Article type
Year
Abstract
Introduction: Education of the biomedical community on high-quality conduct and appraisal of systematic reviews (SRs) is urgently needed. In 1994, an 8-week, single-term, graduate-level course (‘Systematic Reviews and Meta-Analysis’) was introduced at Johns Hopkins University. We aim to describe our experiences and challenges in teaching this course.
Course Description: In 2012, course enrollment was capped at 55 students. There were two lecturers, three graduate teaching assistants, and five informationists, with strong experience with SRs. We assign students (e.g. clinicians, epidemiologists, biostatisticians) to multi-disciplinary groups of five to six each. Groups complete an SR (intervention or etiology question) on a topic with an existing Sr. The course has three 2-hour class sessions each week (total 48 hours). Sessions comprise a mix of lectures, demonstrations (e.g. searching, screening, EndNote®, RevMan®, Stata®), hands-on exercises (e.g. risk of bias assessment, data extraction), and SR group work, with audio-recording for future access by students. Informationists work with groups to develop search strategies. Teaching staff circulate among groups, provide timely feedback, and closely mentor students’ progress. Student deliverables include written protocols and oral as well as written presentations of completed SRs. Although publication is not a goal of the course, six groups have published their SRs over the past 5 years and two methods papers are in preparation. The course has been modified annually in response to student evaluations and evolving methods.
Challenges: The short course duration makes it difficult for students to conduct high-quality SRs and for teaching staff to detect missteps. Searching and screening seem disproportionately time-consuming. Because students work in groups, grading and individual attention are challenging. Evidence and tools supporting the conduct of SRs of observational studies are limited.
Conclusions: While challenging, this hands-on course model has been strengthened over time and is one that can be adopted by others teaching SR methods.
Course Description: In 2012, course enrollment was capped at 55 students. There were two lecturers, three graduate teaching assistants, and five informationists, with strong experience with SRs. We assign students (e.g. clinicians, epidemiologists, biostatisticians) to multi-disciplinary groups of five to six each. Groups complete an SR (intervention or etiology question) on a topic with an existing Sr. The course has three 2-hour class sessions each week (total 48 hours). Sessions comprise a mix of lectures, demonstrations (e.g. searching, screening, EndNote®, RevMan®, Stata®), hands-on exercises (e.g. risk of bias assessment, data extraction), and SR group work, with audio-recording for future access by students. Informationists work with groups to develop search strategies. Teaching staff circulate among groups, provide timely feedback, and closely mentor students’ progress. Student deliverables include written protocols and oral as well as written presentations of completed SRs. Although publication is not a goal of the course, six groups have published their SRs over the past 5 years and two methods papers are in preparation. The course has been modified annually in response to student evaluations and evolving methods.
Challenges: The short course duration makes it difficult for students to conduct high-quality SRs and for teaching staff to detect missteps. Searching and screening seem disproportionately time-consuming. Because students work in groups, grading and individual attention are challenging. Evidence and tools supporting the conduct of SRs of observational studies are limited.
Conclusions: While challenging, this hands-on course model has been strengthened over time and is one that can be adopted by others teaching SR methods.