Train the Trainer Course book - Cochrane Public Health Group

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participants to describe their PICO question, and the study designs they would choose that would help them answer the question. You will have time in the searching session to ensure that all PICO questions are answerable. Common mistakes: The PICO question does not relate to whom the reviewer wishes to apply the results, eg. wanting to prevent disease in Indigenous people in the Northern Territory of Australia. The PICO question relates to the kind of research required to answer the question, which in this example may come from a number of studies of different Indigenous populations. Therefore, the P of PICO would be any indigenous population. Again, the question must reflect the research being carried out – do not let reviewers restrict age limits, for example, if age is not standardised throughout the world. For example, school aged children and adolescents could range from 4 years to 19 years throughout the world, or interventions may have different names or comprise slightly different components between countries. 42
Unit Six: Finding The Evidence Learning Objectives To understand the complexities of searching for health promotion and public health studies To gain knowledge of how to locate primary studies of health promotion and public health interventions To gain basic skills to carry out a search for primary studies Identifying health promotion and public health primary studies The inclusion of an unbiased sample of relevant studies is central to the validity of systematic reviews. Time-consuming and costly literature searches, which cover the grey literature and all relevant languages and databases, are normally recommended to prevent reporting biases. 1 Searching for primary studies on health promotion and public health topics can be a very timeintensive task, as search strategies will need to be adapted for a number of databases, and broad searches using a wide range of terms may result in a large number of citations requiring application of the inclusion and exclusion criteria. This is party due to health promotion and public health terminology being very non-specific or non-standardised; day to day words are often used to describe interventions and populations. In addition, it may not be appropriate to add a randomised controlled trial (RCT) filter to limit the search because the question may be best answered using other types of study designs. Components of the searching process The key components of the search strategy comprise of subject headings and textwords that describe each element of the PICO(T) question. However, it is usually recommended not to include the O (outcome) of the PICO question in the search strategy because outcomes are described in many different ways and may not be described in the abstract of the article. Search terms to describe outcomes should only be used if the number of citations is too large to apply the inclusion and exclusion criteria. Pilot the search strategy first – complete a scoping search on a database most likely to yield studies using a sample of keywords to locate a few relevant studies. Check the subject headings that are used to index the studies and the relevant textwords in the abstract of the citation. Also, it may be useful to find the citations of key articles in PubMed (http://www.ncbi.nlm.nih.gov/entrez/query.fcgi) and click on Related Articles to find other relevant studies in order to determine additional relevant subject headings and textwords. The search strategy developed to identify studies will not search the entire full-text of the article. The following complete reference for the citation demonstrates the information that is available for each citation (example provided using the OVID interface): therefore searching the subject headings and textwords in the abstract will help us to find this study. Always use a combination of subject headings and textwords for each PICO element. 43
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 and 44: REFERENCES 1. Oliver S. 1997. Explo
Page 45: FACILATOR’S GUIDE Time required:
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
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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
Page 74 and 75: population on gender, age, or educa
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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 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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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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