A meta-analysis of food- and nutrition-related research (2023)

Cited by (109)

  • Meta-analysis of Nutrition Studies

    2019, Analysis in Nutrition Research: Principles of Statistical Methodology and Interpretation of the Results

    The meta-analysis of nutrition studies combines results from multiple studies on single foods or nutrients or several of them, and dietary patterns or specific dietary plans and supplements in relation to a health outcome, and provides an overall estimate of the effect. This chapter offers a framework to assist researchers in understanding the rationale behind performing a meta-analysis in nutrition science. It addresses in detail the proper implementation and interpretation of meta-analytic procedures and discusses the main aspects of a systematic review and meta-analysis, such as framing a research question, searching for relevant studies, applying appropriate meta-analytical techniques to combine the data, and presenting them in a comprehensive manner.

  • Meta-analysis of nutrition studies

    2018, Analysis in Nutrition Research: Principles of Statistical Methodology and Interpretation of the Results

    The meta-analysis of nutrition studies combines results from multiple studies on single foods or nutrients or several of them, and dietary patterns or specific dietary plans and supplements in relation to a health outcome, and provides an overall estimate of the effect. This chapter offers a framework to assist researchers in understanding the rationale behind performing a meta-analysis in nutrition science. It addresses in detail the proper implementation and interpretation of meta-analytic procedures and discusses the main aspects of a systematic review and meta-analysis, such as framing a research question, searching for relevant studies, applying appropriate meta-analytical techniques to combine the data, and presenting them in a comprehensive manner.

  • Identifying the mechanisms through which behavioral weight-loss treatment improves food decision-making in obesity

    2017, Appetite

    Citation Excerpt :

    Indeed, some previous studies have demonstrated improvements in nutrition knowledge through weight loss interventions (Brinberg, Axelson, & Price, 2000), especially in lower income populations (Klohe-Lehman et al., 2006; Rustad & Smith, 2013). However, although greater knowledge has been linked to better diet quality (Wardle, Parmenter, & Waller, 2000), a large body of previous literature suggests nutrition knowledge does not differ between individuals with overweight/obesity and those with normal weight (O'Brien and Davies, 2007; Axelson, Federline, & Brinberg, 1985; Shepherd & Stockley, 1987; Shepherd & Towler, 2007; Towler & Shepherd, 1992; Stafleu, Van Staveren, De Graaf, Burema, & Hautvast, 1996). Treatment seeking individuals with obesity typically possess adequate nutrition and diet knowledge (Kaufer-Horwitz et al., 2015) and nutrition knowledge is not sufficient to induce changes in dietary choices (Crites & Aikman, 2005).

    Behavioral weight loss (BWL) programs are the recommended treatment for obesity, yet it is unknown whether these programs change one's ability to use self-control in food choices and what specific mechanisms support such change. Using experimental economics methods, we investigated whether changes in dietary behavior in individuals with obesity following BWL are driven by one or more of the following potential mechanisms: changes in the perception of the 1) health or 2) taste of food items, and/or 3) shifting decision weights for health versus taste attributes. Therefore, we compared these mechanisms between obese participants and lifetime normal weight controls (NW) both before and after BWL.

    Females with obesity (N=37, mean BMI=33.2) completed a food choice task involving health ratings, taste ratings, and decision-making pre- and post-standard BWL intervention. NW controls (N=30, BMI=22.4) completed the same task.

    Individuals with obesity exhibited increased self-control (selecting healthier, less tasty food choices) post-treatment. However, their rates of self-control remained significantly lower than NW. We found no differences in initial health perceptions across groups, and no changes with treatment. In contrast, taste ratings and the relative value of taste versus health decreased following treatment. Although, post-treatment participants continued to perceive unhealthy foods as tastier and used less self-control than NW controls, they showed significant improvements in these domains following a BWL intervention.

    To help individuals improve dietary decisions, additional research is needed to determine how to make greater changes in taste preferences and/or the assignment of value to taste versus health attributes in food choices.

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  • District Policies and Practices Vary in Their Association With Adolescents' Consumption of Milk and 100% Fruit Juice

    2017, Journal of Adolescent Health

    Citation Excerpt :

    Knowledge and health concerns have been shown to fall behind taste preferences as determinants of food selections and intake [14,28,29] and specifically for adolescents' dairy consumption [16]. Previous studies have reported that knowledge alone has limited influence on adolescents' dietary intake [14,30,31]. Marketing can be a powerful influence on dietary behaviors [2]; however, policies restricting the promotion of candy, restaurant foods, and soft drinks in schools were not associated with the consumption of milk or juice.

    Researchers previously examined the relationship between school beverage policies and sugar-sweetened beverage (SSB) consumption. This study addressed a research gap by examining cross-sectional associations between district-level policies and practices and U.S. high school students' consumption of milk and 100% fruit juice.

    Data from the 2012 School Health Policies and Practices Study and 2013 Youth Risk Behavior Surveillance System were linked for 12 large urban school districts. Outcome variables were daily milk consumption (≥1 glass/day) and 100% fruit juice consumption (≥1 time/day). Exposure variables were five district policies (i.e., restrict SSB sales, maintain closed campuses, offer/sell healthful alternatives, restrict promotional products, and require nutrition education). Logistic regression models estimated the odds of consuming milk or 100% fruit juice daily, conditional on the policies and adjusting for sex, race/ethnicity, grade level, weight status, and district free/reduced-price lunch eligibility (n= 23,173).

    Students in districts that required/recommended restricting the times of SSB sales had 55% higher (adjusted odds ratio [AOR], 1.55; 95% confidence interval [CI], 1.28–1.87) odds of consuming ≥1 glass/day of milk than students in districts without this policy. Closed campus policies were associated with lower odds of consuming milk (AOR, .72; 95% CI, .63–.82) and higher odds of consuming juice (AOR, 1.27; 95% CI, 1.07–1.50). Policies requiring/recommending that districts offer/sell healthful alternatives were associated with lower odds of consuming 100% fruit juice daily.

    Results suggest that restricting SSB sales may support adolescents' milk consumption. Future studies should assess whether the implementation of federal standards that further restrict SSB sales in school leads to increased milk consumption.

  • Associations between knowledge of the National Nutrition and Health Program recommendations, and eating behaviour and physical activity practice

    2013, Revue d'Epidemiologie et de Sante Publique

    Nutrition education is one of the main lines of the French nutrition policy that has been undertaken for several years. The underlying hypothesis of this approach is that knowledge improvement is one of the ways likely to contribute to health-enhancing diet and physical activity. The objective of this paper, based on the 2008 Health and nutrition Barometer, is to examine the associations observed between knowledge and behavior with regard to diet and physical activity.

    The 2008 Health and nutrition Barometer is a nationally representative telephone survey conducted on 4714 individuals aged 12–75years. For six recommendations of the National Nutrition and Health Program (Programme national nutrition santé [PNNS]), multiple logistic models were used to identify associations between knowledge of these recommendations and behavior, among adults aged 18–75years. For food consumed on the day before the interview, odds ratios were adjusted for sex, age, education level, agglomeration size and region. As bivariate analysis showed that income level was significant for recommended consumption of fish, this variable was introduced among adjustment variables. Similarly, the variable occupation was introduced for physical activity.

    A positive association between knowledge of recommendations and nutritional behavior on the day before interview was observed for fruit and vegetables (OR=1.7), dairy products (OR=1.6), and starchy food (OR=1.6). The same was observed for consumption of fish during the 15days before the interview (OR=5.0) and for physical activity during a usual week (OR=1.5) but not for the “meat, seafood and eggs” food group.

    Eating habits and physical activity are positively associated with knowledge of nutritional recommendations, mainly acquired via nutritional information and educational actions. Nevertheless, the important differences observed for certain dietary groups between knowledge of recommendations and dietary intake emphasizes the need to further support individual-focused initiatives with health-enhancing environmental strategies.

    L’éducation nutritionnelle constitue un des axes de la politique nutritionnelle menée depuis plusieurs années en France. L’hypothèse sous-jacente à cette approche est que l’amélioration des connaissances est un des éléments susceptibles de concourir à une alimentation et à une activité physique favorables à la santé. L’objectif de cet article, basé sur les données du Baromètre santé nutrition 2008, est d’analyser les associations entre la connaissance des recommandations et les comportements en matière d’alimentation et d’activité physique.

    Le Baromètre santé nutrition 2008est une enquête déclarative menée par téléphone en population générale (12–75ans; n=4714). Pour six repères du Programme national nutrition santé (PNNS), les associations entre la connaissance de ces recommandations et les comportements en matière d’alimentation et d’activité physique ont été étudiées à l’aide de régressions logistiques multivariées, parmi les adultes âgés de 18à 75ans. Pour les aliments consommés la veille de l’interview, les odds ratios ont été ajustés sur le sexe, l’âge, le niveau de diplôme, la taille d’agglomération et la région. Pour le repère concernant le poisson, le niveau de revenu, significatif en analyse bivariée, a été introduit parmi les variables d’ajustement; la catégorie socioprofessionnelle l’a été pour l’activité physique.

    Les résultats mettent en évidence des associations positives entre la connaissance des repères et la fréquence de consommation, la veille de l’interview, de fruits et légumes (OR=1,7), de produits laitiers (OR=1,6) et de féculents (OR=1,6). Sont aussi associés à la connaissance des recommandations la fréquence de consommation de poisson au cours des 15jours précédant l’interview (OR=5,0) et le niveau d’activité physique pratiqué lors d’une semaine habituelle (OR=1,5). Aucun lien significatif n’apparaît en revanche pour les aliments du groupe «viandes et volailles, produits de la pêche, œufs».

    Les comportements en matière d’alimentation et d’activité physique sont positivement associés à la connaissance des recommandations nutritionnelles diffusées notamment par le biais d’action d’information et d’éducation nutritionnelles. Les écarts encore importants observés pour certains groupes alimentaires entre les connaissances et les comportements montrent néanmoins la nécessité d’accompagner les leviers d’action individuels par d’autres stratégies visant à rendre l’environnement et l’offre alimentaire plus propices à des comportements favorables à la santé.

    (Video) 001. Paleo Nutrition Pattern Meta Analysis - Interview Professor Pijl and Dr. van Zuuren
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FAQs

What is a meta-analysis of nutrition research? ›

Abstract. The meta-analysis of nutrition studies combines results from multiple studies on single foods or nutrients or several of them, and dietary patterns or specific dietary plans and supplements in relation to a health outcome, and provides an overall estimate of the effect.

What is an example of a meta-analysis in research? ›

Meta-Analysis in Medical Research

A meta-analysis example as applied to the medical field might attempt to measure the change in depression symptoms over a given period of time between a test group taking a given anti-depressant and a control group that does not take the medication.

How to do meta-analysis in research? ›

8 Stages of a Systematic Review and Meta Analysis
  1. Formulate the review question. ...
  2. Define inclusion and exclusion criteria. ...
  3. Develop search strategy and locate studies. ...
  4. Select studies. ...
  5. Extract data. ...
  6. Assess study quality. ...
  7. Analyze and interpret results. ...
  8. Disseminate findings.

How to write a meta-analysis? ›

Introduction
  1. Rule 1: Specify the topic and type of the meta-analysis. ...
  2. Rule 2: Follow available guidelines for different types of meta-analyses. ...
  3. Rule 3: Establish inclusion criteria and define key variables. ...
  4. Rule 4: Carry out a systematic search in different databases and extract key data.
May 16, 2019

How do you explain meta-analysis? ›

Meta-analysis is a way to statistically combine and summarize the results of different studies so as to obtain a pooled or summary estimate that may better represent what is true in the population.

Is meta-analysis good research? ›

By conducting a metaanalysis, the biases of narrative reviews can be limited or overcome. Therefore, meta-analysis is considered to provide evidence with the highest level of accuracy.

What are the two types of meta-analysis? ›

There are four widely used methods of meta-analysis for dichotomous outcomes, three fixed-effect methods (Mantel-Haenszel, Peto and inverse variance) and one random-effects method (DerSimonian and Laird inverse variance). All of these methods are available as analysis options in RevMan.

What are the parts of meta-analysis research? ›

A good meta-analysis study question has 4 components, denoted by the acronym PICO—population, intervention, comparison, and a specific outcome. The majority of meta-analyses now report results by random effects, and those that report results only by fixed effects should be viewed with skepticism.

What are examples of meta? ›

Examples of meta are often found in fine arts, with, say, paintings of paintings or photographs of photographers. Popular culture has also gone meta, with cartoons showing their self-awareness as cartoons or films mocking the tropes of film. The ironic, self-parodying culture of the internet makes it a hotbed for meta.

What are the four basic steps of a meta-analysis? ›

The steps of meta analysis are similar to that of a systematic review and include framing of a question, searching of literature, abstraction of data from individual studies, and framing of summary estimates and examination of publication bias.

Is it hard to do a meta-analysis? ›

Meta-analysis is time-consuming. This is because it reviews outcomes from diverse studies. To perform meta-analysis in a research complex statistical techniques and relevant skills and needed. Because of the complex techniques needed to perform a meta-analysis, it is difficult to conduct.

How many papers are needed for a meta-analysis? ›

Two studies is a sufficient number to perform a meta-analysis, provided that those two studies can be meaningfully pooled and provided their results are sufficiently 'similar'.

How do you write a good meta description example? ›

Best practices for creating quality meta descriptions
  • Create unique descriptions for each page on your site.
  • Include relevant information about the content in the description.
  • Programmatically generate descriptions.
  • Use quality descriptions.

What is a summary estimate for a meta-analysis? ›

A summary statistic for meta-analysis is generated by pooling the individual estimates of the effects observed in the component primary studies. For binary outcomes, these are usually expressed as a relative risk (RR, also called the risk ratio) or an odds ratio (OR).

What is the biggest benefit of meta-analyses? ›

Benefits of meta-analysis

Through meta-analysis, researchers can combine smaller studies, essentially making them into one big study, which may help show an effect. Additionally, a meta-analysis can help increase the accuracy of the results. This is also because it is, in effect, increasing the size of the study.

Why is meta-analysis important? ›

A meta-analysis provides more robust results that can help psychology researchers better understand the magnitude of an effect. A meta-analysis provides important conclusions and trends that can influence future research, policy-makers' decisions, and how patients receive care.

What are the strengths of a meta-analysis? ›

If it is well conducted, the strength of a meta-analysis lies in its ability to combine the results from various small studies that may have been underpowered to detect a statistically significant difference in effect of an intervention.

What type of plot is used in meta-analysis? ›

A forest plot is a useful graphical display of findings from a meta-analysis. It provides essential information to inform our interpretation of the results. Typically, a forest plot contains 6 basic “columns”, though additional columns can be added to provide more information.

Why is it called a meta-analysis? ›

The prefix meta-, when added to the name of a subject or a discipline, forms the name of a new subject that analyzes the first one at a more abstract or higher level. It follows that meta-analysis is a field of study that analyzes already existing analyses.

What does meta-analysis compare? ›

Meta-analyses can compare interventions' setting and context characteristics using moderator analyses to discover circumstances in which interventions are most effective.

Do meta-analysis have research questions? ›

The best meta-analyses ask questions or test hypotheses, as is the case with original research. The meta-analytic questions and hypotheses addressed will generally determine the types of effect size statistics the authors use [29,30,31,32], as we explain below.

How long should a meta description be? ›

The best recommendation for how long should a meta description be is to keep your descriptions somewhere between 150-160 characters total. Don't count on these recommended lengths to stay the same, however, as Google often makes changes without notice when it comes to meta description length allowances.

What are the three types of meta? ›

There are THREE (3) different types of metadata: descriptive, structural, and administrative. Descriptive: describes a resource for purposes such as discovery and identification. It can include elements such as title, abstract, author, and keywords.

What is the full meaning of meta? ›

Meta is a word which, like so many other things, we have the ancient Greeks to thank for. When they used it, meta meant “beyond,” “after,” or “behind.” The “beyond” sense of meta still lingers in words like metaphysics or meta-economy.

What are common problems with meta-analysis? ›

Several problems arise in meta-analysis: regressions are often non-linear; effects are often multivariate rather than univariate; coverage can be restricted; bad studies may be included; the data summarised may not be homogeneous; grouping different causal factors may lead to meaningless estimates of effects; and the ...

What is one problem with meta-analysis? ›

A common criticism of meta-analysis is that the analysis focuses on the summary effect, and ignores the fact that the treatment effect may vary from study to study.

What level of study is a meta-analysis? ›

Levels of Evidence Table
Level of evidence (LOE)Description
Level IEvidence from a systematic review or meta-analysis of all relevant RCTs (randomized controlled trial) or evidence-based clinical practice guidelines based on systematic reviews of RCTs or three or more RCTs of good quality that have similar results.
6 more rows
Jul 1, 2017

What is the minimum requirement for meta-analysis? ›

A meta-analysis requires at least 2 studies; however, to reach a statistical power higher than the power of individual included studies, you need to consult with a statistician and an expert in the review field to determine the number of studies or required effect size .

How do you tell if a paper is a meta-analysis? ›

A meta-analysis goes beyond critique and integration and conducts secondary statistical analysis on the outcomes of similar studies. It is a systematic review that uses quantitative methods to synthesize and summarize the results.

Can a single author do a meta-analysis? ›

You need a minimum of TWO authors or you cannt complete various steps. You need 2 or more people to do each step of a systematic review like study selection or data extraction independently and then compare the results. Then any discrepancies can be discussed.

How do I choose keywords for meta description? ›

The most important thing to keep in mind when selecting or optimizing your meta keywords is to be sure that each keyword accurately reflects the content of your pages. It's no good hauling in traffic with keyword phrases like “Low-Rate Mortgage” and “Find a Divorce Lawyer” if your site sells cooking supplies.

What are meta description keywords? ›

Meta keywords are meta tags that you can use to give search engines more information about a page's content. They're found in a webpage's HTML source code, and are not visible to visitors. It's easy to add meta keywords in most website builders and CMS', but should you bother?

Where do I write my meta description? ›

A meta description is the snippet of information below the blue link of a search result. Its purpose is to describe the contents of the page to the searcher. Any words that match the search term are bolded in the description.

What is meta-analysis in health? ›

Meta-analyses, which summarize all eligible evidence and quantitatively synthesize individual results on a specific clinical question, have become the best available evidence for informing clinical practice and are increasingly important in medical research.

What is meta-analysis in agriculture? ›

META – ANALYSIS FOR AGRICULTURAL RESEARCHES (REVIEW)

This analysis carefully reviews the results that have already been published; it works on organizing, integrating and scientific evaluation of previous researches and studies on a specific topic.

Why is meta-analysis so important? ›

A meta-analysis provides more robust results that can help psychology researchers better understand the magnitude of an effect. A meta-analysis provides important conclusions and trends that can influence future research, policy-makers' decisions, and how patients receive care.

What are the benefits of meta-analysis research? ›

Benefits of meta-analysis

Through meta-analysis, researchers can combine smaller studies, essentially making them into one big study, which may help show an effect. Additionally, a meta-analysis can help increase the accuracy of the results. This is also because it is, in effect, increasing the size of the study.

What is the purpose of meta-analysis and its importance to public health? ›

Meta-analysis is a study that combines data from OTHER studies. All the studies are combined to argue whether a clinical intervention is statistically significant by combining the results from the other studies. For example, you want to examine a specific headache intervention without running a clinical trial.

How is meta-analysis measured? ›

Common measures used to report the results of meta-analyses include the odds ratio, relative risk, and mean differences. If the outcome is binary (for example, disease v no disease, remission v no remission), odds ratios or relative risks are used.

Videos

1. Why is Nutrition Science so Complicated?
(What I've Learned)
2. Meta-analysis in Nutrition - Need & Process
(Nutrition Society of India Mumbai Chapter)
3. Systematic Reviews and Meta-Analyses: Part 3 - Conducting the Meta-Analysis
(Canadian Sugar Institute Nutrition Information Service)
4. An Overview of Science of Nutrition
(Stanford Center for Clinical Research)
5. New Research On Plant-Based Diets and Mortality
(Healthcare Triage)
6. Shocking Research on Food Order
(Mic the Vegan)

References

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