Article type
Year
Abstract
Background: Medical practitioners are unfamiliar with systematic reviews, and a workshop for creating systematic reviews is not common at teaching hospitals despite upwelling relevant clinical questions.
Objectives: The purpose of our project is to develop a model workshop for participants at teaching hospitals to acquire skills in creating high quality protocols for systematic reviews based on their clinical questions.
Methods: We used an action research method to create the model workshop, and implemented it at two teaching hospitals in Japan. The main participants were personnel engaged in medical care. Two teachers who are Cochrane Review authors - including one master of public health - gave consecutive lectures. We improved the program by conducting reflection based on questionnaires to participants in each lecture and assessing the quality of homework submitted by participants after each lecture. In the second hospital we introduced the flipped classroom model because it was difficult to assemble. Not only the model workshop itself but also the completed protocols of systematic reviews that resulted were assessed as outcome measure.
Results: We held eight interactive lectures from April 2015 to July 2015 at the first hospital. In the second hospital, we held eight interactive lectures from October 2015 to February 2016 (Fig 1). Twenty-one participants produced seventy-three research questions at the first hospital and eleven participants produced thirty-three research questions at the second hospital. Then four review teams with nine members completed their protocols for systematic reviews.
Conclusions: We found that medical practitioners developed a startling number of clinical questions through this workshop and two teachers, only, were able to handle their numerous clinical questions and to support protocol development. In the third hospital we will break down one search formula session into two. By using this model workshop, participants could acquire skills in creating systematic review protocols. After completion of this research, clinician educators will be able to use this model for teaching methods of systematic reviewing.
Objectives: The purpose of our project is to develop a model workshop for participants at teaching hospitals to acquire skills in creating high quality protocols for systematic reviews based on their clinical questions.
Methods: We used an action research method to create the model workshop, and implemented it at two teaching hospitals in Japan. The main participants were personnel engaged in medical care. Two teachers who are Cochrane Review authors - including one master of public health - gave consecutive lectures. We improved the program by conducting reflection based on questionnaires to participants in each lecture and assessing the quality of homework submitted by participants after each lecture. In the second hospital we introduced the flipped classroom model because it was difficult to assemble. Not only the model workshop itself but also the completed protocols of systematic reviews that resulted were assessed as outcome measure.
Results: We held eight interactive lectures from April 2015 to July 2015 at the first hospital. In the second hospital, we held eight interactive lectures from October 2015 to February 2016 (Fig 1). Twenty-one participants produced seventy-three research questions at the first hospital and eleven participants produced thirty-three research questions at the second hospital. Then four review teams with nine members completed their protocols for systematic reviews.
Conclusions: We found that medical practitioners developed a startling number of clinical questions through this workshop and two teachers, only, were able to handle their numerous clinical questions and to support protocol development. In the third hospital we will break down one search formula session into two. By using this model workshop, participants could acquire skills in creating systematic review protocols. After completion of this research, clinician educators will be able to use this model for teaching methods of systematic reviewing.