Cass review; Gender affirming care; Gender dysphoria; Gender incongruence; Transgender; Humans; Adolescent; Female; Child; Male; England; Bias; Systematic Reviews as Topic; Qualitative Research; Research Design/standards; Epidemiology; Health Informatics
Abstract :
[en] [en] BACKGROUND: The Cass Review aimed to provide recommendations for the delivery of services for gender diverse children and young people in England. The final product of this project, the Cass report, relied on commissioned research output, including quantitative and qualitative primary research as well as seven systematic reviews, to inform its recommendations and conclusions.
METHODS: We critically evaluated the Cass report and the research that was commissioned to inform it. To evaluate the Risk of Bias within the seven systematic reviews commissioned by the Cass Review, we applied the ROBIS tool - a domain-based assessment of risk of bias within systematic reviews. It focuses on four domains (i) study eligibility criteria, (ii) identification and selection of studies, (iii) data collection and study appraisal, and (iv) synthesis and findings. To maintain rigour, the ROBIS tool was applied to each systematic review by two independent assessors, within Covidence, with conflicts resolved by an additional two independent assessors. We also conducted a detailed critical evaluation of the methods used in the survey of gender services for young people in Europe, the two quantitative studies of health records, and the qualitative study on the experience of gender dysphoria among young people and the claims made in the Cass report based on these studies.
RESULTS: Using the ROBIS tool, we identified a high risk of bias in each of the systematic reviews driven by unexplained protocol deviations, ambiguous eligibility criteria, inadequate study identification, and the failure to integrate consideration of these limitations into the conclusions derived from the evidence syntheses. We also identified methodological flaws and unsubstantiated claims in the primary research that suggest a double standard in the quality of evidence produced for the Cass report compared to quality appraisal in the systematic reviews.
CONCLUSIONS: We discuss these issues in relation to how evidence regarding gender affirming care is framed, the wider political context, and the future for gender affirming care. The Cass report's recommendations, given its methodological flaws and misrepresentation of evidence, warrant critical scrutiny to ensure ethical and effective support for gender-diverse youth.
Disciplines :
General & internal medicine Endocrinology, metabolism & nutrition Pediatrics Human health sciences: Multidisciplinary, general & others
Author, co-author :
Noone, Chris; School of Psychology, University of Galway, University Road, Galway, H91 TK33, Ireland. chris.noone@universityofgalway.ie
Southgate, Alex; School of Physics & Astronomy, Cardiff University, Cardiff, CF10 3 AT, UK
Ashman, Alex; Thames Valley School of Surgery, Oxford, UK
Quinn, Éle; School of Health Sciences, University of Galway, University Road, Galway, H91 TK33, Ireland
Comer, David; School of Psychology, University of Galway, University Road, Galway, H91 TK33, Ireland
Shrewsbury, Duncan; Department of Medical Education, Brighton & Sussex Medical School, Brighton, BN1 9PX, UK
Ashley, Florence; Faculty of Law, University of Alberta, Edmonton, AB, T6G 2R3, Canada
Hartland, Jo; Bristol Medical School, University of Bristol, 5 Tyndall Ave, Bristol, BS8 1UD, UK
Paschedag, Joanna; School of Life & Medical Sciences, University of Hertfordshire, Hatfield, Hertfordshire, AL10 9 AB, UK
Gilmore, John; School of Nursing, Midwifery and Health Systems, University College Dublin, 4 Stillorgan Rd, Belfield, Dublin, D04 C1P1, Ireland
Kennedy, Natacha; Department of Educational Studies, Goldsmiths University of London, 8 Lewisham Way, London, SE14 6 NW, UK
Woolley, Thomas E; School of Mathematics, Cardiff University, Cardiff, CF10 3 AT, UK
Heath, Rachel; School of Psychological Sciences, University of Newcastle, Callaghan, NSW, 2308, Australia
Goulding, Ryan; Catherine McAuley School of Nursing and Midwifery, University College Cork, College Rd, Cork, T12 K8 AF, Ireland
Simpson, Victoria; Department of Psychology, Lancaster University, Bailrigg, Lancaster, LA1 4YF, UK
Kiely, Ed; School of Geography, Queen Mary University of London, Mile End Rd, London, E1 4 NS, UK
Coll, Sibéal; Trans Healthcare Action, Dublin, Ireland
White, Margaret; NHS Lothian, East Lothian Community Hospital, Alderston Road, Haddington, EH41 3PF, Scotland
Grijseels, D M; Max Planck Institute for Brain Research, Max-Von-Laue-Straße 4, Frankfurt, Germany
Ouafik, Maxence ; Université de Liège - ULiège > Département des sciences cliniques > Médecine générale
McLamore, Quinnehtukqut; Department of Psychological Sciences, University of Missouri at Columbia, McAlester Hall, 210, 320 S 6 St, Columbia, MO, 65201, USA
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