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Recommendation 1
The effectiveness of health professionals education and training
institutions designing and implementing continuous development
programmes for faculty and teaching staff relevant to the evolving healthcare needs of their communities.
A systematic review
Review protocol
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Table of Contents
................................................................................................................................................................ 1
TO INVESTIGATE THE EFFECTIVENESS OF CONTINUOUS DEVELOPMENT PROGRAMMES FOR FACULTY
AND TEACHING STAFF, INCLUDING CURRENT HEALTH WORKERS, WHICH UPDATE AND DEVELOP
TEACHING SKILLS (E.G. CURRICULUM DEVELOPMENT AND INSTRUCTIONAL DESIGN), IN BOTH
UNDERGRADUATE AND POSTGRADUATE PROGRAMS, ON THE QUANTITY, QUALITY AND RELEVANCE OF
HEALTH PROFESSIONALS.......................................................................................................................... 1
A SYSTEMATIC REVIEW ............................................................................................................................ 1
1.0Background .................................................................................................................4
2.0Objective .....................................................................................................................4
3.0Review Question .........................................................................................................4
4.0Evidence gathering and study selection ......................................................................5
5.0Assessment of risk of bias and data extraction ...........................................................7
6.0Data synthesis ............................................................................................................8
7.0Dissemination .............................................................................................................8
8.0Resource implications .................................................................................................8
9.0References ...................................................................................................................8
Appendix A: database search strategy ...........................................................................10
Appendix B: data extraction forms (see attached excel workbook) ..............................12
Appendix C: Example of databases, websites and journals which could be searched ..12
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1.0 Background
Include definitions, answers to background questions, description of the intervention and how it might
work to help better understand the question.
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The databases in the table below will be searched with a pre-determined strategy as
detailed in Appendix A. In cases where the search results are small in number, search
terms will be reduced to maximize the search sensitivity.
Topic/Field
Ex: Education
Health
Database
Ex: ERIC, Campbell, Education Research Complete
PUBMED
The following journals and websites will be hand-searched for relevant articles:
Resources that will be searched by hand
Teaching and Teacher Education
Academic Medicine
Medical Teacher
International Journal for Academic Development
Biomed (http://www.biomedcentral.com/)
WHO's Library Database (WHOLIS)
Website of the Foundation of Advancement of International Medical Education
and Research (FAIMER)
International Council of Nurses
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Bibliographies of those papers that match the eligibility criteria below will be searched
by hand to identify any further, relevant references, which will be subject to the same
screening and selection process.
All types of evaluative study designs are eligible for inclusion, including grey literature.
Studies will not be selected on methodological quality.
4.2.2 Types of participants:
This is a succinct description of the types of participants that you will include. For example, you might
copy the health professionals definition here.
The participants this literature review will include are faculty and teaching staff
including current health workers and/or residents or interns who also teach students
from any of the health professions listed below.
To facilitate the development of the WHO guidelines for transforming and scaling-up
health professional education and training, the literature review will include the
following lists of health professionals, as defined by the International Standard
Classification of Occupations (ISCO) (WHO, 2010a; ILO, 2008):
Core List
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Continuous Development Programmes for faculty and teaching staff which update and
develop teaching skills. There is a wide variety of programmes that qualify as such e.g.
workshops, seminars, short courses, fellowship schemes.
Articles that focus on programmes that develop and enhance teaching skills and
educational methods (including PBL) not programmes that develop teaching content.
The primary outcomes of interest are the quantity, quality and relevance of practicing
health professionals. These are defined by a number of measurable outcomes found in
the Outcomes Framework document. Other important outcomes include values and
preferences, resource use/costs, benefits and harms, as well as all other unintended
effects of the intervention. Studies that include other outcomes should not be excluded
at this stage in the evidence retrieval. Other secondary outcomes can also be defined, as needed.
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7.0 Dissemination
A final set of tables including a GRADE Evidence Table and Descriptive Evidence Table
will be produced and submitted to the WHO Secretariat as stipulated in the Procedures
for the Retrieval of Evidence and Summary of Evidence. In addition, a manuscript will be
prepared for submission to a peer-reviewed journal (a more specific dissemination proposal can
go here as well).
8.0 Resource implications
The project lead will work closely with the WHO Secretariat to define the scope and
methods of the review and facilitate access to unpublished literature, supporting
translation of foreign language literature where necessary. Proposed milestones and
timescales are outlined below:
MILESTONES
Identification and retrieval of the evidence
Conduct literature review, hand searching, and contacts with experts and networks
Summarizing evidence in Descriptive
Evidence Tables (Table 1. Summary of systematic literature reviews, Table 2. Summary of
relevant literature)
Development of GRADE Evidence Tables in collaboration with WHO, Geneva, and the
GRADE network methodologist
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9.0 References
When citing articles, please use the WHO standard citation format, called the Harvard system. The
Harvard citation system shows the author and date in the body of the text. This may be done in one of two
ways:
Ballance, Ewart & Fitzsimmons (2001) have reported ...
It has been reported (Ballance, Ewart & Fitzsimmons, 2001) that ...
Some examples of formatting reference lists:
Article in a Journal
Burt BA, Pai S (2001). Sugar consumption and caries risk: a systematic review. Journal of Dental Education,
65:10171023.
Chapter in a book
Melton L J III (1995). Epidemiology of fractures. In: Riggs BL, Melton L J III, eds. Osteoporosis: etiology,
diagnosis, and management, 2nd ed. Philadelphia, PA, Lippincott-Raven, 225247.
Corporate author
Heart Protection Study Collaborative Group (2002). MRC/BHF Heart Protection Study of antioxidant
vitamin supplementation in 20 536 high-risk individuals: a randomised placebo-controlled trial. Lancet,
360:2333.
WHO Publication with no named author
World Health Organization (2003). The international pharmacopoeia, 3rd ed. Vol. 5. Tests and general
requirements for dosage forms; quality specifications for pharmaceutical substances and tablets. Geneva,
World Health Organization.
More on the WHO-style can be found here: http://www.nlm.nih.gov/bsd/uniform_requirements.html
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Search
Time
Result
#3 Search (#1) AND #2 Limits: English, Publication Date from 1990 to 2011
08:38:26
3505
08:38:07
11026
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08:37:55
62612
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