Checklist for Theoretical Report in Epidemiological Studies (CRT-EE): explanation and elaboration

Souza Filho, Breno Augusto Bormann de; Tritany, Érika Fernandes; Struchiner, Cláudio José

doi:10.1590/S0103-73312021310124

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FREE THEME • Physis 31 (01) • 2021 • https://doi.org/10.1590/S0103-73312021310124 copy

Checklist for Theoretical Report in Epidemiological Studies (CRT-EE): explanation and elaboration

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Abstract

Introduction:

The theory is considered essential to research, however, its value is often underestimated in development and/or reporting in epidemiological studies.

Objective:

To present a document for the elaboration and explanation of an instrument for theoretical reporting in epidemiological studies.

Methods:

A theoretical model was developed, based on the theory of Meaningful Learning and literature review, to list dimensions and variables related to the quality of theoretical reporting. The review was carried out between July 2018 and August 2019, in the databases: Medline, SciELO, LILACS, SCOPUS and Web of Science. There were no restrictions related to the period of publications. The languages used were: Portuguese, English and Spanish.

Results:

A checklist of 15 points was developed, related to the title (1), abstract (1), introduction (4), methods (4), results (2), discussion (2) and conclusion (1) of the articles; and presents a column for marking the information requested in the article for each point. Explanations about each point of the instrument are presented, including examples, references to studies and justifications.

Conclusion:

This document provides guidance for improving theoretical reporting in epidemiological research and facilitates theoretical evaluation and interpretation of studies by reviewers, editors and readers.

Keywords:
models; theoretical; checklist; epidemiologic studies

Session/topic	Item	Checklist for Theoretical Reporting in Epidemiological Studies (CRT-EE)	Answer
TITLE
Title	1	Did the article title mention the theory/theoretical model and the related main variables that underlie the research?	□ YES □ NO
ABSTRACT
Reasoned Abstract	2	Did the article present, in the abstract, the theory/theoretical model and its main related variables that underlie the research and explain how they were evaluated and what the main findings, potential limitations, and conclusions are, in relation to the theory/theoretical model used?	□ YES □ NO
INTRODUCTION
Mention and Refer	3	Did the article explicitly mention and referenced to one or more theories/theoretical models on which the study is based? (In cases where the study is based on a theoretical model specifically developed for the research, the authors must explicitly mention it and, whenever possible, provide a reference.)	□ YES □ NO
Describe the Variables	4	Did the article describe the variables of the theory/theoretical model and their interrelations with the research cohesively and coherently?	□ YES □ NO
Review Literature	5	Did the article report the existence/absence of other theories/theoretical models related to the analyzed phenomenon and explain the choice with scientific coherence?	□ YES □ NO
Innovation/Theoretical Gap	6	Did the article report the contribution of the chosen theory/theoretical model to the phenomenon studied?	□ YES □ NO
METHODOLOGY
Explanatory Topic	7	Did the article dedicate a topic (preferably at the beginning of the Methods session) to describe in depth how the theory/theoretical model guided the methodological paths developed in the research?	□ YES □ NO
Graphic Representation	8	Did the article represented the theory/theoretical model using a graph? (e.g., figure in the form of a concept map, causal diagram, among other forms). When it is not available in the article, did the article inform where and how it can be accessed (e.g., email address, appendix, supplementary file)?	□ YES □ NO
Conceptualize and Categorize	9	Did the article conceptualize, categorize, and inform how interrelated research variables in the theory/theoretical model will be recorded and/or classified?	□ YES □ NO
Theoretical Analysis	10	Does the data analysis plan include all the variables of the theory/theoretical model related to research? If any variables have been excluded or included in the analysis, please justify.	□ YES □ NO
RESULTS
Results of the Variables	11	Did the article present the results of all the variables of the analyzed theory/theoretical model? If any variable has been occulted, please justify.	□ YES □ NO
Theoretical Impact	12	Did the article report how the study's findings impact the theory/theoretical model and explanation the final Theory/Theoretical Model? In the same way as in item 8: (for instance, figure in the form of concept map, causal diagram, among other forms) and when necessary (e.g., email address, appendix, supplement file).	□ YES □ NO
DISCUSSION
Discussion and Reflection	13	Did the article discuss the study's findings cohesively and coherently based on the interrelations expected and those found using the theory/theoretical model adopted and other existing ones?	□ YES □ NO
Limitations	14	Did the article describe the limitations of the theory/theoretical model (e.g., theory/theoretical model simplified or incomplete and possible exclusions of variables in the analysis)?	□ YES □ NO
CONCLUSION
Conclusions	15	Did the article present a general interpretation of the theory/theoretical model used in the study considering other theories/theoretical models regarding potentialities, gaps, and implications for future studies on this theory/theoretical model?	□ YES □ NO

Theoretical Foundation Articles	Authors	Year
Uso de Teorías y Modelos en Artículos de una Revista Latinoamericana de Salud Pública, 2000-2004.	Cabrera Arana GA	2007
Base Teórica en una Muestra de Investigaciones de la Facultad Nacional de Salud Pública-Universidad de Antioquia, Colombia 1965-2004.	Cabrera Arana G, Molina Marín G, Rodríguez Tejada C.	2005
A Systematic Review of the Use of Theory in the Design of Guideline Dissemination and Implementation Strategies and Interpretation of the Results of Rigorous Evaluations.	Davies P, Walker AE, Grimshaw JM.	2010
Use of Theoretical Frameworks as a Pragmatic Guide for Mixed Methods Studies: A Methodological Necessity?	Evans BC, Coon DW, Ume E.	2011
Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your "House"	Grant C, Osanloo A.	2014
Integration of a Theoretical Framework into your Research Study.	Heale R, Noble H.	2019
Is There a Conceptual Difference between Theoretical and Conceptual Frameworks?	Imenda S.	2014
The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration.	Liberati A, Altman DG, Tetzlaff J, et al.	2009
CONSORT 2010 Explanation and Elaboration: Updated Guidelines for Reporting Parallel Group Randomised Trials.	Moher D, Hopewell S, Schulz KF, et al.	2010
Uma Proposta Teórico-Metodológica para Elaboração de Modelos Teóricos.	Souza Filho, BAB; Struchiner, CJ.	2021
Strengthening the Reporting of Observational Studies in Epidemiology (STROBE): Explanation and Elaboration.	Vandenbroucke JP, Poole C, Schlesselman JJ, Egger M.	2007
What Is the Value of Graphical Displays in Learning?	Vekiri I.	2002
Dual Coding Theory: Retrospect and Current Status.	Paivo A.	1991
Theoretical and Conceptual Framework: Mandatory Ingredients of a Quality Research.	Adom D, Hussein EK, Agyem JA.	2018
A History of the Evolution of Guidelines for Reporting Medical Research: The Long Road to the EQUATOR Network.	Altman DG, Simera I.	2016
Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions.	Rocco TS, Plakhotnik MS.	2009
Teoria e Realidade.	Bunge M.	1974
Las Teorías y Modelos en la Explicación Científica: Implicancias para la Enseñanza de las Ciencias.	Concari SB.	2001
Use of Theoretical and Conceptual Frameworks in Qualitative Research.	Green HE.	2014
The Theory Underlying Concept Maps and How to Construct Them.	Novak JD, Cañas AJ.	2006
The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool.	Novak JD, Canãs AJ.	2006
Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations.	Novak JD.	1998
The Promise of New Ideas and New Technology for Improving Teaching and Learning.	Novak JD.	2003
Aquisição e Retenção de Conhecimentos: Uma Perspectiva Cognitiva.	Ausubel DP.	2000
A Subsumption Theory of Meaningful Verbal Learning and Retention.	Ausubel DP.	1962
What’s the Use of Theory?	van M, Catherine HA.	1992
The Book of Why: The New Science of Cause and Effect.	Pearl J, Mackenzie D.	2018

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B. A. B. de Souza Filho, E. F. Tritany and C. J. Struchiner were equally responsible for the conception; methodological choice; data analysis and interpretation; writing of the article and final review. This work is the result of the doctoral dissertation of the first author. There was no conflict of interest.