Teacher(s)
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Content
Contents
Introduction (knowledge synthesis: rationale and approaches)
I. Methods for systematic reviews and meta-analyses based, amongst other things, on the ‘Cochrane’ approach
I.1 Basic concepts
I.2. Key stages based on the ‘Cochrane’ approach
I.2.1 Clear formulation of a research question
I.2.2 Literature search
I.2.3 Assessment of study quality
I.2.4 Data extraction
I.2.5 Data analysis using quantitative meta-analytic methods (homogeneity of studies, fixed or random-effects models, linear or multiplicative models, trend models)
I.2.6 Presentation of results in the form of tables and graphs
I.2.7 Interpretation of results and synthesis
II. Realistic review methods
II.1. Key concepts of the realistic approach
II.2. Stages of the realistic approach
II.2.1. Delineation of the mechanism
II.2.2. Formulation of an initial explanatory theory
II.2.3. Testing this theory against different contexts
II.2.4. Synthesis of the results in the form of an intermediate theory
II.2.5. Using the intermediate theory to inform the design of interventions
All based on the quality standards established by Wong, Pawson et al. (2014)
Introduction (knowledge synthesis: rationale and approaches)
I. Methods for systematic reviews and meta-analyses based, amongst other things, on the ‘Cochrane’ approach
I.1 Basic concepts
I.2. Key stages based on the ‘Cochrane’ approach
I.2.1 Clear formulation of a research question
I.2.2 Literature search
I.2.3 Assessment of study quality
I.2.4 Data extraction
I.2.5 Data analysis using quantitative meta-analytic methods (homogeneity of studies, fixed or random-effects models, linear or multiplicative models, trend models)
I.2.6 Presentation of results in the form of tables and graphs
I.2.7 Interpretation of results and synthesis
II. Realistic review methods
II.1. Key concepts of the realistic approach
II.2. Stages of the realistic approach
II.2.1. Delineation of the mechanism
II.2.2. Formulation of an initial explanatory theory
II.2.3. Testing this theory against different contexts
II.2.4. Synthesis of the results in the form of an intermediate theory
II.2.5. Using the intermediate theory to inform the design of interventions
All based on the quality standards established by Wong, Pawson et al. (2014)
Teaching methods
Learning will take place
· through face-to-face lectures illustrated with real-life examples
· through practical exercises.
This course is designed to enable students to develop a critical and primarily practical approach to modern methods of knowledge synthesis. To this end, students will be provided with publications reporting on issues addressed through systematic reviews and meta-analyses, as well as realistic reviews. They will be required to identify the concepts covered in the course within these publications and to critique them.
· through face-to-face lectures illustrated with real-life examples
· through practical exercises.
This course is designed to enable students to develop a critical and primarily practical approach to modern methods of knowledge synthesis. To this end, students will be provided with publications reporting on issues addressed through systematic reviews and meta-analyses, as well as realistic reviews. They will be required to identify the concepts covered in the course within these publications and to critique them.
Evaluation methods
A two-part written examination: one part covering the methodological concepts discussed in the course and the other on the practical application of these concepts as carried out during the practical sessions.
The mark will be split between the two parts of the course: 50 per cent for the ‘theoretical’ part and 50 per cent for the ‘practical’ part.
Decimals will be rounded down to the nearest whole number.
AI may be used as a revision aid and support tool, but is effectively excluded from the final assessment.
The mark will be split between the two parts of the course: 50 per cent for the ‘theoretical’ part and 50 per cent for the ‘practical’ part.
Decimals will be rounded down to the nearest whole number.
AI may be used as a revision aid and support tool, but is effectively excluded from the final assessment.
Online resources
The course slides and reference materials are available on Moodle
Bibliography
Revue systématique et meta-analyse :
· Cochrane collaboration handbook
· Moher et al. Systematic reviews 2015, 4 :1
· Shamseer et al. BMJ 2015 ; 349 : g7647
Revue réaliste :
· Wong et al. BMC Med 2013 ; 11 :21
· Pawson. Sage Publications, 2006.
Greenhalgh et al. BMJ Open 2015 ; 5 :e008567
· Cochrane collaboration handbook
· Moher et al. Systematic reviews 2015, 4 :1
· Shamseer et al. BMJ 2015 ; 349 : g7647
Revue réaliste :
· Wong et al. BMC Med 2013 ; 11 :21
· Pawson. Sage Publications, 2006.
Greenhalgh et al. BMJ Open 2015 ; 5 :e008567
Teaching materials
- Mis à disposition sur Moodle
Faculty or entity
