Creating a systematic review infrastructure: Implementing Cochrane tools for students, teachers, researchers and clinicians in a university setting
Matteo Bruschettini, Cochrane Sweden
Martin Ringsten, Cochrane Sweden
2Lund University, Faculty of Medicine, Department of Experimental Medical Science, Neuronano Research Center and Birgit Rausing Centre for Medical Humanities, Sweden
3Cochrane Sweden, Sweden
Background: In 2017 Cochrane Sweden was launched and a collaboration between the Medical Faculty, the Medical Degree (MD) Program and the Faculty Library was initiated, based on a need for guidance and relevant learning activities for students, PhD students and researchers in systematic review methodology. The MD Program had defined scientific scholarship and evidence-based medicine (EBM) as core qualifications. The library and MD Program already worked together and involving Cochrane Sweden became essential.
Objectives: To collaboratively develop relevant learning activities, support and guidance for carrying out systematic reviews using Cochrane tools and methodology for our students, PhD students’ teachers, researchers and clinicians.
Methods: Relevant areas were identified where Cochrane tools could be implemented, as stand-alone tools or integrated with other learning activities for our user groups. Identifying methods for support and methodological guidance were key elements in the implementation. Cochrane Interactive Learning (CIL), Covidence and RevMan Web (RMW) were consecutively implemented to meet the objectives. [Table 1- Overview of Cochrane tools implemented at Lund University, Faculty of Medicine]
Results: The process of implementing, evaluating and improving the use of Cochrane tools for our user groups extends over many years. Cochrane tools have been implemented in the PhD program, MD program and the Master programs in Medical Science, Psychology and Public Health. The usage statistics and feedback on Cochrane tools show that they are appreciated and help users’ understanding of review method and workflow. The number of Cochrane Reviews, other systematic reviews and reviews where students and researchers collaborate are increasing. The library’s systematic review service has been expanded to include tools and methodological guidance in the review process. The “Lund model” has also become an inspiring example for other MD programs.
Conclusions: Our collaboration and integrative approach have resulted in an infrastructure of Cochrane tools, people and competencies supporting systematic reviews and evidence-based medicine. The synergies between the collaborating parts made the implementation of Cochrane tools possible.
Patient, public and/or healthcare consumer involvement: Our students, teachers, clinicians and researchers are given a solid foundation in EBM methodology, which has a strong potential to have a positive impact on patient care.