Train the Trainer Course book - Cochrane Public Health Group

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EXERCISE 1. In pairs, discuss some of the differences (using examples) between reviews of clinical/medical/pharmaceutical interventions vs. reviews of health promotion or public health interventions. Examples Clinical ………………………………………………………………………………………………………………. E.g. effectiveness of antibiotics for sore throat Health promotion/public health ………………………………………………………………………………………………………………. E.g. effectiveness of mass media interventions for preventing smoking in young people Clinical/medical/pharmaceutical Study participants: Health promotion/public health Types of interventions: Types of outcomes (process, proxy outcomes, intermediate and/or long-term): Participants involved in design of intervention: Potential influences on intervention success/failure (consider external environment (social, political, cultural) and internal factors (training of those implementing intervention, literacy of population, access to services, etc)) 14
FACILITATOR’S GUIDE Time required: 45 minutes approx. (15minutes slides, 30 minutes exercise) Learning topics - Basic systematic review terminology - Different types of reviews - Differences between clinical reviews and HP/PH reviews Summary of activity Lecture – Powerpoint slides Group exercise – comparing clinical interventions to health promotion interventions Description of supporting materials No supporting materials Further reading (if required) 1. Klassen TP, Jadad AR, Moher D. Guides for Reading and Interpreting Systematic Reviews. 1. Getting Started. Arch Pediatr Adolesc Med 1998;152:700-704 2. Mulrow CD. Systematic reviews: Rationale for systematic reviews. BMJ 1994;309:597-599. 3. McQueen D. The evidence debate. J Epidemiol Community Health 2002;56:83-84. 4. Petticrew M. Why certain systematic reviews reach uncertain conclusions. BMJ 2003;326:756-8. 5. Petticrew M. Systematic reviews from astronomy to zoology: myths and misconceptions. BMJ 2001;322:98-101. Instructions for facilitator Slide presentation Points to emphasise: 1. Not to confuse narrative reviews with narrative systematic reviews (the latter refers to the type of synthesis within a systematic review). 2. Narrative reviews are useful – they can be used in the scoping stages of a systematic review to determine the different options for interventions that might be included in a review. 3. Systematic reviews may also produce conflicting results – especially when different methodological criteria are used, eg different study designs are included, different quality checklists, different inclusion and exclusion criteria, different databases searched etc. 4. Meta-analysis refers simply to the statistical combination of results from studies. The results produced are not necessarily the result of a systematic review of the evidence. Exercise 1. Ask participants to break into pairs or small groups (3-4 people), and discuss (using an example determined by the pair/group) the differences between clinical and health promotion interventions. 15
Page 1 and 2: TRAIN-THE-TRAINER HANDBOOOK Two-day
Page 3: Contents Introduction .............
Page 6 and 7: Additional reading: Textbooks: Oliv
Page 8 and 9: 2) ONCE REGISTRATIONS HAVE BEEN REC
Page 11: OUTLINE OF TWO-DAY WORKSHOP 9:00am
Page 15 and 16: Unit One: Background to Systematic
Page 17: Reviews of clinical interventions v
Page 21 and 22: Unit Two: International Systematic
Page 23 and 24: FACILITATOR’S GUIDE Time required
Page 25 and 26: Unit Three: Resources Required Lear
Page 27: Formulate review question Establish
Page 31 and 32: Unit Four: Developing a Protocol Le
Page 33 and 34: Establish an Advisory Group whose m
Page 35 and 36: FACILITATOR’S GUIDE Time required
Page 37 and 38: Unit Five: Asking an Answerable Que
Page 39 and 40: To investigate both the implementat
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Page 43 and 44: REFERENCES 1. Oliver S. 1997. Explo
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Page 47 and 48: Unit Six: Finding The Evidence Lear
Page 49 and 50: CA38392 (NCI) Language English Entr
Page 51 and 52: Where to locate studies a) Electron
Page 53 and 54: ADDITIONAL READING Harden A, Peersm
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FACILITATOR’S GUIDE Time required
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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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C) CONFOUNDERS Strong Moderate Weak
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Emphasise that the criteria to appr
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Randomised controlled trial - criti
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calculation? Yes Partially No (Q2)
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Controlled before and after study -
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RATE THIS SECTION Strong Moderate W
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Pope C, Mays N. Qualitative Researc
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Screening Questions 1 Was there a c
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A Checklist for Evaluating Evidence
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Where studies are more homogenous,
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esulting from some community interv
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Reviewers should use the RE-AIM mod
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Economic efficiency Harms Economic
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9. Swerrissen H, Crisp BR. The sust
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Exercise: Allow participants 20 min
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who had participated in their smoki
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Critical Appraisal Skills Programme
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2 points out of the possible 4 poin
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- search for non-English language s
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9. Were all important outcomes cons
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Train the Trainer Course book - Cochrane Public Health Group

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