Train the Trainer Course book - Cochrane Public Health Group

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WORKED EXAMPLE We will work through the process of finding primary studies for a systematic review, using the review below as an example: ** This search has been modified from the original version ** Sowden A, Arblaster L, Stead L. Community interventions for preventing smoking in young people (Cochrane Review). In: The Cochrane Library, Issue 3, 2004. Chichester, UK: John Wiley & Sons, Ltd. 1 adolescent/ 2 child/ 3 Minors/ 4 young people.tw. 5 (child$ or juvenile$ or girl$ or boy$ or teen$ or adolescen$).tw. 6 minor$.tw 7 or/1-6 8 exp smoking/ 9 tobacco/ 10 “tobacco use disorder”/ 11 (smok$ or tobacco or cigarette$).tw. 12 or/8-11 13 (community or communities).tw. 14 (nationwide or statewide or countrywide or citywide).tw. 15 (nation adj wide).tw. 16 (state adj wide).tw. 17 ((country or city) adj wide).tw. 18 outreach.tw. 19 (multi adj (component or facet or faceted or disciplinary)).tw. 20 (inter adj disciplinary).tw. 21 (field adj based).tw. 22 local.tw. 23 citizen$.tw. 24 (multi adj community).tw. 25 or/13-24 26 mass media/ 27 audiovisual aids/ 28 exp television/ 29 motion pictures/ 30 radio/ 31 exp telecommunications/ 32 videotape recording/ 33 newspapers/ 34 advertising/ 35 (tv or televis$).tw. 36 (advertis$ adj4 (prevent or prevention)).tw. 37 (mass adj media).tw. 38 (radio or motion pictures or newspaper$ or video$ or audiovisual).tw. 39 or/26-38 All the subject headings and textwords relating to P - population All the subject headings and textwords relating to O - outcome All the subject headings (none found) and textwords relating to I - intervention This review wants to exclude mass media interventions as a community based intervention (a review has already been completed on this topic) - see search line 42 40 7 and 12 and 25 41 7 and 12 and 39 42 40 not 41 40 – young people and smoking and community-based intervention 41 – young people and smoking and mass media interventions 42 - community interventions not including mass media interventions 54
1. Start with the primary concept, i.e. young people. 2. The Ovid search interface allows plain language to be ‘mapped’ to related subject headings, terms from a controlled indexing list (called controlled vocabulary) or thesaurus (eg. MeSH in MEDLINE). Map the term ‘young people’ 3. The result should look like this: Scope note to see related terms Link to tree 55
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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 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: Brunton G, Harden A, Rees R, Kavana
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
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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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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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