Article type
Abstract
This session will present selected findings from research studies conducted in cooperation of JBI, GRADE, and Campbell. The overall aim of the session is to introduce status of the field of evidence-based education (EBE) using data from 3 meta-reviews and 1 guideline project.
· A cross-sectional meta-review titled “Assessing the use of the Population, Interventions, Comparator and Outcomes (PICO) framework in studies published in education” aimed to find out how researchers in education adhere to the PICO framework and identify the most challenging aspects in defining review/research questions in intervention studies.
· A scoping review titled “Conceptualisation of evidence-based education” aimed to provide analyses of published definitions and descriptions of EBE. The results show that there are many misconceptions in the field, eg, reducing EBE to mechanical applications of any research findings, that may create serious barriers to the future development of evidence synthesis in the field of education and its usage for practitioners and policymakers.
· A methodological review titled “Assessing the quality of the systematic reviews in the field of inclusive education" aimed to evaluate reporting and methodological quality of systematic reviews related to school inclusion of students with special needs. The findings of this review show unsatisfactory reporting/methodological quality of a vast number of systematic reviews published in inclusive education, as well as numerous misconceptions related to essential characteristics of systematic reviews described in reporting/methodological guidelines.
· A guideline titled “Intervention support of students with autism spectrum disorder in tertiary education” is the first guideline based on systematic and transparent methodology of GRADE developed with the aim to offer recommendations to the Czech centers supporting students with special needs in tertiary education. Also, some challenges found during the process of guideline development will be reflected and discussed in this session.
Although the overall status of evidence synthesis and guideline development in the field of education is connected to many challenges, this session will be focused on identifying and supporting good practices in the field. The most urgent challenges will be presented with the aim to discuss and identify appropriate strategies on how to achieve more trustworthy and robust evidence in the future.
· A cross-sectional meta-review titled “Assessing the use of the Population, Interventions, Comparator and Outcomes (PICO) framework in studies published in education” aimed to find out how researchers in education adhere to the PICO framework and identify the most challenging aspects in defining review/research questions in intervention studies.
· A scoping review titled “Conceptualisation of evidence-based education” aimed to provide analyses of published definitions and descriptions of EBE. The results show that there are many misconceptions in the field, eg, reducing EBE to mechanical applications of any research findings, that may create serious barriers to the future development of evidence synthesis in the field of education and its usage for practitioners and policymakers.
· A methodological review titled “Assessing the quality of the systematic reviews in the field of inclusive education" aimed to evaluate reporting and methodological quality of systematic reviews related to school inclusion of students with special needs. The findings of this review show unsatisfactory reporting/methodological quality of a vast number of systematic reviews published in inclusive education, as well as numerous misconceptions related to essential characteristics of systematic reviews described in reporting/methodological guidelines.
· A guideline titled “Intervention support of students with autism spectrum disorder in tertiary education” is the first guideline based on systematic and transparent methodology of GRADE developed with the aim to offer recommendations to the Czech centers supporting students with special needs in tertiary education. Also, some challenges found during the process of guideline development will be reflected and discussed in this session.
Although the overall status of evidence synthesis and guideline development in the field of education is connected to many challenges, this session will be focused on identifying and supporting good practices in the field. The most urgent challenges will be presented with the aim to discuss and identify appropriate strategies on how to achieve more trustworthy and robust evidence in the future.