Train the Trainer Course book - Cochrane Public Health Group

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………………………………………………………………………………………………………… Data analysis 8 Was the data analysis sufficiently rigorous? Write comments here Consider: – if there is an in-depth description of the analysis process – if thematic analysis is used. If so, is it clear how the categories/themes were derived from the data? – whether the researcher explains how the data presented were selected from the original sample to demonstrate the analysis process – if sufficient data are presented to support the findings – to what extent contradictory data are taken into account – whether the researcher critically examined their own role, potential bias and influence during analysis and selection of data for presentation ………………………………………………………………………………………………………… Findings 9 Is there a clear statement of findings? Write comments here Consider: – if the findings are explicit – if there is adequate discussion of the evidence both for and against the researcher’s arguments – if the researcher has discussed the credibility of their findings – if the findings are discussed in relation to the original research questions ………………………………………………………………………………………………………… Value of the research 10 How valuable is the research? Write comments here Consider: – if the researcher discusses the contribution the study makes to existing knowledge or understanding eg. do they consider the findings in relation to current practice or policy, or relevant research-based literature? – if they identify new areas where research is necessary – if the researchers have discussed whether or how the findings can be transferred to other populations or considered other ways the research may be used ………………………………………………………………………………………………………… 108
FACILITATOR’S GUIDE – QUALITITATIVE STUDIES Time required: One hour and 10 minutes (slides 20 minutes, qualitative appraisal 50 minutes) Learning topics - Sources of bias within health promotion and public health studies (qualitative and quantitative studies) - Critical appraisal tools/checklists - Integrity of interventions Summary of activity Lecture – Powerpoint slides Group exercise – groups can sit around their tables completing the quality appraisal checklist Description of supporting materials 1) CASP tool for Qualitative Studies 2) The qualitative study by Cass Further reading (if required) Jones R. Why do qualitative research? BMJ 1995;311:2. Pope C, Mays N. Qualitative Research: Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research. BMJ 1995;311:42-45. Instructions to facilitator The aim of this section is simply to introduce participants to qualitative research and provide them with the opportunity to practice the appraisal of a qualitative study. Due to copyright restrictions, you will need to locate and print the required reading for this session (the reading should also be emailed to participants one week prior to the course). The qualitative study uses the Critical Appraisal Skills Programme checklist for Qualitative research. The aim of the exercise is for participants to become familiar with the checklist provided. Do not let participants get swayed into conversations that do not relate directly to the task at hand. It is better for participants to complete the checklist than to get caught up on one particular question. *** Note: If this workshop is to be run in its current format participants will need to be advised that they must read the critical appraisal paper “DiCenso A, Guyatt G, Griffith WL. Interventions to reduce unintended pregnancies among adolescents: systematic review of randomised controlled trials. BMJ 2002;324:1426-34” before the afternoon of the second day. Remember, you will need to obtain copies of this article, as copyright restrictions prevent the reproduction of this article. ** Feel free to choose critical appraisal studies which are more relevant to your audience. 109
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TRAIN-THE-TRAINER HANDBOOOK Two-day
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Contents Introduction .............
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Additional reading: Textbooks: Oliv
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2) ONCE REGISTRATIONS HAVE BEEN REC
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OUTLINE OF TWO-DAY WORKSHOP 9:00am
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Unit One: Background to Systematic
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Reviews of clinical interventions v
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FACILITATOR’S GUIDE Time required
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Unit Two: International Systematic
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Unit Three: Resources Required Lear
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Formulate review question Establish
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Unit Four: Developing a Protocol Le
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Establish an Advisory Group whose m
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Unit Five: Asking an Answerable Que
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To investigate both the implementat
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Process evaluations: these studies
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REFERENCES 1. Oliver S. 1997. Explo
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FACILATOR’S GUIDE Time required:
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Unit Six: Finding The Evidence Lear
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CA38392 (NCI) Language English Entr
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Where to locate studies a) Electron
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ADDITIONAL READING Harden A, Peersm
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45. "Diet-Fat-Restricted"/ all subh
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Brunton G, Harden A, Rees R, Kavana
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1. Start with the primary concept,
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Page 104 and 105: RATE THIS SECTION Strong Moderate W
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Page 126 and 127: esulting from some community interv
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Page 132 and 133: 9. Swerrissen H, Crisp BR. The sust
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Train the Trainer Course book - Cochrane Public Health Group

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