Systematic Reviews for Policy and Practice
| Module title | Systematic Reviews for Policy and Practice |
|---|---|
| Module code | HPDM093 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Dr Helen Coelho (Convenor) Ms Rebecca Whear (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 5 |
Module description
Undertaking this module will provide you with the skills you need to plan and conduct systematic reviews and other types of evidence synthesis. Topics covered will include question formulation, forming a team and the importance of end-user involvement, protocols and reporting standards, searching, study selection, data extraction, critical appraisal, synthesis to include simple meta-analysis, qualitative synthesis and mixed methods synthesis, other review methods e.g. realist reviews, scoping reviews and evidence maps and overviews of review dissemination and creative communication.
Module aims - intentions of the module
You will examine how to frame and identify uncertainties in clinical practice, identify which review method is most appropriate for a review question and type of evidence and develop demonstrable competencies in all the necessary steps of systematic reviews/evidence syntheses.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Formulate focused questions that are applicable directly to evidence-based practice
- 2. Systematically identify, select, appraise and synthesise evidence to address focused research questions and demonstrate competency in planning, organisation and interpretation through to communication of outcomes to a wide range of relevant audiences
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Understand the importance of collecting, appraising and synthesising evidence on a given topic before undertaking further primary research
- 4. Critically analyse the quality and relevance of research findings and determine ways in which they contribute to the effectiveness, quality, safety and successful implementation of healthcare
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Manage time effectively to ensure capacity for independent study
- 6. Undertake study skills and writing at masters level
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Understanding the importance of evidence synthesis
Question formulation
Forming a team – end-user involvement
Protocols and reporting
Searching
Study selection
Data extraction
Critical Appraisal
Synthesis to include simple meta-analysis, qualitative synthesis, mixed methods
Other review methods – realist / scoping / overviews
Dissemination and creative communication
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 28.5 | 121.5 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 18 | Sixteen seminar-style lectures to enhance learning through introduction to key topics, specialist areas and contemporary debates. Please note: Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by online learning activities and exercises. |
| Scheduled Learning & Teaching activities | 10 hrs 30 mins | Group discussions, practical exercises and workshops to foster critical thinking and academic/research skills development with opportunities for peer and tutor feedback. Please note: Small-group discussions may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board; Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum; Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom. |
| Guided independent study | 77 hrs 30 mins | Web-based learning; resource gathering and in-depth reading during the period of module delivery. |
| Guided independent study | 44 | Preparation and writing of assignments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Small group work | Various and ongoing | 1-6 | Oral or online forum |
| Practical exercises | Various and ongoing | 1-6 | Oral or ELE activities |
| Case-based discussions | Various and ongoing | 1-5 | Oral or online forum |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Coursework essay | 80 | 3000 words (maximum) | 1-6 | Written |
| Presentation. Please note: Small-group discussions may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board; Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum; Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom. | 20 | 10 mins (including Q&A) | 1-6 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Coursework essay (80%) | Coursework essay (3000 words) | 1-6 | Typically within six weeks of the result |
| Presentation (20%) | Slides submitted for marking (10 mins) | 1-6 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Centre for Reviews and Dissemination (2008). Systematic Reviews: CRD’s guidance for undertaking reviews in health care. University of York, Centre for Reviews and Dissemination
Higgins JPT, Green S (editors). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]. The Cochrane Collaboration, 2011. Available from www.cochrane-handbook.org
Indicative learning resources - Web based and electronic resources
A full list of recommended resources will be available of the University of Exeter’s electronic learning environment (ELE, http://as.exeter.ac.uk/it/systems/ele/)
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Last revision date | 08/07/2020 |
