Train the Trainer Course book - Cochrane Public Health Group

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Additional reading: Textbooks: Oliver S, Peersman P. Using Research for Effective Health Promotion. Open University Press, UK. 2001. Brownson R, Baker E, Leet T, Gillespie K. Evidence-based Public Health. Oxford University Press, USA. 2003. Egger M, Smith G, Altman D. Systematic Reviews in Health Care: Meta-analysis in context. BMJ Publishing Group, UK. 2001. Manuals / Handbooks: Cochrane Collaboration Open-Learning Materials for Reviewers. Version 1.1, November 2002. http://www.cochrane-net.org/openlearning/ Clarke M, Oxman AD, editors. Cochrane Reviewers’ Handbook 4.2.0 [updated March 2003]. http://www.cochrane.org/resources/handbook/index.htm Undertaking Systematic Reviews of Research on Effectiveness. CRD’s Guidance for those Carrying Out or Commissioning Reviews. CRD Report Number 4 (2 nd Edition). NHS Centre for Reviews and Dissemination, University of York. March 2001. http://www.york.ac.uk/inst/crd/report4.htm Evidence for Policy and Practice Information and Co-ordinating Centre Review Group Manual. Version 1.1, Social Science Research Unit, Institute of Education, University of London. 2001. http://eppi.ioe.ac.uk/EPPIWebContent/downloads/RG_manual_version_1_1.pdf Hedin A, and Kallestal C. Knowledge-based public health work. Part 2: Handbook for compilation of reviews on interventions in the field of public health. National Institute of Public Health. 2004. http://www.fhi.se/shop/material_pdf/r200410Knowledgebased2.pdf 2
Administration of two-day workshop 1) PLANNING AHEAD Administrative support: The course will need to be organised (advertise, receive registrations, find and book venue, receive payments, etc) and course materials will need to be prepared. This may take up to 10 days. Co-facilitator: It is recommended, although not essential, that two facilitators conduct the two-day course (if the days are held consecutively). One facilitator may be adequate if the course is run in a modular format. Up to twenty participants is workable for this workshop (it will also depend on the number of computers available). Venue: You will require a room to hold up to 20 participants, with participants sitting in groups (preferably in groups of 4) around tables. A computer training facility, with internet access (you will need a password to access OVID Medline), is required for one half-day. Organise payment for venues (if required) Familiarise yourself with the facilities of the venue and computer room (air-conditioning, lighting, projector, tea and coffee facilities, toilets, parking, etc) Costing: Determine whether you need to pay for venue hire (especially computer facilities), catering, and printing. Such costs should be recouped by charging participants an administrative fee. Publicity: A draft flyer has been supplied for you on CD to modify as required. Registration: You will need email or postal addresses of all participants in order to send pre-reading materials. Additionally, you may collect such information such as job title, contact details, and prior experience (and food preferences). Invoicing: If participants are required to pay for the course, they will require an invoice. Catering: It is recommended that morning tea, lunch, and afternoon tea are provided, in addition to coffee, tea, and water. You should check food preferences prior to ordering the catering. Teaching aids: If you choose to use the powerpoint slides to deliver the training you will require a computer and projector facilities. The slides may be printed onto overhead transparencies if you do not have projector facilities. Butcher’s paper and pens are also required to write down the 4 G’s (and refer back to during the course). 3
Page 1 and 2: TRAIN-THE-TRAINER HANDBOOOK Two-day
Page 3: Contents Introduction .............
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
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Brunton G, Harden A, Rees R, Kavana
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1. Start with the primary concept,
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5. Because adolescent has no narrow
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12. Complete searches 8-12 and 13-2
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Unit Seven: Data Abstraction Learni
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FACILITATOR’S GUIDE Time required
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Introduction of bias into the condu
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population on gender, age, or educa
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5) Data collection methods As highl
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These data provide important inform
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11. Green J, Tones K. Towards a sec
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QUALITY ASSESSMENT TOOL FOR QUANTIT
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G) ANALYSIS (Q1) Is there a sample
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DICTIONARY for the Effective Public
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(i) (ii) If the study was reported
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F) WITHDRAWALS AND DROP-OUTS Q1 Ind
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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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102
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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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