Teaching information for CMA

If you are interested in using CMA to teach a class in meta-analysis, please submit your e-mail here for more information.

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"As a first‐year graduate student with minimal knowledge of meta‐analysis at the time, I found Comprehensive Meta‐Analysis to be an incredibly user‐friendly program. I began using Comprehensive Meta‐Analysis while reading Lipsey & Wilson's (2001) Practical Meta‐Analysis and found it easy to transition from the conceptual and practical issues discussed in their text to the procedures available in your program. My mentor and I continue to use your program as we prepare my Master's thesis for publication, and our use of this software has undoubtedly facilitated our progress. Best of luck with the future development of Comprehensive Meta‐Analysis and with your ongoing scholarship."

Jonathan Shaffer, PhD - Postdoctoral Fellow, Center for Behavioral Cardiovascular Health, Columbia University Medical Center


"CMA is a formidable tool for conducting sophisticated meta‐analyses in the domain of cognitive and behavioral sciences. As an early adapter of CMA I am still amazed about its flexibility in data storing, data processing, and its many options for validity checks of meta‐analytic outcomes such as trim‐and‐fill and other state‐of‐the‐art ways to test the influence of unpublished papers. The flexibility of CMA to exchange data with Excel, SPSS, and other statistical software is a major asset. I also taught courses on meta‐analysis with the student version of CMA available for the graduate students, and it has been a real success as CMA makes meta‐analysis transparent as well as motivating for students with a basic training in statistics."

Marinus H. van IJzendoorn - Centre for Child and Family Studies, Rommert Casimir Institute of Developmental Psychopathology, Institute of Education and Child Studies, Leiden University, The Netherlands