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• W2018397821 abstract "All readers of this journal are familiar with the Cochrane collaboration. Named after Archie Cochrane, who first suggested the idea, it is dedicated to identifying and synthesising the best quality evidence about medical treatments. When Cochrane first looked at the quality of the evidence base in the 1970s, he awarded obstetrics the wooden spoon, last place. A decision, which many believe, galvanised obstetricians to try harder and has led to many trials and systematic reviews appearing in BJOG. However, judging by my experience, fewer readers will have heard of the Campbell Collaboration (C2). C2 is designed to do for the social sciences, criminology and education what Cochrane did for medicine, put it on a secure evidence base. Like medicine, only more so, this also means randomised controlled trials. Only randomisation can balance all the unknown factors that might influence the results. The more ‘applied’ a field is, the more unknown factors influence results, and the more randomisation is needed. What could be more applied than social science, education and criminology? Occasionally, naıuml;ve social scientists and educationalists claim that their field is ‘so much more complicated than medicine’, that it is ‘unsuitable for randomised trials’. This is the direct opposite of the truth. The very complexity of these fields makes randomisation even more necessary. Despite this, relatively few education programmes or social initiatives have been evaluated in carefully conducted randomised studies. Fortunately, there have been some. The first randomised experiments in the social sciences were conducted in the 1920s and 1930s, and to date, about 11,000 experimental studies have been identified. This sounds a lot, but it compares with about 250,000 in medicine. The first few C2 reviews, drawing on these trials, have provided a healthy corrective to uncritical enthusiasm for new ideas. The first completed review by Anthony Petrosino, a criminologist at the United States Academy of Arts and Sciences, evaluated a type of criminal deterrence known as ‘scared-straight’. These are programmes, which introduce young criminals to older prisoners who tell them how tough life is inside. The idea is that this will deter them from future crime. It was a nice idea, but when Petrosino combined the results of seven available randomised studies, he found that participation in a scared-straight programme substantially increases the likelihood of subsequent arrest. Another example was the widespread replacement of traditional phonetic methods to teach children to read, with whole word and sentence teaching. The latter, also called ‘look and learn’ almost displaced older methods in the British education system in the 1970s and 1980s. Some parents were sceptical, but teachers liked the new methods because they were easier to teach. There has not yet been a C2 review of this topic, but an analysis of 52 randomised studies carried out by the US National Reading Panel in 2000 concluded that effective reading instruction requires phonics. Obstetricians will be interested in many other C2 topics such as problem-based learning, smoking cessation programmes, antenatal classes, programmes to reduce domestic violence, treatments for sex offenders, psychological counselling for post-traumatic stress disorder and sex education. The ongoing C2 review of the latter has identified 66 studies of which 41 were of adequate methodological quality to be included in the analysis. BJOG will certainly be reviewing the result. In the meantime, we would be delighted to consider both trials and systematic reviews in these areas. Read more at http://www.campbellcollaboration.org." @default.
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• W2018397821 title "The Campbell Collaboration-C2" @default.
• W2018397821 doi "https://doi.org/10.1111/j.1471-0528.2003.03010.x" @default.
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