Article type
Year
Abstract
Background: There are at least 26 systematic reviews published every day, answering the increased demand for synthesis of health research produced around the world. To produce quality research, the authors of these reviews needed to learn the appropriate methods for conducting and reporting their work. In addition to mentoring and in-person training, reviewers can learn the required skills using instructional tools and resources that are available online, including e-books, video tutorials, web-based methods guides, and webinars. Many of these resources have the advantage of being asynchronously available; they can be accessed at the point of need and can be selected for the specific experience and requirements of the learner.
Objectives: To compile a database of online training resources for systematic review methods, from which we will identify common and review author-preferred elements to determine best practices in format, content, and delivery.
Methods: We will conduct an environmental scan to locate online instructional supports for systematic review authors by searching the grey literature and online presences of English-language health research organizations and academic centres. We will extract and analyze data regarding the elements present in the resources to identify common practices. For example, information will be collected about the resource creator, purpose, audience, learning objectives, pedagogical approach, format, means of access, and content. These elements will be presented to a focus group of prospective and current systematic review authors for input on preferences regarding delivery methods and pedagogical style.
Results: The results of the environmental scan will be presented and the key characteristics of the training resources highlighted.
Conclusions: Publishers of systematic reviews, including Cochrane, have a vested interest in prospective authors acquiring the knowledge and skills to produce high-quality systematic reviews. This research will compile the existing resources available to learners and will identify elements that support the learning objectives of systematic review authors.
Objectives: To compile a database of online training resources for systematic review methods, from which we will identify common and review author-preferred elements to determine best practices in format, content, and delivery.
Methods: We will conduct an environmental scan to locate online instructional supports for systematic review authors by searching the grey literature and online presences of English-language health research organizations and academic centres. We will extract and analyze data regarding the elements present in the resources to identify common practices. For example, information will be collected about the resource creator, purpose, audience, learning objectives, pedagogical approach, format, means of access, and content. These elements will be presented to a focus group of prospective and current systematic review authors for input on preferences regarding delivery methods and pedagogical style.
Results: The results of the environmental scan will be presented and the key characteristics of the training resources highlighted.
Conclusions: Publishers of systematic reviews, including Cochrane, have a vested interest in prospective authors acquiring the knowledge and skills to produce high-quality systematic reviews. This research will compile the existing resources available to learners and will identify elements that support the learning objectives of systematic review authors.