Train the Trainer Course book - Cochrane Public Health Group

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- search for non-English language studies Reviewed reference lists Sent the lists to experts to review for completeness 26 RCTS found in 22 reports that met inclusion criteria. 4. Did the reviewers assess the quality of the included studies? HINT:A clear pre-determined strategy should be used to determine which studies are included. Look for: - a scoring system - more than one assessor Yes. Assessed quality of RCTs using modified version of Jadad. Assessed according to: Appropriateness of randomisation Extent of bias in data collection Proportion of study participants followed to the last point of follow-up (adequate >=80% of study participants) Similarity of attrition rates in the comparison groups (within 2%) Scoring system used: 1 point for each, poor studies
intercourse. Pooled odds ratio 0.99 (95% CI 0.84 to 1.16). 2) Use of birth control Every time they had intercourse (Fig 2) Young women: 8 studies of 1967 women showed no improvement in use of birth control at every intercourse (0.95; 0.69 to 1.30). There was significant heterogeneity among studies (p=0.08). Unexplained heterogeneity. Young men: 3 studies of 1505 young men indicated that the programmes did not improve the use of birth control at every intercourse (0.90;0.70 to 1.16). Heterogeneous studies. Use of birth control last time they had intercourse (Fig 3) Young women: 5 studies of 799 young women showed no improvement (1.05;0.5 to 2.19) with significant heterogeneity, p=0.007). Heterogeneity not explained by hypotheses. Young men: 4 studies of 1262 young men showed no improvement (1.25;0.99 to 1.59), no heterogeneity. 3) Pregnancy Young women: 12 studies of 8019 young women showed that the interventions did not reduce pregnancy rates (1.04;0.78 to 1.4), no heterogeneity. Young men – pregnancies with partners – 5 studies of 3759 young men showed no effect of interventions on reducing pregnancies among partners of young men, (1.54;1.03 to 2.29), no heterogeneity. 7. Could these results be due to chance? HINT: Look for tests of statistical significance eg. p values and confidence intervals (CIs) 8. Can the results be applied to the local population? HINT: Consider whether - the population sample covered by the review could be sufficiently different to your population to cause concern. – your local setting is likely to differ much from that of the review Most results are not significant. The only significant difference was for pregnancies in partners of young men, CI (1.54;1.03 to 2.29). Confidence interval does not include one, the null hypothesis. Most of the participants in over half of the studies were African-American or Hispanic, thus over-representing low socioeconomic groups. Interventions may be more successful in other populations. In all but 5 studies, participants received conventional sex education in the control group. It is possible that these interventions had some effect, and tested interventions were not potent 141
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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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5. Because adolescent has no narrow
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12. Complete searches 8-12 and 13-2
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Unit Seven: Data Abstraction Learni
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Introduction of bias into the condu
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population on gender, age, or educa
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5) Data collection methods As highl
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These data provide important inform
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11. Green J, Tones K. Towards a sec
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QUALITY ASSESSMENT TOOL FOR QUANTIT
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G) ANALYSIS (Q1) Is there a sample
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DICTIONARY for the Effective Public
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(i) (ii) If the study was reported
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F) WITHDRAWALS AND DROP-OUTS Q1 Ind
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Page 108 and 109: Pope C, Mays N. Qualitative Researc
Page 110 and 111: Screening Questions 1 Was there a c
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Page 116 and 117: A Checklist for Evaluating Evidence
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Page 120 and 121: Where studies are more homogenous,
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Page 126 and 127: esulting from some community interv
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