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
- CB10 - To have the learning competences that allow them to continue to study in a way that will have to be mainly independent.
- CB6 - To have and understand knowledge that provide a basis or opportunity to be original in terms of the applkication of ideas, often within a research context.
- CB7 - To know how to apply the knowledge acquired and resolve problems in unknown or little known environments within broader (or multidisciplinary) contexts related to their area of study.
- CB8 - To able to incorporate their knowledge and cope with the complexity of formulating judgements based on information that, since it is incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgements.
- CE1 - To know how to apply scientific methods, experimental design and biostatistics to answer a question or corroborate a hypothesis 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
- CE5 - To know how to apply the language of scientific writing when communicating health outcomes
- 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,
- CE8 - To know how to assess research projects and protocols
- 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.
- CN01M - Identify health problems in the field of emergencies and health emergencies that can be investigated.
- CN02RA - Describir las metodologías y diseños de investigación más destacados en el ámbito de la salud.
- CN03RA - Identificar problemas de salud susceptibles de ser investigados
- CN04M - Identify the quantitative and qualitative tools and methods necessary for the design and development of a research study in the clinical field of emergencies.
- 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
- CT1 - The ability to integrate within an established, multidisciplinary and multicultural work team.
- 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
- HB03M - Demostrar iniciativa y proactividad por parte del alumnado de manera autònoma y autodirigida en el proceso de aprendizaje mediante la capacidad de investigar, analizar información, sintetizar conocimientos y resolver problemas
Learning outcomes of the subject
At the end of this subject, the student should be able to:
- Identify health problems that can be investigated.
- 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 field.
- Discuss judgments based on ethical and social responsibility in clinical research.
- Communicate the stages of a clinical research project to specialized and non-specialized audiences in a clear and unambiguous way.
- To 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 the values of a culture of peace and democratic values, using a language that avoids androcentrism and stereotypes.
- Use tools to critically evaluate projects, protocols and research articles, both qualitative and quantitative, in the field of health sciences.
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
Continuous assessment (online adaptation (GP)): 20%
Written work (online adaptation (PT)): 60%
Oral presentation (online adaptation (GP)): 20%
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