Train the Trainer Course book - Cochrane Public Health Group

More documents

Recommendations

Info

- Searching The EPPI-Centre 2 documented the time it took an experienced health promotion researcher in developing and implementing a Medline search strategy to identify sexual health promotion primary studies. 40 hours Developing and testing a sensitive search strategy for Medline 8 hours Implementing the search for the most recent Medline period available at the time (January 1996 to September 1997) and downloading citations 7 hours Scanning through the 1048 retrieved records If such a search strategy was to be implemented over the 30 years covered by Medline, the number of retrieved records would be around 10,000. Consequently, about 70 hours would be needed to identify the relevant citations for the review. Overall, this Medline search strategy would take approximately 120 hours. A preliminary literature search and contact with relevant experts in the area might help assist in calculating the approximate time required to complete the review. REFERENCES 1. Allen IE, Olkin I. Estimating Time to Conduct a Meta-analysis From Number of Citations Retrieved. JAMA 1999;282(7):634-5. 2. Evidence for Policy and Practice Information and Co-ordinating Centre. Research Report. Effectiveness Reviews in Health Promotion. 1999. 22
Formulate review question Establish an Advisory Group Develop review protocol Initiate search strategy Download citations to bibliographic software Apply inclusion and exclusion criteria Cite reasons for exclusion Obtain full reports and re-apply inclusion and exclusion criteria Data abstraction Quality appraisal Synthesis of studies Interpret findings Full report Figure One. Flow chart of a systematic review 23
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 and 20: FACILITATOR’S GUIDE Time required
Page 21 and 22: Unit Two: International Systematic
Page 25: Unit Three: Resources Required Lear
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
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?