Better together: Advancing life course research through multi-cohort analytic approaches.

Cohort study Cross-cohort Data pooling Life course development Multi-cohort Replication Thematic integration

Journal

Advances in life course research
ISSN: 1879-6974
Titre abrégé: Adv Life Course Res
Pays: Netherlands
ID NLM: 100960029

Informations de publication

Date de publication:
09 2022
Historique:
received: 19 12 2021
revised: 22 06 2022
accepted: 15 07 2022
entrez: 18 1 2023
pubmed: 19 1 2023
medline: 21 1 2023
Statut: ppublish

Résumé

Longitudinal cohorts can provide timely and cost-efficient evidence about the best points of health service and preventive interventions over the life course. Working systematically across cohorts has the potential to further exploit these valuable data assets, such as by improving the precision of estimates, enhancing (or appropriately reducing) confidence in the replicability of findings, and investigating interrelated questions within a broader theoretical model. In this conceptual review, we explore the opportunities and challenges presented by multi-cohort approaches in life course research. Specifically, we: 1) describe key motivations for multi-cohort work and the analytic approaches that are commonly used in each case; 2) flag some of the scientific and pragmatic challenges that arise when adopting these approaches; and 3) outline emerging directions for multi-cohort work in life course research. Harnessing their potential while thoughtfully considering limitations of multi-cohort approaches can contribute to the robust and granular evidence base needed to promote health and wellbeing over the life span.

Identifiants

pubmed: 36652217
pii: S1569-4909(22)00039-9
doi: 10.1016/j.alcr.2022.100499
pii:
doi:

Types de publication

Journal Article Review

Langues

eng

Sous-ensembles de citation

IM

Pagination

100499

Informations de copyright

Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.

Auteurs

Meredith O'Connor (M)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia. Electronic address: meredith.oconnor@mcri.edu.au.

Elizabeth Spry (E)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia; Deakin University, Centre for Social and Early Emotional Development, School of Psychology, Faculty of Health, Geelong, Australia.

George Patton (G)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia.

Margarita Moreno-Betancur (M)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia.

Sarah Arnup (S)

Murdoch Children's Research Institute, Parkville, Australia.

Marnie Downes (M)

Murdoch Children's Research Institute, Parkville, Australia.

Sharon Goldfeld (S)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia; Royal Children's Hospital, Centre for Community Child Health, Parkville, Australia.

David Burgner (D)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia; Royal Children's Hospital, Department of General Medicine, Parkville, Australia; Monash University, Department of Pediatrics, Clayton, Australia.

Craig A Olsson (CA)

Murdoch Children's Research Institute, Parkville, Australia; University of Melbourne, Department of Paediatrics, Parkville, Australia; Deakin University, Centre for Social and Early Emotional Development, School of Psychology, Faculty of Health, Geelong, Australia.

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Classifications MeSH