Train the Trainer Course book - Cochrane Public Health Group

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Ukoumunne OC, Gulliford MC, Chinn S, Sterne JA, Burney PG. Methods for evaluating area-wide and organisation-based interventions in health and health care: a systematic review. Health Technol Assess. 1999;3(5):iii-92. EXERCISE 1. Write an answerable review question (will be used in a later exercise) P = …………………………………………………………………………………………………… I = .……….……………………………………………………………………………………….…. C = .…………………………………………………………………………………………………… O = .…………………………………………………………………………………………………… Q……………………………………………………………………………………………………….. ……………………………………………………………………………………………………… The effectiveness of (I) versus (C) for (0) in (P) 2. What type(s) of study design(s) should be included to investigate the effectiveness of the intervention? Randomised controlled trial / cluster randomised controlled trial Quasi-randomised controlled trial/pseudo-randomised trial Controlled before and after study/cohort analytic/concurrently controlled comparative study Uncontrolled before and after study/cohort study Interrupted time series designs Qualitative research 40
FACILATOR’S GUIDE Time required: 45 minutes approx (15 minutes slides, 30 minutes exercise) Learning topics - Formulating an answerable question that is relevant to users - Types of study designs utilised in health promotion and public health interventions - The types of questions asked by decision-makers, practitioners and consumers Summary of activity Lecture – Powerpoint slides Individual exercise – to formulate an answerable question Description of supporting materials No supporting materials. Further reading (if required) 1. Richardson WS, Wilson MC, Nishikawa J, Hayward RSA. The well-built clinical question: a key to evidence-based decisions [Editorial]. ACP J Club 1995;123(3):A12-3. 2. Richardson WS. Ask, and ye shall retrieve [EBM Note]. Evidence Based Medicine 1998;3:100-1. 3. Ukoumunne OC, Gulliford MC, Chinn S, Sterne JA, Burney PG. Methods for evaluating areawide and organisation-based interventions in health and health care: a systematic review. Health Technol Assess. 1999;3(5):iii-92. *** Recommended for more information about cluster designed studies. *** Instructions to facilitator Emphasise the importance of this component of the systematic review process. A clear question is vital to conducting a comprehensive search and applying the inclusion and exclusion criteria. The type of question asked in health promotion and public health is expanded to include investigating how the interventions worked (or did not work) and why they may have worked (not worked). Participants will see the acronym PICO used everywhere in evidence-based medicine. Sometimes it will be seen as PICOT which includes types of study designs (T). Emphasise that reviewers consider conducting reviews which examine inequalities. Although the methodology is in its infancy, more reviews are needed in this area. Conducting reviews will contribute to the methodological base. Explain that qualitative research should be integrated into reviews to address the issues that are of concern to users – the implementation and appropriateness of interventions. ** Reviewers may want to only include qualitative research relating to the outcome evaluations (effectiveness studies). For example, a process evaluation may be included if it is part of an effectiveness (outcome) study. Exercise: Make sure you go round the room to make sure everyone is clear about the exercise. As there will be insufficient time to ask all participants to report back to the class, choose a few 41
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 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: REFERENCES 1. Oliver S. 1997. Explo
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
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Page 72 and 73: Introduction of bias into the condu
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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
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Page 91 and 92: F) WITHDRAWALS AND DROP-OUTS Q1 Ind
Page 93: 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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……………………………
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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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……………………………
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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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