This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.
There is a tension between conducting comprehensive systematic reviews and completing them in time to meet policy-making deadlines. The ‘rapid evidence assessment’ has been proposed as a solution to this; offering rigorous reviews in a condensed timescale. While used frequently in healthcare, this mode of reviewing presents considerable challenges in social policy. We describe some potential problems and suggest reviewing strategies that can overcome some of them. There are situations, however, in which it may not be feasible to embark on a rapid review, and caution should be exercised when selecting this method.
Problem Based Learning (PBL) has been adopted in educational programs in a variety of disciplines, including veterinary medicine. There is a voluminous literature on the subject, but it often remains unclear just what is being done in the name of PBL, and different accounts highlight different, often contradictory, positions on the key features of the approach. Similarly, despite the many claims made for the advantages of PBL, the evidentiary basis of such claims is often questionable. This article provides an introductory overview of what appear to be the key features of the approach and a brief summary of empirical evidence on its effectiveness.
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