Train the Trainer Course book - Cochrane Public Health Group

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Note: Databases may use different syntax to retrieve records (eg. $ or * may be used in different databases or interfaces). Therefore, reviewers will need to be become well-acquainted with the idiosyncrasies of each database. Due to the different subject headings used between databases, reviewers will also need to adapt their search strategy for each database (only adapt the subject headings, not textwords). Combining each element of the PICO questions Element of question P - Population Subject headings OR Textwords I – Intervention Subject headings OR Textwords C – Comparison (if necessary) Subject headings OR Textwords O – Outcome Subject headings OR Textwords T – Type of study (if necessary) Subject headings Use a validated filter OR Textwords To find studies using all of the PICO elements P AND I AND C AND O (AND T) A lumped review (review of a number of different interventions) is simply a review comprising a number of different PICO(T) questions. This is exemplified in the following pages outlining the search strategy to locate “Interventions for preventing obesity in children”. Using study design to limit search RCTs: If the review is limited to evidence from RCTs a study design filter can be added to the search strategy. The Cochrane Reviewer’s Handbook 2 details the appropriate filter to add. Non-RCTs: Limiting the search strategy by using non-randomised study terms can be very problematic, and is generally not recommended. This is because: Few studies may be indexed by study design The vocabulary required to identify different study designs can vary extensively between electronic databases. Terms vary from ‘control groups’ to ‘follow-up studies’, to ‘longitudinal studies’ or even ‘program effectiveness’ or ‘program evaluation’, to index the same studies Some databases, eg. PsycINFO, are poorly indexed with respect to methodology. Therefore, after a PICO search is completed all citations will require application of the inclusion and exclusion criteria. Qualitative research: A filter for the CINAHL database is available from the Edward Miner Library http://www.urmc.rochester.edu/hslt/miner/digital_library/tip_sheets/Cinahl_eb_filters.pdf 46
Where to locate studies a) Electronic databases of relevance to health promotion and public health Reviewers should ensure that the search strategy (subject headings and textwords) is developed for a number of databases that cover the variety of domains where the literature may be located. A full list of free public health databases and subscription-only databases is available at http://library.umassmed.edu/ebpph/dblist.cfm. This website contains a number of databases that have not been included in the following list. Some examples of electronic databases that may be useful to identify public health or health promotion studies include (websites listed for databases available freely via the internet): Psychology: Biomedical: Sociology: Education: Transport: Physical activity: HP/PH: PsycINFO/PscyLIT CINAHL, LILACS (Latin American Caribbean Health Sciences Literature) http://www.bireme.br/bvs/I/ibd.htm, Web of Science, Medline, EMBASE, CENTRAL (http://www.update-software.com/clibng/cliblogon.htm), Combined Health Information Database (CHID) http://chid.nih.gov/, Chronic Disease Prevention Database (CDP) http://www.cdc.gov/cdp/ Sociofile, Sociological Abstracts, Social Science Citation Index ERIC (Educational Resources Information Center), C2-SPECTR (Campbell Collaboration Social, Psychological, Educational and Criminological Trials Register) http://www.campbellcollaboration.org, REEL (Research Evidence in Education Library, EPPI-Centre) http://eppi.ioe.ac.uk NTIS (National Technical Information Service), TRIS (Transport Research Information Service) http://ntl.bts.gov/tris, IRRD (International Road Research Documentation), TRANSDOC (from ECMT (European Conference of Ministers of Transport) SportsDiscus BiblioMap (EPPI-Centre) http://eppi.ioe.ac.uk, HealthPromis (HDA, UK) http://www.hda-online.org.uk/evidence/ , Global Health Other: Popline (population health, family planning) http://db.jhuccp.org/popinform/basic.html, Enviroline (environmental health) – available on Dialog, Toxfile (toxicology) – available on Dialog, Econlit (economics) Qualitative: ESRC Qualitative Data Archival Resource Centre (QUALIDATA) (http://www.qualidata.essex.ac.uk), Database of Interviews on Patient Experience (DIPEX) (http://www.dipex.org). 47
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 and 46: FACILATOR’S GUIDE Time required:
Page 47 and 48: Unit Six: Finding The Evidence Lear
Page 49: CA38392 (NCI) Language English Entr
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
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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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