (1974) because of the scale’s ability to closely link learning styles with teaching strategies. We support this quantitative approach with depth interviews to explore issues in detail. Findings from the GRSLSS scale suggest that students learning styles are a mix of independent, dependent and collaborative, with some overall preference for collaborative. However, the qualitative data throws some doubt on the validity of the scale, suggesting much higher preferences for dependent learning. The variety of teaching strategies currently employed seems to accommodate learning styles well – confirming the importance of using a variety of teaching approaches. The research also suggests that strategies that suit dependent styles are needed early in courses in preparation for more independent and collaborative approaches. And there is an identified need to get students to develop more independence in particular. Findings also suggest that collaborative styles might not be effectively accommodated through assessmen