Train the Trainer Course book - Cochrane Public Health Group

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11. Green J, Tones K. Towards a secure evidence base for health promotion. Journal of Public Health Medicine 1999;21(2):133-9. ADDITIONAL READING Rychetnik L, Frommer M, Hawe P, Shiell A. Criteria for evaluating evidence on public health interventions. J Epidemiol Community Health 2000;56:119-27. Kahan B, Goodstadt M. The IDM Manual for Using the Interactive Domain Modal Approach to Best Practices in Health Promotion. www.utoronto.ca/chp/bestp.html#Outputs/Products Guyatt GH, Sackett DL, Cook DJ, for the Evidence-Based Medicine Working Group. Users’ Guides to the Medical Literature. II. How to Use an Article About Therapy or Prevention. A. Are the Results of the Study Valid? Evidence-Based Medicine Working Group. JAMA 1993;270(21):2598-2601. Notes on terms/statistics used in primary studies: Adapted from the Cochrane Reviewers’ Handbook Glossary, Version 4.1.5. Available at www.cochrane.org/resources/handbook/glossary.pdf Bias A systematic error or deviation in results. Common types of bias in health promotion and public health studies arise from systematic differences in the groups that are compared (allocation bias), the exposure to other factors apart from the intervention of interest (eg. contamination), withdrawals from the study (attrition bias), assessment of outcomes (detection bias), including data collection methods, and inadequate implementation of the intervention. Blinding Keeping secret group assignment (intervention or control) from the study participants or investigators. Blinding is used to protect against the possibility that knowledge of assignment may affect subject response to the intervention, provider behaviours, or outcome assessment. The importance of blinding depends on how objective the outcome measure is; blinding is more important for less objective measures. Confidence Interval (CI) The range within with the ‘true’ value (eg. size of effect of the intervention) is expected to lie within a given degree of certainty (eg. 95%). It is about the precision of the effect. CI’s therefore indicate the spread or range of values which can be considered probable. The narrower the CI the more precise we can take the findings to be. Confounding A situation in which the measure of the effect of an intervention or exposure is distorted because of the association of exposure with other factors that influence the outcome under investigation. Intention to treat An intention-to-treat analysis is one in which all the participants in the trial are analysed according to the intervention to which they are allocated, whether they received it or not. 76
Odds ratios The ratio of the odds of an event (eg. prevention of smoking, unintended pregnancy) in the intervention group to the odds of an event in the control group. p-value The probability (from 0 to 1) that the results observed in a study could have occurred by chance. They are used a benchmark of how confident we can be in a particular result. You will often see statements like ‘this result was significant at p
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TRAIN-THE-TRAINER HANDBOOOK Two-day
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Contents Introduction .............
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Additional reading: Textbooks: Oliv
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2) ONCE REGISTRATIONS HAVE BEEN REC
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OUTLINE OF TWO-DAY WORKSHOP 9:00am
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Unit One: Background to Systematic
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Reviews of clinical interventions v
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FACILITATOR’S GUIDE Time required
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Unit Two: International Systematic
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FACILITATOR’S GUIDE Time required
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Unit Three: Resources Required Lear
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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 35 and 36: FACILITATOR’S GUIDE Time required
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
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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 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
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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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Page 108 and 109: Pope C, Mays N. Qualitative Researc
Page 110 and 111: Screening Questions 1 Was there a c
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Page 116 and 117: A Checklist for Evaluating Evidence
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Page 120 and 121: Where studies are more homogenous,
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Page 126 and 127: esulting from some community interv
Page 128 and 129: 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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