Healthcare research and education: actively constructed research knowledge–a model for online systematic reviews and meta-analyses courses

Abstract

Employing a mixed-methods approach, this study: (a) scoped the literature for desirable characteristics of online learning environments; (b) analyzed and compared the available online systematic review and meta-analysis (SR/MA) courses; and (c) proposed an outline for a model online systematic review SR/MA course that is aligned with PRISMA principles, and (d) charted learning outcomes, module contents, interactive elements, feedback and module assessment, and course evaluation of the proposed course. The findings highlight the many distinctive aspects and design of the proposed model course, including its comprehensiveness, alignment with PRISMA principles, self-pace and self-direction, with high interactivity levels, augmented by the expert trainer guidance ('human' factor), and individualized feedback, and its conclusion with the incorporation of the learners in virtual research teams undertaking real SR/MA. The proposed model course integrates principles of problem-based learning, where in addition to the provided resources (interactive assignments and video tutorials), trainees will be actively conducting their own real SR/MA as part of the course, while receiving expert feedback to enhance learning outcomes. Assignments' scores will be used to evaluate the learners' proficiency levels, and to pinpoint strengths and areas requiring enhancement. Overall, the proposed model course stands out as an innovative initiative in online SR/MA training, offering a valuable and comprehensive online learner-centered, expert-guided, 'hands-on' educational approach to SR/MA training. This sets a benchmark for future online courses in research synthesis methodology within health, medical, surgical and related fields.

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