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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"I have used Comprehensive Meta‐Analysis since I was a student and it has been the basis for dozens of meta‐analysis publications since then. The strengths of the software include its intuitive approaches to statistical issues, ease of use, and clear presentation of the data. Journals appreciate that important changes in figures can be made rapidly and clearly. This has also been an excellent tool for teaching students and colleagues about conducting meta‐analysis ‐ students enjoy the clarity of presentation and ease of use. With all the ease of use, it is important to note that the software allows a variety of statistical approaches that may be difficult to implement in other software, from choices of metaregression effects to presentations of heterogeneity. For my group, this software is indispensable."

Edward Mills PhD, MSc - LLM Canada, Research Chair, Faculty of Health Sciences, University of Ottawa


"One of the hardest things for non‐statisticians conducting meta‐analyses is to figure out how to combine data when the data are in different forms. Using continuous outcome as an example, one study might report before‐and‐after scores, and another might report change scores. Comprehensive Meta‐Analysis allows one to take data in any form and seamlessly converts it so that all the data can be included, or tells the meta‐analyst what additional information is necessary to complete the process. This one aspect of the program can save hours of time for non‐statisticians who are not used to converting data from one format to another."

Ian Shrier - McGill University, Canada