Train the Trainer Course book - Cochrane Public Health Group

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Author Nicki Jackson Cochrane Health Promotion and Public Health Field Victorian Health Promotion Foundation Acknowledgements The production of this handbook was funded by a grant from the Australian Government Public Health Education and Research Program (PHERP). Thanks to those listed below for providing comments on drafts of the material included in the Handbook: Professor Elizabeth Waters Director, Cochrane Health Promotion and Public Health Field, Chair in Public Health, Deakin University Dr Celia McMichael School of Public Health, La Trobe University Dr Lucie Rychetnik Sydney Health Projects Group, The University of Sydney John Bennett Project coordinator, School of Public Health, The University of Sydney The author has also utilised the work conducted by the Guidelines for Systematic Reviews in Health Promotion and Public Health. This taskforce includes: Anderson L. (Centers for Disease Control and Prevention, USA); Bailie R. (Menzies School of Health Research and Flinders University NT Clinical School, Australia); Brunton G. (Evidence for Policy and Practice Information and Co-ordinating (EPPI) Centre, UK); Hawe P. (University of Calgary, Canada); Jackson N. (Cochrane Health Promotion and Public Health Field, Australia); Kristjansson E. (University of Ottawa, Canada); Naccarella L. (University of Melbourne, Australia); Norris S. (Agency for Healthcare Research and Quality, USA); Oliver S. (EPPI-Centre, UK); Petticrew M. (MRC Social and Public Health Sciences Unit, UK); Pienaar E. (South African Cochrane Centre); Popay J. (Lancaster University, UK); Roberts H. (City University, UK); Rogers W. (Flinders University, Australia); Shepherd J. (University of Southampton, UK); Sowden A. (Centre for Reviews and Dissemination, University of York, UK); Thomas H. (McMaster University and the Effective Public Health Practice Project, Canada); Waters E. (Cochrane Health Promotion and Public Health Field and Deakin University, Australia). Copyright The copyright for the course material lies with Deakin University and the Australian Department of Health and Aging. The course materials may be reproduced and used to conduct non-profit systematic review courses for the Australian public health workforce. The materials should not be used for any commercial or profit-making activity unless specific permission is granted by the copyright owners.
Contents Introduction ......................................................................................................................................... 1 Administration of two-day workshop ............................................................................................. 3 Overview of two-day workshop ....................................................................................................... 5 FACILITATOR’S GUIDE – INTRODUCTION ............................................................................... 9 Unit One: Background to Systematic Reviews.............................................................................. 11 FACILITATOR’S GUIDE ................................................................................................................. 15 Unit Two: International Systematic Review Initiatives ............................................................... 17 FACILITATOR’S GUIDE ................................................................................................................. 19 Unit Three: Resources Required...................................................................................................... 21 FACILTATOR’S GUIDE................................................................................................................... 25 Unit Four: Developing a Protocol ................................................................................................... 27 FACILITATOR’S GUIDE ................................................................................................................. 31 Unit Five: Asking an Answerable Question.................................................................................. 33 FACILATOR’S GUIDE ..................................................................................................................... 41 Unit Six: Finding The Evidence....................................................................................................... 43 FACILITATOR’S GUIDE ................................................................................................................. 61 Unit Seven: Data Abstraction .......................................................................................................... 63 FACILITATOR’S GUIDE ................................................................................................................. 65 Unit Eight: Principles of Critical Appraisal................................................................................... 67 FACILITATOR’S GUIDE – QUANTITATIVE STUDIES............................................................. 91 FACILITATOR’S GUIDE – QUALITITATIVE STUDIES .......................................................... 109 Unit Nine: Synthesising the Evidence.......................................................................................... 115 FACILITATOR’S GUIDE ............................................................................................................... 119 Unit Ten: Interpretation of Results ............................................................................................... 121 FACILITATOR’S GUIDE ............................................................................................................... 129 Unit Eleven: Writing the Systematic Review .............................................................................. 133 FACILITATOR’S GUIDE ............................................................................................................... 137
Page 1: TRAIN-THE-TRAINER HANDBOOOK Two-day
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 and 18: Reviews of clinical interventions v
Page 19 and 20: FACILITATOR’S GUIDE Time required
Page 21 and 22: Unit Two: International Systematic
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 37 and 38: Unit Five: Asking an Answerable Que
Page 39 and 40: To investigate both the implementat
Page 41 and 42: Process evaluations: these studies
Page 43 and 44: REFERENCES 1. Oliver S. 1997. Explo
Page 45 and 46: FACILATOR’S GUIDE Time required:
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
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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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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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102
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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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……………………………
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110
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A Checklist for Evaluating Evidence
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114
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Where studies are more homogenous,
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118
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120
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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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……………………………
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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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