Article type
Year
Abstract
Background and Objectives:
Cochrane centres and other Cochrane groups are continually running protocol or review workshops, however the main gap in many countries is actually to understand and read systematic reviews. We put together an intensive four-day course based on existing Cochrane reviews and offered it to institutions in Africa, and reported on the experience.
Implementation:
Host organisations arranged all the course logistical details and skilled Cochrane trainers simply facilitated the course. Through seminars and group work participants are equipped with knowledge and skills to find, understand, appraise and use systematic reviews of effects of interventions using Cochrane reviews relevant to the host country or institution. An online learning management site contains all the material of the course, allows for engagement with participants before, during and after the course. Course evaluations inform the ongoing refinement of the offering. More than 70 participants have attended the course in Malawi, Namibia, South Africa and Tanzania, and for many it was the first time to read a systematic review. Participants enjoyed the participatory nature, use of relevant examples, blended teaching approach and teaching style, and called for expansion and roll-out of the workshop to reach a wider audience.
Conclusions:
Increasing people’s understanding and use of systematic reviews is essential in promoting evidence-informed practices and to identify relevant new research questions. Experienced Cochrane authors are well placed to do this. We propose that centres, branches and individual experienced authors seek opportunities to provide training in finding, critically appraising and interpreting systematic reviews, and that relevant material to low and middle income countries is stored centrally in an open access format.
Cochrane centres and other Cochrane groups are continually running protocol or review workshops, however the main gap in many countries is actually to understand and read systematic reviews. We put together an intensive four-day course based on existing Cochrane reviews and offered it to institutions in Africa, and reported on the experience.
Implementation:
Host organisations arranged all the course logistical details and skilled Cochrane trainers simply facilitated the course. Through seminars and group work participants are equipped with knowledge and skills to find, understand, appraise and use systematic reviews of effects of interventions using Cochrane reviews relevant to the host country or institution. An online learning management site contains all the material of the course, allows for engagement with participants before, during and after the course. Course evaluations inform the ongoing refinement of the offering. More than 70 participants have attended the course in Malawi, Namibia, South Africa and Tanzania, and for many it was the first time to read a systematic review. Participants enjoyed the participatory nature, use of relevant examples, blended teaching approach and teaching style, and called for expansion and roll-out of the workshop to reach a wider audience.
Conclusions:
Increasing people’s understanding and use of systematic reviews is essential in promoting evidence-informed practices and to identify relevant new research questions. Experienced Cochrane authors are well placed to do this. We propose that centres, branches and individual experienced authors seek opportunities to provide training in finding, critically appraising and interpreting systematic reviews, and that relevant material to low and middle income countries is stored centrally in an open access format.