Article type
Year
Abstract
Background: China is a developing country with the largest population and a very special medical culture. Since unbalanced development in this huge country, some health problems are common with both other developing countries and developed countries. So, China should and could have her own contribution to the Cochrane Collaboration. Meanwhile, this is a pretty good chance for us to learn from the world.
Through powerful and effectively tasks by the Chinese Cochrane Centre and INCLENChina, and support from government, more and more health staffs are coming to understanding evidence-based medicine and Cochrane Systematic Review. Since the summer of 2002, we organized a growing training program for Chinese reviewers.
Participants Staffs of our institute, postgraduate (MD and MSc) and graduate students.
Trainers Clinical epidemiologist and statistician.
Advantages and disadvantages We can speak Chinese fluently but English. We can read English fluently but writing. The biggest advantages are we living in a warmly Cochrane Collaboration family and we have received a lot of helps from it. We are going well more and more on English.
Methods: Teaching materials Basic material: Steering Group s opening learning materials, Cochrane Reviewer s Handbook. Extended material: clinical epidemiology.
The rule of contact reviewer bear responsibility for a review A trainer is in charge of contacting reviewer of each review group. Addition to teaching and advice and work together, contact reviewer keeps watching on each step of review. If there is any reason delayed the process of review, for example, the leader reviewer is not qualified enough or too busy on other things to keep going of the review, contact reviewer will discuss with he/she and decide will be made whether the old leader reviewer will be substituted with a new one.
Teaching: step-by-step 1. Launched with a general lecture about fundamental knowledge of evidence-based medicine and Cochrane systematic review. 2. Help new reviewers to seek an available topic and to register it. 3. A lesson focused on how to write a protocol is hold. A protocol is divided to two sections: Background and Methodology. In background section, we particularly emphasize that when we want to present any information from other authors in own protocol, we have to re-write the information in our own words, and then reference the authors name. If the information was copied exactly, even though author s name was referenced, plagiarism was still considered. This new knowledge was learned from ourselves writing practice --- we learn new knowledge with our teaching. At the writing of methodology step, clinical epidemiology and statistic knowledge for Cochrane systematic were emphasized. 4. When they draft their reviews, we discuss altogether anytime if it is needed.
Results: Summer 2002: 7 trainees Winter 2002: accumulative total 15 trainees Summer 2003: accumulative total 32 trainees Winter 2003: accumulative total 59 trainees and seven protocols published Spring 2004: accumulative total eleven protocols published, five reviewers were funded to attend INCLEN Global Meeting XX, Agra, India. Withdraw/drop out: 7 trainees (7/59=12%)
Acknowledgements: This is the first experience on writing English scientific article for almost all of our trainees. We have taken greatly and warmly help from related Cochrane Review Groups for our technique and language, particularly quality control. We d like to thanks them for all of these.
Through powerful and effectively tasks by the Chinese Cochrane Centre and INCLENChina, and support from government, more and more health staffs are coming to understanding evidence-based medicine and Cochrane Systematic Review. Since the summer of 2002, we organized a growing training program for Chinese reviewers.
Participants Staffs of our institute, postgraduate (MD and MSc) and graduate students.
Trainers Clinical epidemiologist and statistician.
Advantages and disadvantages We can speak Chinese fluently but English. We can read English fluently but writing. The biggest advantages are we living in a warmly Cochrane Collaboration family and we have received a lot of helps from it. We are going well more and more on English.
Methods: Teaching materials Basic material: Steering Group s opening learning materials, Cochrane Reviewer s Handbook. Extended material: clinical epidemiology.
The rule of contact reviewer bear responsibility for a review A trainer is in charge of contacting reviewer of each review group. Addition to teaching and advice and work together, contact reviewer keeps watching on each step of review. If there is any reason delayed the process of review, for example, the leader reviewer is not qualified enough or too busy on other things to keep going of the review, contact reviewer will discuss with he/she and decide will be made whether the old leader reviewer will be substituted with a new one.
Teaching: step-by-step 1. Launched with a general lecture about fundamental knowledge of evidence-based medicine and Cochrane systematic review. 2. Help new reviewers to seek an available topic and to register it. 3. A lesson focused on how to write a protocol is hold. A protocol is divided to two sections: Background and Methodology. In background section, we particularly emphasize that when we want to present any information from other authors in own protocol, we have to re-write the information in our own words, and then reference the authors name. If the information was copied exactly, even though author s name was referenced, plagiarism was still considered. This new knowledge was learned from ourselves writing practice --- we learn new knowledge with our teaching. At the writing of methodology step, clinical epidemiology and statistic knowledge for Cochrane systematic were emphasized. 4. When they draft their reviews, we discuss altogether anytime if it is needed.
Results: Summer 2002: 7 trainees Winter 2002: accumulative total 15 trainees Summer 2003: accumulative total 32 trainees Winter 2003: accumulative total 59 trainees and seven protocols published Spring 2004: accumulative total eleven protocols published, five reviewers were funded to attend INCLEN Global Meeting XX, Agra, India. Withdraw/drop out: 7 trainees (7/59=12%)
Acknowledgements: This is the first experience on writing English scientific article for almost all of our trainees. We have taken greatly and warmly help from related Cochrane Review Groups for our technique and language, particularly quality control. We d like to thanks them for all of these.