Universitat Internacional de Catalunya
Clinical Systematic Reviews
Other languages of instruction: English, Spanish
Teaching staff
Dr. Pere Castellví: pcastellvi@uic.es
Introduction
The systematic review of the scientific literature is the best answer to the need to know and summarize the growing amount of scientific results. This subject is an Introduction to the use of quantitative and qualitative research results review techniques and methods for aggregating results through meta-analytical techniques. In this subject, the concepts will be presented through case studies in public health and health research and clinical research. Literature reviews can be the best answer to the need to digest the growing scientific information through the best scientific evidence.
Pre-course requirements
This subject does not require any prerequisites for the student.
Ability to read in English, Spanish and Catalan as the bibliography and readings will be in these languages.
Objectives
• Understand the importance of systematic review methods and the differences between them.
• Assess the potential and limitations of the different methods.
• Know the methods of qualitative and quantitative synthesis.
• Understand the systematic review methodology.
• Understand the logic of meta-analysis and how to interpret it correctly.
• Learn how to design a correct systematic review and to consider the possibilities of combining results.
Specific objectives:
• Learn to define research questions and literature search strategies.
• Apply eligibility criteria, data extraction and quality assessment.
• Develop an analysis plan.
• Understand the statistics of synthesis of results, recognize the heterogeneity of results and the strategies to quantify it.
• Understand and assess publication bias.
• Know how to write systematic qualitative review and meta-analysis study reports.
• Know the different synthesis methods of qualitative studies.
Competences/Learning outcomes of the degree programme
- CN02RA - Describe the most prominent research methodologies and designs in the field of health
- CN03RA - Identify health problems that can be investigated
- CN04RA - Describe the main research protocols in the clinical setting
- CP01RA - Design an advanced research project on clinical aspects following ethical standards and scientific rigor and respecting the fundamental rights of equality between men and women, and the promotion of human rights and values typical of a culture of peace and democratic values, using a language that avoids androcentrism and stereotypes.
- CP02RA - Work in a multidisciplinary and multicultural team on a research project clinical.
- CP03RA - Communicate the stages of a clinical research project to the public specialized and non-specialized clearly and unambiguously
- HB01RA - Apply the scientific method, research design, advanced biostatistics and quantitative and qualitative data analysis tools to solve a question or test a hypothesis in the clinical setting.
- HB02RA - Use tools to critically evaluate projects, protocols and research articles, both qualitative and quantitative, in the field of Health Sciences
- HB03RA - Apply different bibliographic search strategies in a research project clinical research from the main databases in life sciences health.
- HB04RA - Discuss judgments based on ethical and social responsibility in research clinic.
Learning outcomes of the subject
At the end of this subject, the student should be able to:
- M4.1. Indicate the criteria for managing systematic reviews of scientific literature and meta-analyses in the health field.
- M4.5. Critically analyze a systematic review in the health field.
- Students should possess the learning skills that will allow them to continue studying in a largely self-directed or autonomous manner.
- Students should demonstrate initiative and proactivity in the learning process, autonomously and self-directed, through the ability to research, analyze information, synthesize knowledge, and solve problems.
- Students should possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
- Students should be able to integrate knowledge and address the complexity of formulating judgments based on incomplete or limited information, including reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
- Students should be able to apply acquired knowledge and problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.
- Students should be able to apply the scientific method, experimental design, and biostatistics to answer a question or test a hypothesis in the clinical setting. • Ability to describe the methodological designs used in health research, both quantitative and qualitative, within the healthcare setting.
- Ability to use critical appraisal tools for qualitative and quantitative research articles.
- Apply scientific writing language to communicate health outcomes
- Know how to describe and apply the most common techniques for exploring and analyzing data, relationships between variables or categories, and/or hypothesis testing in both quantitative and qualitative research
- Know how to identify health problems that warrant investigation and apply specific techniques for their analysis and evaluation
- Know how to evaluate research projects and protocols
- Know how to apply specific theoretical and practical knowledge of health sciences research
- Ability to integrate new knowledge acquired through research and study, and to address complexity
- Critical ability to analyze and discuss research results, as well as to present the corresponding findings
- Ability to formulate research questions and operationalize them in the form of a research project, and to formulate evidence-based research hypotheses
- Identify health problems in the field of urgent and emergency healthcare that warrant investigation. • Identify the quantitative and qualitative tools and methods necessary for the design and development of a research study in the clinical field of urgent and emergency care.
- Ability to integrate into an established, multidisciplinary, and multicultural work team.
Syllabus
In this matter, the following contents will be worked on, among others:
• Documentary analysis.
• Practical application of quantitative and qualitative methodology.
• Theoretical and practical application of research methodology.
• Systematic review and meta-analysis.
• Methods of synthesis of scientific information.
• Systematic qualitative review.
Teaching and learning activities
Online
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Master classes: online adaptation (CT) (CP) |
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Individual tutorials |
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Group tutorials |
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Autonomous learning: online adaptation (ML) |
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Case Method: Online Adaptation (EC) |
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Cooperative learning: online adaptation (RP) |
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Project-based methodology: online adaptation (PBL) |
Evaluation systems and criteria
Online
Final Project (70%): Writing a systematic review protocol and an oral presentation
Continuous assessment (30%): It will be the sum of the activities that will be carried out during the subject
For the 2nd call, the percentage and distribution of each of the sections of the subject will follow the same percentage as during the first assessment
Bibliography and resources
a) Recommended bibliography:
Mattias Egger, George Davey Smith, and Douglas Altman. Systematic Reviews in Health Care: Meta-analysis in Context, 2nd Edition, eds., BMJ Books, 2001.
Cochrane library http://www.thecochranelibrary.com/
b) Optative bibliography:
Specific bibliography on systematic reviews
McKibbon A, Walker-Dilks C (2002) Evidence-based Filters for Ovid-CINAHL.
PRISMA statement: http://www.prisma-statement.org/
Stroup DF, Berlin JA, Morton SC, Olkin I, Williamson GD, Rennie D, Moher D, Becker BJ, Sipe TA, Thacker SB. Meta-analysis of observational studies in epidemiology: a proposal for reporting. Meta-analysis Of Observational Studies in Epidemiology (MOOSE) group. JAMA. 2000 Apr 19;283(15):2008-12. doi: 10.1001/jama.283.15.2008. PMID: 10789670.
EQUATOR network: https://www.equator-network.org
Systematic review Toolbox: http://systematicreviewtools.com/index.php
Synthesising qualitative and quantitative health evidence: a guide methods. First edition. Catherine Pope, Nicholas Mays and Jennie Popay. Berkshire, England: McGrawHill, Open University Press. 2007
Berkeley Systematic Reviews Group http://www.medepi.net/meta/
Generic bibliography on research methods
Gordis L. Epidemiología, 3ª ed. Madrid: Harcourt, 2003.
Argimón JM, Jiménez J. Métodos de investigación clínica y epidemiológica. Madrid: Elsevier, 2004.
Mahtani Chugani V, Axpe Caballero M, Serrano Aguilar P, González Castro I, Fernández Vega E (2006) Metodología para incorporar los estudios cualitativos en la evaluación de tecnologías sanitarias. Madrid: Plan Nacional para el SNS del MSC. Servicio de Evaluación del Servicio Canario de la Salud. 160 p.
Nesbit K (2002) Evidence-based Filters for Ovid Medline. University of Rochester.
BMJ research methods https://bmjopen.bmj.com/collection/research-methods
UK NICE (National Institute for Health and Clinical Excellence) http://www.nice.org.uk/
COREQ (COnsolidated criteria for REporting Qualitative research) Checklist https://academic.oup.com/intqhc/article/19/6/349/1791966
CASP (Critical Appraisal Skills Programme) Checklist: 10 questions to help you make sense of a Qualitative research https://casp-uk.net/wp-content/uploads/2018/01/CASP-Qualitative-Checklist.pdf