scholarly journals A Content Analysis of Systematic Review Online Library Guides

2021 ◽  
Vol 16 (1) ◽  
pp. 60-77
Author(s):  
Jennifer Lee ◽  
K. Alix Hayden ◽  
Heather Ganshorn ◽  
Helen Pethrick
Keyword(s):  
Systematic Review ◽  
Content Analysis ◽  
Review Process ◽  
Learning Tools ◽  
Instructional Tools ◽  
Chi Square ◽  
Chi Square Test ◽  
English Speaking ◽  
Online Library ◽  
Systematic Review Process

Objective – Online library guides can serve as resources for students and researchers conducting systematic literature reviews. There is a need to develop learner-centered library guides to build capacity for systematic review skills. The objective of this study was to explore the content of existing systematic review library guides at research universities. Methods – We conducted a content analysis of systematic review library guides from English-speaking universities. We identified 18 institutions for inclusion using a Scopus search to find the institutions with the highest number of systematic review publications. We conducted a content analysis of those institutions’ library guides, coding for the types of resources included, and the stage of the systematic review process to which they referred. A chi-square test was used to determine whether the differences in distribution of the resource types within each systematic review stage were statistically significant. Results – The most common type of resource was informational in content. Only 24% of the content analysed was educational. The most common stage of the systematic review process was conducting searches. The chi-square test revealed significant differences for seven of the nine systematic review stages. Conclusion – We found that many library guides were heavily informational and lacking in instructional and skills focused content. There is a significant opportunity for librarians to turn their systematic review guides into practical learning tools through the development and assessment of online instructional tools to support student and researcher learning.

Externalising tacit knowledge of the systematic review process

IET Software ◽  
2013 ◽  
Vol 7 (6) ◽  
pp. 298-307 ◽  
Author(s):  
Sandra Camargo Pinto Ferraz Fabbri ◽  
Katia Romero Felizardo ◽  
Fabiano Cutigi Ferrari ◽  
Elis Cristina Montoro Hernandes ◽  
Fábio Roberto Octaviano ◽  
...  
Keyword(s):  
Systematic Review ◽  
Tacit Knowledge ◽  
Review Process ◽  
Systematic Review Process

scholarly journals Bias Due to Changes in Specified Outcomes during the Systematic Review Process

PLoS ONE ◽  
2010 ◽  
Vol 5 (3) ◽  
pp. e9810 ◽  
Author(s):  
Jamie J. Kirkham ◽  
Doug G. Altman ◽  
Paula R. Williamson
Keyword(s):  
Systematic Review ◽  
Review Process ◽  
Systematic Review Process

scholarly journals Efficacy and Safety of Artemether-Lumefantrine for Treatment of Uncomplicated P. Falciparum malaria in Ethiopia: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Abdulhakim Abamecha ◽  
Daniel Yilma ◽  
Wondimagegn Adissu ◽  
Delenasaw Yewhalaw ◽  
Alemseged Abdissa
Keyword(s):  
Systematic Review ◽  
Falciparum Malaria ◽  
Meta Analysis ◽  
Treatment Success ◽  
Uncomplicated Falciparum Malaria ◽  
Chi Square ◽  
Inverse Variance ◽  
Chi Square Test ◽  
Polymerase Chain ◽  
Variance Index

Abstract Background: Anti-malarial drug resistance, in particular resistance to Plasmodium falciparum, challenges the treatment and control of malaria. In Ethiopia, the first-line treatment of uncomplicated falciparum malaria has been changed from sulphadoxine-pyrimethamine (SP) to artemether-lumefantrine (AL) in 2004. To maximize efficacy of anti-malarial drugs and ensure adequate treatment outcomes; monitoring drug efficacy regularly is vital to establish rational malaria treatment guidelines. This systematic review and meta-analysis is performed to obtain an overall stronger evidence to guide management of uncomplicated falciparum malaria from the existing literature in Ethiopia after policy changes in 2004.Methods: A systematic literature search was performed using the preferred reporting items for systematic review and meta-analysis (PRISMA) from published therapeutic efficacy studies conducted in Ethiopia from 2004 to 2020. The search was performed from Pubmed, Google Scholar and Clinical trial registry databases to identify literature. Two reviewers independently assessed study eligibility and extracted data. While computing the efficacy of AL, polymerase chain reaction (PCR)-corrected cure rate (adequate clinical and parasitological response, ACPR) at 28th day was considered as the primary endpoint. Meta-analysis was computed using OpenMeta-Analysis software to calculate the pooled ACPR. Statistical heterogeneity was evaluated with the Cochran chi-square test (X2) test and inverse variance index (I2). Publication bias was analyzed using funnel plots and Egger’s test statistics. The review protocol is registered in PROSPERO, number CRD42020201859.Results: Out of studies screened, fifteen studies fulfilled the inclusion criteria, and were included in final analysis with a total number of 1523 participants. Treatment success of AL for uncomplicated falciparum malaria in all combined studies was 98.4% [(95% CI 97.6–99.1), P< 0.001]. Polymerase chain reaction (PCR)-corrected AL treatment success rate of 98.7% [(95% CI 97.7-99.6), P<0.001)]. The efficacy of AL with PCR-corrected cure rates ranging from 95.0 to 99.4% in per-protocol analysis, and 88.8 to 97.4% in intention-to-treat analysis. Based on the analysis, Cochrane chi-square test (X2) test and inverse variance index (I2) indicated that the included studies with heterogeneity (X2=20.48, (df=14), P=0.116 and I2=31.65%). The highest parasite positivity rate at day-3 was 5.7%. Adverse events ranged from mild to serious but were not directly attributed to the drug.Conclusion: The present review has shown that AL is efficacious and safe for treatment of uncomplicated malaria in Ethiopia. However, few therapeutic efficacy studies were conducted in Ethiopia after treatment guideline was revised in 2004. AL has been used more than a decade in the study population without other alternative artemisinin-based combination therapy in Ethiopia and considering that the potential evolution of drug resistance is of a great concern, regular and continuous monitoring of its efficacy is warranted.

scholarly journals Addressing challenges with systematic review teams through effective communication: a case report

2021 ◽  
Vol 109 (4) ◽  
Author(s):  
Linda C. O’Dwyer ◽  
Q. Eileen Wafford
Keyword(s):  
Systematic Review ◽  
Case Report ◽  
Review Process ◽  
Communication Strategies ◽  
Core Competency ◽  
Effective Communication ◽  
Low Energy ◽  
Full Participation ◽  
Systematic Review Process

Background: Every step in the systematic review process has challenges, ranging from resistance by review teams to adherence to standard methodology to low-energy commitment to full participation. These challenges can derail the project and result in significant delays, duplication of work, and failure to complete the review. Communication during the systematic review process is key to ensuring it runs smoothly and is identified as a core competency for librarians involved in systematic reviews.Case Presentation: This case report presents effective communication approaches that our librarians employ to address challenges encountered while working with systematic review teams. The communication strategies we describe engage teams through information, questions, and action items and lead to productive collaborations with publishable systematic reviews.Conclusions: Effective communication with review teams keeps systematic review projects moving forward. The techniques covered in this case study strive to minimize misunderstandings, educate collaborators, and, in our experience, have led to multiple successful collaborations and publications. Librarians working in the systematic review space will recognize these challenges and can adapt these techniques to their own environments.

scholarly journals Children as active citizens and Egyptian primary schools

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nevine Samir Mohamed Ibrahim Abou Donia
Keyword(s):  
Content Analysis ◽  
Education System ◽  
Citizenship Education ◽  
Primary Schools ◽  
Life Skills ◽  
Chi Square ◽  
Content Type ◽  
Chi Square Test ◽  
New Education ◽  
The Relationship

Purpose This paper aims to provide an evaluation of the new education system, based on Life Skills and Citizenship Education (LSCE), in Egyptian primary schools. This study analyzes how effective could be the implementation of LSCE in the process of constructing active democratic citizens, in particular, in the case of Egypt, highlighting problems facing the new education approach. Design/methodology/approach The study methodologies are twofold; the content analysis of the primary one new curriculum “Discover”, to assess the curriculum's strengths and weakness; and the questionnaire to the primary six students, to investigate the relationship among the twelve life skills. Findings Content analysis of the textbook shows that the learning process based on LSCE is appropriate for the construction of active citizens. The textbook provides Egyptian children with the necessary opportunities to learn and create, through creative participatory methods. The relationship between the social dimension and other dimensions has been proven by means of the chi-square test. The relationship between participation and the two approximately absent skills “resilience and empathy” has been clarified as both are strongly interrelated with participation. The results illuminate a strong relationship between participation and the remaining life skills. Research limitations/implications More questionnaires are needed to assess the grade of life skills achievement among students in grade one and two, as it is regarded one of the limitations of the present study, owing to the complicated procedures and the limited time. Practical implications The research suggests the formulation of wider project-based activities to be included in the textbooks of all the primary grades. In this regard, real contribution with NGOs and local governments shall be developed to facilitate the involvement of children in actual projects, in accordance with their ages, and to encourage students to participate, as they notice the efficient results of their contribution. Social implications The research stresses on the importance of enhancing participation, as it is proven through the chi-square test that it is strongly related to other skills. Originality/value The scarcity of analytical studies to evaluate the effectiveness of citizenship education programs on children, after the application of the new Egyptian education system.

scholarly journals Osteopathic Manipulative Medicine in the Era of the Single Accreditation System: Can the Past Guide the Way to the Future of OMM?

2020 ◽  
Vol 30 (1) ◽  
pp. 17-28
Author(s):  
David M. Kanze
Keyword(s):  
American Academy ◽  
Online Survey ◽  
Gross Anatomy ◽  
The United States ◽  
Human Anatomy ◽  
After School ◽  
Chi Square ◽  
Chi Square Test ◽  
English Speaking ◽  
Almost All

Abstract The purpose of this study was twofold: 1) to evaluate the education of osteopathic physicians who integrate osteopathic manipulative medicine in practice and attempt to find key factors that might be viewed as best practices to be adopted by colleges of osteopathic medicine (COMs), Departments of Osteopathic Manipulative Medicine (OMM), and postgraduate training programs; and 2) to evaluate if gross human anatomy was seen as valuable in OMM training. A 31-question, online survey was distributed to English-speaking members of the American Academy of Osteopathy (AAO) in the United States from July through October of 2016. Of the 438 respondents, 325 (74.3%) reported having a mentor in osteopathic manipulative medicine (OMM) or osteopathic manipulative treatment (OMT) while in school. In addition, 270 (61.6%) had dedicated time to practice OMT while in school, with 186 (42.5%) practicing supervised in a school clinic, 340 (77.6%) practicing during an undergraduate rotation, and 244 (55.7%) practicing after school hours. Many of the mentees participated in several of the above activities. Chi square test was applied to participants who are Fellows of the American Academy of Osteopathy (FAAOs). This test revealed that 24 of 26 (92.3%) of FAAOs, who responded, had a mentor, a statistically significant relationship between having an OMT/OMM mentor and becoming an FAAO (P=.03). Almost all survey participants (438 [99.5%]) had some type of gross anatomy while in medical school. The majority of respondents (321 [73.8%]) performed dissections, 81 (18.6%) had both prosection and dissections, 33 (7.6%) only had prosection, and 321 (73.8%) found that it was extremely helpful in their OMM training. In comparison, 341 respondents (78.2%) reported that gross anatomy was important to their specialty. The survey clearly demonstrated that early exposure to an OMM mentor leads to increased use of OMT and OMM and that a strong foundation in gross human anatomy was found to be useful for physicians across specialty training, including OMM.

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