By David Gough
An advent to Systematic Reviews offers a brief, available and technically updated ebook protecting the total breadth of methods to experiences from statistical meta research to meta ethnography. The content material is split into 5 major sections masking: ways to reviewing; getting begun; amassing and describing learn; appraising and synthesizing facts; and utilising reports and types of study use. As systematic stories develop into incorporated in lots of extra graduate-level classes this e-book solutions the transforming into call for for a basic consultant.
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Extra resources for An Introduction to Systematic Reviews
As there are so many ways that a review can vary, it is important to consider the choices available and why one might choose a particular approach. Our aim in this chapter is to provide an overview of these differences that provide a basis for the following chapters on each stage of a review. The chapter may then be useful as a point of reference for potential choices when undertaking or interpreting a specific review. Differences in extent, detail, epistemology and approach Reviews do not exist in isolation; they are commissioned and conducted by people at specific points in time with particular needs, priorities and ways of understanding the issues they address.
Children with experience of being excluded from school, or those with existing health problems, for example, might well offer considerably different insights from children who do not have these experiences. Reviewers might also want to bear in mind that stakeholders can sometimes have a particularly strong vested interest in the topic under review. Review organisations have provided guidance on dealing with potential conflicts of interest (see Higgins and Green 2011 for the Cochrane Collaboration’s guidance).
This starts, but does not end, with the review’s question and design. The choice of review question depends on who is prepared to fund a review or reviews, who is prepared to invest their time in conducting a review, and what questions these people see as important. The subjectivity of the review team and any advisory input into the review is then also exercised in the design of the review and the review tools, as this necessarily rests on their substantive knowledge and experience. Who asks the review question?