Teaching Systematic Review

Nind, Melanie

doi:10.1007/978-3-658-27602-7_4

Cited by 4 publications

(1 citation statement)

References 21 publications

(25 reference statements)

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“…In the 1980s, several key studies and the availability of new technologies for global clinical collaboration brought attention and credibility to systematic reviews (Chalmers, Hedges, & Cooper). More recently, systematic reviewing has expanded across the academy and into professions such as education and librarianship (Conte et al, 2015;Nind, 2020), leading to a dramatic increase in the number of published systematic reviews (Clarke & Chalmers, 2018). The expansion of systematic review has prompted interdisciplinary meta-discussions about the future of systematic review production, use, management, and teaching (Mahmić-Kaknjo, et al, 2023).…”

Section: Systematic Reviews: From Clinical Tool To Program Resourcementioning

confidence: 99%

Systematic Review of Diversity and Curriculum Improvement Case Studies

Ryan,

Rashid

2023

PAAC

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How should Library and Information Science (LIS) programs assess and refine their diversity, equity, and inclusion (DEI) instruction? We should leverage the work of health science departments. In a systematic review of DEI curriculum advancement studies published from 2010-2022, we located 46 studies concentrated in the health sciences (n=20). We found five article characteristic trends in: (1) year of publication, (2) discipline, (3) study location, (4) research methods, and (5) highly-included identity topics. We found five prevalent approaches to curricular improvement: (1) an early all-student intervention, (2) a focus on cultural humility as the outcome, (3) attention to classroom climate and safety, (4) multi-year data analysis, and (5) a working group as leader of curricular change. Throughout our project, we noted three challenges to conducting systematic reviews: (1) the U.S. bias of selected library databases, (2) missed studies due to database indexing and other issues, and (3) student coding issues. Our research suggests that dozens of strategies exist for measuring existing curricular content, that curricular change requires significant investment, and that LIS should transition to cultural humility as the focal outcome of diversity instruction.

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Section: Systematic Reviews: From Clinical Tool To Program Resourcementioning

confidence: 99%

Systematic Review of Diversity and Curriculum Improvement Case Studies

Ryan,

Rashid

2023

PAAC

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Academic contributions to the development of evidence and policy systems: an EPPI Centre collective autoethnography

Oliver,

Dickson,

Bangpan

2023

Health Res Policy Sys

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Background Evidence for policy systems emerging around the world combine the fields of research synthesis, evidence-informed policy and public engagement with research. We conducted this retrospective collective autoethnography to understand the role of academics in developing such systems. Methods We constructed a timeline of EPPI Centre work and associated events since 1990. We employed: Transition Theory to reveal emerging and influential innovations; and Transformative Social Innovation theory to track their increasing depth, reach and embeddedness in research and policy organisations. Findings The EPPI Centre, alongside other small research units, collaborated with national and international organisations at the research-policy interface to incubate, spread and embed new ways of working with evidence and policy. Sustainable change arising from research-policy interactions was less about uptake and embedding of innovations, but more about co-developing and tailoring innovations with organisations to suit their missions and structures for creating new knowledge or using knowledge for decisions. Both spreading and embedding innovation relied on mutual learning that both accommodated and challenged established assumptions and values of collaborating organisations as they adapted to closer ways of working. The incubation, spread and embedding of innovations have been iterative, with new ways of working inspiring further innovation as they spread and embedded. Institutionalising evidence for policy required change in both institutions generating evidence and institutions developing policy. Conclusions Key mechanisms for academic contributions to advancing evidence for policy were: contract research focusing attention at the research-policy interface; a willingness to work in unfamiliar fields; inclusive ways of working to move from conflict to consensus; and incentives and opportunities for reflection and consolidating learning.

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Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19

Amaechi

Onumonu

et al. 2022

Education Sciences

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Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study.

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Teaching Systematic Review

Cited by 4 publications

References 21 publications

Systematic Review of Diversity and Curriculum Improvement Case Studies

Systematic Review of Diversity and Curriculum Improvement Case Studies

Academic contributions to the development of evidence and policy systems: an EPPI Centre collective autoethnography

Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19

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