Systematic reviews are an essential piece in translating scientific knowledge to clinical practice. This course is directed at both users (whether clinical investigators or not) who use reviews to remain up to date in addition to researchers who are new to systematic reviews. The approach is eminently conceptual, and strives to provide the keys to critically evaluating and performing a systematic review and meta-analysis with a minimum of mathematical notations.
Competencies and learning outcomes
- Capability to inform, educate, supervise, and maintain effective communication with patients, family members, and social groups having communication difficulties.
- Ability to design, direct, and produce reports about research projects.
- Ability to design and direct research projects aimed at specialization in research tasks in primary health care.
- Ability to acquire advanced training, both specialized in a specific area as is primary health care, as well in other interdisciplinary areas.
Objectives (Learning outcomes)
- Differentiate between a systematic review (RS) and a traditional review and summarize their respective strengths and weaknesses
- Formulate research questions appropriate for a RS in PICO format, distinguishing the true outcomes of substitutes (surrogate endpoints)
- Locate the main sources of evidence for the realization of a RS
- Analyze the risk of bias in the studies included in a RS through the instrument of the Cochrane Collaboration
- Interpret the heterogeneity of the studies included in a meta-analysis (MA) through the statistical Q e I2
- Decide on the existence of imprecision of the weighted result of a MA
- Graphically and statistically analyze the existence of a MA publication bias
- Recognize the differences between MA fixed effects and random effects models
- Explain the purpose and interpret the results of an analysis of subgroups and a conducted
- Perform a simple MA based on published data from a RS by using appropriate software and interpret the results
- "Boland A, Cherry MG, Dickson R (editors). Doing a systematic review. A student¿s guide, 2th ed. Sage publications, 2017. ISBN 978-1-4739-6700-7".
- "¿ Borestein M, Hedges LV, Higgins JPT, Rothstein HR. Introduction to meta-analysis. Wiley, 2010. ISBN 978-0-470-05724-7".
Methodology and grading
- Lecture: Pass on knowledge and activate cognitive processes in students, encouraging their participation.
- Solving exercises and problems: Exercise, test, and apply previous knowledge through routine repetition.