University of the
West of England
MODULE SPECIFICATION
Code: USPJKH-30-M Title: Systematic Review Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: April 2010
Approved for Delivery by: N/A
Valid from: September 2010 Discontinued from:
Pre-requisites:
Co-requisites:
Entry Requirements:
Excluded Combinations:
Learning Outcomes:
The student will be able to:
- define a topic and search parameters, conduct a search using appropriate databases and sources and finally summarize findings from the review.
More specifically the trainee will be able to:
- conduct preliminary investigations into a research area and assess the extent to which research in the area has been adequately reviewed;
- identify and contact others who share an interest in the research area in order to acquire recent and unpublished studies;
- establish the viability of conducting a systematic review into the research area;
- clarify the aims and objectives of the review including the criteria by which studies will be included in the review;
- explore and establish a search strategy including electronic databases, publication periods, keywords, journals requiring hand searches and researchers to be contacted directly.
In order to conduct a search using appropriate databases and sources the competent health psychologist will be able to:
- develop operational definitions of inclusion criteria and study/methodological categorization (e.g. the types and strengths of evidence that are acceptable to the review);
- test search strategies and evaluate their sensitivity and specificity (e.g. in relation to sub-set of previously reviewed studies);
- search for, identify and review relevant studies;
- tabulate characteristics of each study and assess its methodological quality.
In order to summarize findings from the review the trainee will be able to:
- select appropriate methods for combining data;
- analyze results of eligible studies;
- assemble the most complete data set feasible and, if appropriate, discuss with review group members.
The SR will be written to a standard acceptable for publication in peer-reviewed academic journals relevant to health at the time of submission. This standard shall apply both to the content and presentation of the work.
Syllabus Outline:
The systematic review module will be taught through a series of workshops, IT exercises and direct supervision by the doctoral school lead and colleagues. The school is focussed around the production of the systematic review, which will be submited near the end of your first year of training.
Sessions are aimed at teaching trainee's the skills of conducting a systematic review. The first of these will focus on teaching the skills of effectively formulating the research question, searching the evidence and managing the process. Following sessions will focus on meta-analysis and SR critique. The final session will be focused on critical evaluation and writing the review.
Throughout the process of completing the review trainee's will have regular supervision with DOS regarding the review and also be encouraged to seek, where appropriate, advice from the module leaders.
Teaching and Learning Methods:
Teaching will be based on a number of different methods and techniques. There will be lecture based learning as well as group discussion and interatctive taskes used to illustrate the stages of the SR process. Some tasks will be computer based and will use materials available from the Cochrane collaboration.
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
Chalmers, I and Altman, D. (1995). Systematic reviews. London; BMJ Publishing. (in library).
Glasziou, P. (2001). Systematic reviews in health care: a practical guide. Cambridge University Press (electronic resource).
Egger, Matthias. (2001). Systematic reviews in healthcare : meta-analysis in context. London; BMJ Publishing. (in library).
Michie, S. and Abraham, C. (2004). Heath Psychology in practice. London; Blackwell. (Chpater 8) (copies in Library)
Petticrew, M. (2006). Systematic reviews in the social sciences: a practical guide. London; Blackwell (copies in Library)
Pope, C., Mays, N. and Popay, J. (2007). Synthesizing qualitative and quantitative health evidence. London; McGraw Hill (copies in Library)
Torgerson, C. (2003). Systematic reviews. Continuum. (copies in Library)
Web Pages
British Psychological Society (BPS) http://www.bps.org.uk
BPS Division of Health Psychology http://www.bps.org.uk/dhp/
European Health Psychology Society http://www.ehps.net
Department of Health http://www.dh.gov.uk
National Health Service http://www.nhs.uk
Psychology, Health & Medicine http://journalsonline.tandf.co.uk
Journal of Health Psychology http:// www.sagepub.com
British Medical Journal http:// bmj.bmjjournals.com/
World Health Organisation http://www.who.int/en/
International Society for Critical Health Psychology http://www.med.mun.ca/ischp/
NHS Centre for Reviews & Dissemination http://www.york.ac.uk/inst/crd/
Involve http://www.invo.org.uk/
National Institute for Health Research http://www.nihr.ac.uk/
Assessment:
Weighting between components A and B (standard modules only) A: % B: %
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
Pass/Fail | ||
Component B Element Wt (Ratio)
Description of each element (within Component)
Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
Pass/Fail | ||
Component B Element Wt (Ratio)
Description of each element (within Component)
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)