Train the Trainer Course book - Cochrane Public Health Group

More documents

Recommendations

Info

2. Visit each group to make sure they understand the exercise. 3. Ask a sample of the pairs/groups to report back to the larger group. 4. Look for the following differences (clinical vs. health promotion interventions): a) Patients vs. populations/communities/groups b) Single, specific interventions (surgery, drugs, medical treatment) vs. complex multidisciplinary interventions c) Immediate outcomes vs. changes in attitude, behaviour or long term (eg. BMI) d) Patients not involved vs. community participation in development and evaluation e) Little impact of context vs. potentially large impact of context, population factors and training Example: Clinical Example: Epidural versus non-epidural analgesia for pain relief in labour: 1) Participants: women patients giving birth 2) Types of interventions: Epidural or non-epidural analgesia 3) Types of outcomes: Pain relief in labour 4) Participants involved in design on intervention: Generally not involved 5) Potential influences on intervention success: Training of person administering epidural Health promotion or public health Example: Community interventions for reducing smoking among adults 1) Participants: Any adults, male of female 2) Types of interventions: Co-ordinated multidimensional program – through schools, workplaces, health professionals, health departments, restaurants, hospitals, retailers. Types of interventions – mass media, policy, counselling, education, etc. 3) Types of outcomes: Long term: Morbidity and mortality. Intermediate measures: Biochemical measure of smoking, self-reported smoking status, self-reported cigarette consumption. Proxy measures and mediating variables: knowledge of harms of smoking, attitudes to smoking, intentions to quit. Process outcomes: Evaluation of the implementation of interventions. 4) Participants involved in design on intervention: Community members usually involved in planning and implementation 5) Potential influences on intervention success: literacy levels of community, training of those implementing the intervention, characteristics of the community – urban/rural, context in which policy was implemented, strength of the organisation implementing the intervention, norms of smoking, etc. 16
Unit Two: International Systematic Review Initiatives Learning Objective To be familiar with international groups conducting systematic reviews of the effectiveness of public health and health promotion interventions There are a number of groups around the world conducting systematic reviews of public health and health promotion interventions. Reviews are often published on the group’s internet website, and follow guidelines/methods developed by the individual organisation. It is useful to visit each of the organisations listed below to view the different styles of systematic reviews. Reviewers seeking to conduct a Cochrane Review should visit the Cochrane website for more information (http://www.cochrane.org) or contact the Cochrane Health Promotion and Public Health Field (http://www.vichealth.vic.gov.au/cochrane/). Useful websites of systematic review initiatives: 1. The Cochrane Collaboration – The Cochrane Library: http://www.thecochranelibrary.com Reviews relevant to health promotion and public health are listed on the Cochrane Health Promotion and Public Health Field website: http://www.vichealth.vic.gov.au/cochrane 2. Guide to Community Preventive Services: http://www.thecommunityguide.org 3. The Evidence for Practice Information and Co-ordinating Centre (EPPI-Centre): http://eppi.ioe.ac.uk/ 4. Effective Public Health Practice Project: http://www.city.hamilton.on.ca/PHCS/EPHPP/EPHPPResearch.asp 5. Health Development Agency (HDA): http://www.hda-online.org.uk/html/research/effectiveness.html Note: These reviews are systematic reviews of systematic reviews (not reviews of individual primary studies). 6. Centre for Reviews and Dissemination: http://www.york.ac.uk/inst/crd/ 7. The Campbell Collaboration http://www.campbellcollaboration.org/ 17
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 and 18: Reviews of clinical interventions v
Page 19: FACILITATOR’S GUIDE Time required
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
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
Page 53 and 54: ADDITIONAL READING Harden A, Peersm
Page 55 and 56: 45. "Diet-Fat-Restricted"/ all subh
Page 57 and 58: Brunton G, Harden A, Rees R, Kavana
Page 59 and 60: 1. Start with the primary concept,
Page 61 and 62: 5. Because adolescent has no narrow
Page 63: 12. Complete searches 8-12 and 13-2
Page 67 and 68: Unit Seven: Data Abstraction Learni
Page 69: FACILITATOR’S GUIDE Time required
Page 72 and 73:
Introduction of bias into the condu
Page 74 and 75:
population on gender, age, or educa
Page 76 and 77:
5) Data collection methods As highl
Page 78 and 79:
These data provide important inform
Page 80 and 81:
11. Green J, Tones K. Towards a sec
Page 83 and 84:
QUALITY ASSESSMENT TOOL FOR QUANTIT
Page 85 and 86:
G) ANALYSIS (Q1) Is there a sample
Page 87 and 88:
DICTIONARY for the Effective Public
Page 89 and 90:
(i) (ii) If the study was reported
Page 91 and 92:
F) WITHDRAWALS AND DROP-OUTS Q1 Ind
Page 93:
C) CONFOUNDERS Strong Moderate Weak
Page 96 and 97:
Emphasise that the criteria to appr
Page 98 and 99:
Randomised controlled trial - criti
Page 100 and 101:
calculation? Yes Partially No (Q2)
Page 102 and 103:
Controlled before and after study -
Page 104 and 105:
RATE THIS SECTION Strong Moderate W
Page 106 and 107:
102
Page 108 and 109:
Pope C, Mays N. Qualitative Researc
Page 110 and 111:
Screening Questions 1 Was there a c
Page 112 and 113:
……………………………
Page 114 and 115:
110
Page 116 and 117:
A Checklist for Evaluating Evidence
Page 118 and 119:
114
Page 120 and 121:
Where studies are more homogenous,
Page 122 and 123:
118
Page 124 and 125:
120
Page 126 and 127:
esulting from some community interv
Page 128 and 129:
Reviewers should use the RE-AIM mod
Page 130 and 131:
Economic efficiency Harms Economic
Page 132 and 133:
9. Swerrissen H, Crisp BR. The sust
Page 134 and 135:
Exercise: Allow participants 20 min
Page 136 and 137:
who had participated in their smoki
Page 138 and 139:
Critical Appraisal Skills Programme
Page 140 and 141:
……………………………
Page 142 and 143:
2 points out of the possible 4 poin
Page 144 and 145:
- search for non-English language s
Page 146:
9. Were all important outcomes cons
show all

Train the Trainer Course book - Cochrane Public Health Group

Create successful ePaper yourself

Delete template?

Save as template?