Article type
Abstract
"Background: The Brazilian Center for Evidence-Based Research (COBE) is a training study center in Systematic Reviews located at the Federal University of Santa Catarina (UFSC) in Brazil. The purpose of COBE includes training researchers, publishing articles and books in evidence synthesis, mentoring and developing new research groups, and establishing graduate disciplines in systematic reviews.
Objectives: To report COBE’s experience creating a mentoring project to develop new systematic review courses in graduate programs.
Methods: COBE’s mentoring project was designed to promote researchers' training in Systematic Reviews development and critical appraisal, to stimulate the creation and consolidation of research teams, and, ultimately, to encourage the teaching of Systematic Reviews in graduate programs through new course creation.
Recruitment was done through social networks by completing an electronic questionnaire and an interview. Three institutions were selected to receive a one-year mentorship on systematic reviews appraisal and development and support for creating a course on this subject in their respective graduate programs. Weekly online meetings were held to plan, discuss, present lessons, exchange experiences and improve teaching plans.
Results: Three Brazilian public universities and 16 researchers completed the training. One was in the center-west, one in the northeast, and another in the southern region of Brazil. Three new courses on systematic reviews were created in their respective graduate programs, and two systematic reviews were published due to this mentoring.
Conclusions: COBE’s mentoring initiative significantly contributed to the advancement of evidence-based healthcare practices, enhancing the research abilities of faculty members at Brazilian public universities. It facilitated a deeper understanding of Systematic Reviews among participants, empowering them to impart this knowledge to graduate students, fostering a culture of evidence-based practice within university settings.
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Objectives: To report COBE’s experience creating a mentoring project to develop new systematic review courses in graduate programs.
Methods: COBE’s mentoring project was designed to promote researchers' training in Systematic Reviews development and critical appraisal, to stimulate the creation and consolidation of research teams, and, ultimately, to encourage the teaching of Systematic Reviews in graduate programs through new course creation.
Recruitment was done through social networks by completing an electronic questionnaire and an interview. Three institutions were selected to receive a one-year mentorship on systematic reviews appraisal and development and support for creating a course on this subject in their respective graduate programs. Weekly online meetings were held to plan, discuss, present lessons, exchange experiences and improve teaching plans.
Results: Three Brazilian public universities and 16 researchers completed the training. One was in the center-west, one in the northeast, and another in the southern region of Brazil. Three new courses on systematic reviews were created in their respective graduate programs, and two systematic reviews were published due to this mentoring.
Conclusions: COBE’s mentoring initiative significantly contributed to the advancement of evidence-based healthcare practices, enhancing the research abilities of faculty members at Brazilian public universities. It facilitated a deeper understanding of Systematic Reviews among participants, empowering them to impart this knowledge to graduate students, fostering a culture of evidence-based practice within university settings.
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