b. Top editing tips from the copy edit team to help the publication (production) process 1. Presentation of results Please check that punctuation and ordering of results is correct, in particular, placing number of studies before number of participants. Please follow the example below taken from the Style Manual, (MD −11.11 hours, 95% CI −20.04 to −2.18; P = 0.01, I2 = 20%; 6 studies, 3011 participants; moderate-certainty evidence; Analysis 1.1). 2. GRADE terminology i. Please ensure either ‘certainty of evidence’ or ‘quality of evidence’ is used consistently throughout the review. Do not mix the terminology in the text and SoF tables. ii. How to deal with heading ‘Quality of the evidence’ in the Discussion section if using ‘certainty of evidence’ for GRADE. In RM5: - Make a new level 2 heading ‘Certainty of the evidence’ (at the end of the section ‘Overall completeness and applicability of the evidence’).
- Remove the text under ‘Quality of the evidence’ heading and move it under the new ‘Certainty of the evidence’ heading.
- Deactivate the heading ‘Quality of the evidence’.
In RMW: - Make a new level 2 heading ‘Certainty of the evidence’ (at the end of the section ‘Overall completeness and applicability of the evidence’).
- Remove the text under ‘Quality of the evidence’ heading and move it under the new ‘Certainty of the evidence’ heading.
- Leave the heading ‘Quality of the evidence’ in place; it’s not possible to remove the heading which is OK, as a heading will not be published if there’s no text in the box below the heading. See https://documentation.cochrane.org/revman-kb/text-editing/headings#Headings-leaveoutheadings
iii. Check the list of GRADE explanations under the SoF table matches the term that have been chosen. (See this link). In the SoF table, use the corresponding wording for the grades of evidence. For certainty: GRADE Working Group grades of evidence High certainty: we are very confident that the true effect lies close to that of the estimate of the effect. Moderate certainty: we are moderately confident in the effect estimate; the true effect is likely to be close to the estimate of the effect, but there is a possibility that it is substantially different. Low certainty: our confidence in the effect estimate is limited; the true effect may be substantially different from the estimate of the effect. Very low certainty: we have very little confidence in the effect estimate; the true effect is likely to be substantially different from the estimate of effect. For quality: GRADE Working Group grades of evidence High quality: further research is very unlikely to change our confidence in the estimate of effect. Moderate quality: further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate. Low quality: further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate. Very low quality: we are very uncertain about the estimate.
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