Article type
Year
Abstract
Background: new review authors can learn the rigorous methods used in systematic reviews from a variety of sources, including handbooks, standards, mentors, and online or in-person courses or workshops. In some circumstances, a finished, publishable systematic review can be an indicator for the success of the methods learned through any of these means. However, prior to completion, or in the absence of a finished systematic review project, it is challenging to assess the impact of training options because we know little about the processes by which learners acquire and apply new skills and knowledge related to systematic review methods.
Objectives: to examine the learning experiences of students in a graduate-level systematic review methods course and explore how they engage with the range of activities offered in order to gain systematic review methods competence.
Methods: a graduate-level course on systematic review methods in healthcare offered during Winter 2019 served as a case study for this qualitative investigation. Using a phenomenologically-informed thematic approach, the research team collaboratively analyzed the data collected through semi-structured interviews with students and instructors (n = 9), observations in class (approximately 15 hours), and textual analysis of approximately 50 online discussion forums and course documents.
Results: themes emerging from the data included the complexities of handling uncertainty, preferences regarding learning and teaching approaches, and perceptions of systematic review methods competence and expertise.
Conclusions: the findings can inform design and evaluation of systematic review methods training. Gaining a better understanding of the learners' experiences as they acquire and apply systematic review methods knowledge and skills will contribute to the end goal of producing high-quality systematic reviews and well-informed researchers.
Patient or healthcare consumer involvement: the importance of conducting reviews to address questions relevant to patient care is emphasized throughout the course. Training researchers to conduct high-quality systematic reviews with healthcare consumer involvement will benefit the entire healthcare system.
Objectives: to examine the learning experiences of students in a graduate-level systematic review methods course and explore how they engage with the range of activities offered in order to gain systematic review methods competence.
Methods: a graduate-level course on systematic review methods in healthcare offered during Winter 2019 served as a case study for this qualitative investigation. Using a phenomenologically-informed thematic approach, the research team collaboratively analyzed the data collected through semi-structured interviews with students and instructors (n = 9), observations in class (approximately 15 hours), and textual analysis of approximately 50 online discussion forums and course documents.
Results: themes emerging from the data included the complexities of handling uncertainty, preferences regarding learning and teaching approaches, and perceptions of systematic review methods competence and expertise.
Conclusions: the findings can inform design and evaluation of systematic review methods training. Gaining a better understanding of the learners' experiences as they acquire and apply systematic review methods knowledge and skills will contribute to the end goal of producing high-quality systematic reviews and well-informed researchers.
Patient or healthcare consumer involvement: the importance of conducting reviews to address questions relevant to patient care is emphasized throughout the course. Training researchers to conduct high-quality systematic reviews with healthcare consumer involvement will benefit the entire healthcare system.
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