Universitat Internacional de Catalunya - Barcelona

Clinical Systematic Reviews

• code 12191
• course 1
• term Semester 1
• type op
• credits 3

Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Head instructor

Dr. Carlos GARCÍA - cgarciaf@uic.es

Office hours

Dr Carlos García Forero: cgarciaf@uic.es

Dr Cristina Monforte: cmonforte@uic.es

The systematic review of the scientific literature is the best way to answer to the need to know and summarize the growing amount of scientific results. This subject is an Introduction to the use of techniques for reviewing and synthesizing quantitative and qualitative research results and methods for adding results through meta-analytical techniques. In this subject the concepts will be presented through case studies in public health, health research and applied clinical research.

No pre-course requirements

General objectives:

• To understand the importance of the review and synthesis methods and the differences between them.
• To assess the potentiality and limitations of the different methods.
• To know the methods of qualitative and quantitative synthesis.
• To understand the methodology of the systematic review
• To understand the logic of the meta-analysis and how to interpret it correctly. 
• To learn how to design a systematic review 

Specific objectives:

• To learn how to define research questions and search strategies in the literature.
• To apply eligibility criteria, data extraction and quality evaluation of the primary studies.
• To develop an analysis plan.
• To understand the statistics of the synthesis of results, recognize the heterogeneity of results and strategies to quantify it
• To understand and assess the publication bias.
• To know the writing of the reports of studies of qualitative systematic review and meta-analysis.
• To know the different methods of synthesis of qualitative studies

• CE1 - To know how to apply scientific methods, experimental design and biostatistics to answer a question or corroborate a hypothesis in a clinical setting.
• CE10 - The ability to critically analyse and discuss research results and transmit the relevant outcomes
• CE2 - To know how to design a research project within a specific context in a clinical setting
• CE3 - To know how to describe both the quantitative and qualitative methodological designs used in health research in the healthcare environment.
• CE4 - To know how to use critical assessment tools for qualitative and quantitative research articles
• CE6 - To know how to describe and apply the most common techniques for exploring and analysing data, the relationship between variables or categories and/or corroborating hypotheses in both quantitative and qualitative research.
• CE7 - To know how to identify health problems on which research may be undertaken and to apply specific techniques to analyse and assess such problems,
• CE9 - To know how to apply specific theoretical and practical knowledge to health science research.
• CG1 - The ability to incorporate new knowledge acquired through research and study and cope with complexity.
• CG2 - The ability to critically analyse and discuss research results and transmit the relevant outcomes.
• CG3 - The ability to draw up research questions and put them into operation as research projects and formulate evidence-based research hypotheses.
• CG4 - The ability to articulate and defend one's own scientific ideas in an ethical way with regard to the research process

At the end of this subject, the student will have to be able to:

1. To prepare a research question in a structured way.
2. To select the most useful information search resources.
3. To develop effective research strategies for each type of study.
4. To recognize the strengths and limitations of reviews in biomedical journals.
5. Critically analyze systematic reviews and make decisions based on the information they collect.
6. To know the differences between author or expert review and Systematic Reviews 
7. To understand the methodology of meta-analysis and meta-synthesis

In this subject, the following contents, among others, will be working on:

- Documentary analysis

- Practical application of the quantitative and qualitative methodology

- Theoretical-practical application of the research methodology

- Systematic review and meta-analysis

- Methods of synthesis of scientific information

- Qualitative systematic review

The classes will be developed around debates on case studies, which the students will have prepared previously with the readings indicated for the session. The theoretical concepts will be developed around these readings. There will be practical sessions on the use of programs for meta-analysis, so it will be convenient to attend the sessions with a computer.

By groups, students will present a meta-analysis work in three sessions:

a) Study protocol: Study topic, search strategy and inclusion / exclusion criteria

b) Search results, summary table, and statistical analysis.

c) The final presentation of results and conclusions.

The students (in groups) will carry out a systematic review on a topic of their choice. The intermediate results will be discussed in the classroom. The evaluation will be based on the submitted manuscript, oral presentations of articles and participation in the classroom.

The content of the manuscript will be evaluated with respect to its suitability with respect to the QUORUM or MOOSE guides, as appropriate.

In relation to the qualitative systematic review methodology, students should perform a qualitative systematic review analysis and present it in writing.

To pass the subject, the student will have to obtain an average grade higher than 5.

Students who do not pass the subject in the ordinary call, will have an extraordinary call that will consist of the repetition of the work

Gordis L. Epidemiología, 3ª ed. Madrid: Harcourt, 2003.

Argimón JM, Jiménez J. Métodos de investigación clínica y epidemiológica. Madrid: Elsevier, 2004.

Systematic Reviews in Health Care: Meta-analysis in Context, 2nd Edition, Mattias Egger, George Davey Smith, and Douglas Altman, eds., BMJ Books, 2001.

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

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.

McKibbon A, Walker-Dilks C (2002) Evidence-based Filters for Ovid-CINAHL.

PRISMA statement: http://www.prisma-statement.org/

EQUATOR network: https://www.equator-network.org

Systematic review Toolbox: http://systematicreviewtools.com/index.php

Cochrane library http://www.thecochranelibrary.com/

BMJ research methods https://bmjopen.bmj.com/collection/research-methods

Berkeley Systematic Reviews Group, http://www.medepi.net/meta/

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