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% | ||
| van Muilekom (2021) [89, 90] | 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 |