Article type
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Abstract
Background: in Cochrane, there is a specific methods group for rapid reviews, which are usually a first link between the consumer of clinical evidence and health professionals who want to start generating information through systematic reviews. Since the theme of our Colloquium is ‘Embracing diversity’, we must contemplate the diversity of both new students and teachers and the adaptation between them in order to generate high-quality information and optimize the transmission of information.
Objectives: to propose a simple strategy to conduct a rapid review for the first time, considering the heterogeneity of students and teachers, based on the initial feasibility pilot and its use to guide the methodological strategy of the rapid review.
Methods: while considering the methodology established by the rapid reviews group in Cochrane training, we make the following proposal for teaching rapid reviews, while appreciating the diversity of health professionals we want to impact and their training in carrying out rapid reviews.
The new students and professor need to update in terminology, a specific protocol is proposed to determine the feasibility of carrying out the literature review, given the need to answer an established clinical question. However, depending on the availability of previously published information, the question finds its scope to be answered; therefore a first feasibility protocol is presented (Figure 1a feasibility strategy) which will directly impact on nurturing at least three crucial points in the development of the rapid review (Figure 1b).
Results: Figures 1a and 1b
Conclusions: improve techniques by the best communication between health professionals can impact in the generation of the best questions and at the same time about the clinical relevance for the patients and in consequence the production of the best answer and communication with the patient.
Patient or healthcare consumer involvement: our proposal arises from the need to generate rapid structured and quality reviews that respond efficiently to the direct needs of the patient community through a simple communication path that integrates an optimal multidisciplinary collaboration.
Objectives: to propose a simple strategy to conduct a rapid review for the first time, considering the heterogeneity of students and teachers, based on the initial feasibility pilot and its use to guide the methodological strategy of the rapid review.
Methods: while considering the methodology established by the rapid reviews group in Cochrane training, we make the following proposal for teaching rapid reviews, while appreciating the diversity of health professionals we want to impact and their training in carrying out rapid reviews.
The new students and professor need to update in terminology, a specific protocol is proposed to determine the feasibility of carrying out the literature review, given the need to answer an established clinical question. However, depending on the availability of previously published information, the question finds its scope to be answered; therefore a first feasibility protocol is presented (Figure 1a feasibility strategy) which will directly impact on nurturing at least three crucial points in the development of the rapid review (Figure 1b).
Results: Figures 1a and 1b
Conclusions: improve techniques by the best communication between health professionals can impact in the generation of the best questions and at the same time about the clinical relevance for the patients and in consequence the production of the best answer and communication with the patient.
Patient or healthcare consumer involvement: our proposal arises from the need to generate rapid structured and quality reviews that respond efficiently to the direct needs of the patient community through a simple communication path that integrates an optimal multidisciplinary collaboration.
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