Train the Trainer Course book - Cochrane Public Health Group

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2) ONCE REGISTRATIONS HAVE BEEN RECEIVED Confirmations: Email participants to confirm their registration has been received and that they will receive some pre-reading material at least 1 week (preferably 2 weeks) prior to the course. Organise name tags. You will need to divide the group in half – half appraising the RCT (Sahota), half appraising the controlled before and after study (Gortmaker). Send the RCT group the critical appraisal paper (at least one week prior to the course) Send the CBA group the critical appraisal paper (at least one week prior to the course) Send all participants the Qualitative critical appraisal paper (Cass), at least one week prior to the course. Printing course materials: The CD provided contains a pdf file for each unit of the course manual – both outline and powerpoint slides. Each unit pdf file should be printed double-sided and then combined to be bound together. *** Please note: If you make any changes to the course outline or slides you will need to redo the pdfing for the units you change. Simply place a coloured piece of paper/divider at the end of each unit to distinguish between units (and before the first unit). You will also need to print out the evaluation sheet and course certificates (provided). 3) ON THE DAY You will require: Two-day systematic review course slides.ppt Who wants to be a systematic reviewer.ppt Name tags Any resources needed for icebreakers or games Course manuals Certificates of achievement Evaluation forms IMPORTANT: The copyright for the course materials lies with the authors and the Australian Government Department for Health and Ageing. The course materials may be reproduced and used to conduct non-profit systematic review courses for the Australian public health workforce (including students). The materials should not be used for any commercial or profit-making activity unless specific permission is granted by the copyright owners. 4
Overview of two-day workshop DAY ONE: Background to systematic reviews International systematic review initiatives Resources required to complete a systematic review Setting the scope of your review Asking an answerable question Data abstraction Principles of critical appraisal DAY TWO: Finding the evidence Synthesising the evidence Interpretation of results Writing the systematic review Note: If computer facilities are at the same venue as the teaching, finding the evidence should be moved to the afternoon of the first day; the first session of day two would be critical appraisal. 5
Page 1 and 2: TRAIN-THE-TRAINER HANDBOOOK Two-day
Page 3: Contents Introduction .............
Page 6 and 7: Additional reading: Textbooks: Oliv
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
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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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Train the Trainer Course book - Cochrane Public Health Group

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