Train the Trainer Course book - Cochrane Public Health Group

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4. Click on the scope note for the Adolescent term (i symbol) to find the definition of adolescent and terms related to adolescent that can also be used in the search strategy. Note that Minors can also be used for the term adolescent. Related subject headings Related textwords 4. Click on Previous page and then Adolescent to view the tree (the numbers will be different). Explode box to include narrower terms No narrower terms for adolescent Broader term ‘Child’ Narrower term ‘Child, Preschool’ 56
5. Because adolescent has no narrower terms click ‘continue’ at the top of the screen. This will produce a list of all subheadings. (If adolescent had narrower terms that are important to include the explode box would be checked). 6. Press continue (it is not recommended to select any of the subheadings for public health reviews). 7. The screen will now show all citations that have adolescent as a MeSH heading. 8. Repeat this strategy using the terms child and minors. 57
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 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: 1. Start with the primary concept,
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
Page 106 and 107: 102
Page 108 and 109: 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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