LnuOpen | Meta-Psychology

Authors

• Marta Topor University of Surrey
• Jade S Pickering Division of Neuroscience and Experimental Psychology (University of Manchester) / School of Psychology (University of York) https://orcid.org/0000-0002-7242-9207
• Ana Barbosa Mendes Faculty of Psychology and Educational Sciences, KU Leuven https://orcid.org/0000-0002-1205-1724
• Dorothy V M Bishop Department of Experimental Psychology, University of Oxford https://orcid.org/0000-0002-2448-4033
• Fionn Büttner School of Public Health, Physiotherapy & Sports Science, University College Dublin https://orcid.org/0000-0002-5987-3063
• Mahmoud M Elsherif Department of Psychology, University of Birmingham https://orcid.org/0000-0002-0540-3998
• Thomas R Evans School of Psychological, Social and Behavioural Sciences, Coventry University https://orcid.org/0000-0002-6670-0718
• Emma L Henderson Faculty of Business & Social Sciences, Kingston University https://orcid.org/0000-0002-5396-2321
• Tamara Kalandadze Faculty of Education; Division of Special Education, Østfold University College https://orcid.org/0000-0003-1061-1131
• Faye T Nitschke School of Psychology, University of Queensland https://orcid.org/0000-0003-1200-4765
• Janneke P C Staaks University Library, University of Amsterdam https://orcid.org/0000-0001-8406-3989
• Olmo R van den Akker Department of Methodology & Statistics, Tilburg University https://orcid.org/0000-0002-0712-3746
• Siu Kit Yeung Department of Psychology, The University of Hong Kong https://orcid.org/0000-0002-5835-0981
• Mirela Zaneva Department of Experimental Psychology, University of Oxford https://orcid.org/0000-0003-3569-931X
• Alison Lam Department of Psychology, University of Liverpoo https://orcid.org/0000-0002-9123-1503
• Christopher R Madan School of Psychology, University of Nottingham https://orcid.org/0000-0003-3228-6501
• David Moreau School of Psychology and Centre for Brain Research, University of Auckland https://orcid.org/0000-0002-1957-1941
• Aoife O'Mahony School of Psychology, Cardiff University
• Adam J Parker Department of Experimental Psychology, University of Oxford https://orcid.org/0000-0002-1367-2282
• Amy Riegelman University Libraries, University of Minnesota http://orcid.org/0000-0003-4127-5222
• Meghan Testerman University Library, Princeton University https://orcid.org/0000-0003-1097-0556
• Samuel J Westwood Department of Psychology (University of Wolverhampton), Department of child & Adolescent Psychiatry (King's College London) https://orcid.org/0000-0002-0107-6651

DOI:

Keywords:

Abstract

Most of the commonly used and endorsed guidelines for systematic review protocols and reporting standards have been developed for intervention research. These excellent guidelines have been adopted as the gold-standard for systematic reviews as an evidence synthesis method. In the current paper, we highlight some issues that may arise from adopting these guidelines beyond intervention designs, including in basic behavioural, cognitive, experimental, and exploratory research. We have adapted and built upon the existing guidelines to establish a complementary, comprehensive, and accessible tool for designing, conducting, and reporting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR). NIRO-SR is a checklist composed of two parts that provide itemised guidance on the preparation of a systematic review protocol for pre-registration (Part A) and reporting the review (Part B) in a reproducible and transparent manner. This paper, the tool, and an open repository (https://osf.io/f3brw) provide a comprehensive resource for those who aim to conduct a high quality, reproducible, and transparent systematic review of non-intervention studies.