Train the Trainer Course book - Cochrane Public Health Group

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(Q2) If there were differences between groups for important confounders, were they adequately managed in the analysis? Yes No Not Applicable (Q3) Were there important confounders not reported in the paper? Yes No Relevant Confounders NOT reported in the study: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Rate this section (see dictionary) Strong Moderate Weak D) BLINDING (Q1) Was (were) the outcome assessor(s) blinded to the intervention or exposure status of participants? Yes No Not reported Not applicable Rate this section (see dictionary) Strong Moderate Weak E) DATA COLLECTION METHODS (Q1) Were data collection tools shown or are they known to be valid? Yes No (Q2) Were data collection tools shown or are they known to be reliable? Yes No Rate this section (see dictionary) Strong Moderate Weak F) WITHDRAWALS AND DROP-OUTS (Q1) Indicate the percentage of participants completing the study. (If the percentage differs by groups, record the lowest). 80 -100% 60 - 79% Less than Not Reported Not Applicable 60% Rate this section (see dictionary) Strong Moderate Weak 80
G) ANALYSIS (Q1) Is there a sample size calculation or power calculation? Yes Partially No (Q2) Is there a statistically significant difference between groups? Yes No Not Reported (Q3) Are the statistical methods appropriate? Yes No Not Reported (Q4a) Indicate the unit of allocation (circle one) Community Organization/ Group Provider Client Institution (Q4b) Indicate the unit of analysis (circle one) Community Organization/ Group Provider Client Institution (Q4c) If 4a and 4b are different, was the cluster analysis done? Yes No Not Applicable (Q5) Is the analysis performed by intervention allocation status (i.e. intention to treat) rather than the actual intervention received? Yes No Can’t Tell H) INTERVENTION INTEGRITY (Q1) What percentage of participants received the allocated intervention or exposure of interest? 80 -100% 60 - 79% Less than Not Reported Not Applicable 60% (Q2) Was the consistency of the intervention measured? Yes No Not reported Not Applicable Q3) Is it likely that subjects received an unintended intervention (contamination or cointervention) that may influence the results? Yes No Can’t tell 81
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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
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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
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: QUALITY ASSESSMENT TOOL FOR QUANTIT
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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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
Page 130 and 131: Economic efficiency Harms Economic
Page 132 and 133: 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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