Environmental scan and evaluation of best practices for online systematic review resources

Authors

  • Robin M. N. Parker Evidence Synthesis and Information Services Librarian, W.K. Kellogg Health Sciences Library, and Department of Community Health and Epidemiology, Dalhousie University, Halifax, NS http://orcid.org/0000-0002-8966-2785
  • Leah Boulos Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit, Halifax, NS http://orcid.org/0000-0002-9849-383X
  • Sarah Visintini Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit, Halifax, NS http://orcid.org/0000-0001-6966-1753
  • Krista Ritchie Assistant Professor, Faculty of Education, Mount Saint Vincent University, Halifax, NS
  • Jill Hayden Associate Professor, Department of Community Health and Epidemiology, Dalhousie University, Halifax, NS

DOI:

https://doi.org/10.5195/jmla.2018.241

Keywords:

Systematic Reviews, E-Learning, Instructional Design, Evaluation, Environmental Scan

Abstract

Objective: Online training for systematic review methodology is an attractive option due to flexibility and limited availability of in-person instruction. Librarians often direct new reviewers to these online resources, so they should be knowledgeable about the variety of available resources. The objective for this project was to conduct an environmental scan of online systematic review training resources and evaluate those identified resources.

Methods: The authors systematically searched for electronic learning resources pertaining to systematic review methods. After screening for inclusion, we collected data about characteristics of training resources and assigned scores in the domains of (1) content, (2) design, (3) interactivity, and (4) usability by applying a previously published evaluation rubric for online instruction modules. We described the characteristics and scores for each training resource and compared performance across the domains.

Results: Twenty training resources were evaluated. Average overall score of online instructional resources was 61%. Online courses (n=7) averaged 73%, web modules (n=5) 64%, and videos (n=8) 48%. The top 5 highest scoring resources were in course or web module format, featured high interactivity, and required a longer (>5hrs) time commitment from users.

Conclusion: This study revealed that resources include appropriate content but are less likely to adhere to principles of online training design and interactivity. Awareness of these resources will allow librarians to make informed recommendations for training based on patrons’ needs. Future online systematic review training resources should use established best practices for e-learning to provide high-quality resources, regardless of format or user time commitment.

Author Biographies

Robin M. N. Parker, Evidence Synthesis and Information Services Librarian, W.K. Kellogg Health Sciences Library, and Department of Community Health and Epidemiology, Dalhousie University, Halifax, NS

Robin Parker, MLIS, Evidence Synthesis and Information Services Librarian,W.K. Kellogg Health Sciences Library, Dalhousie University.
Cross-appointed: Department of Community Health and Epidemiology, Dalhousie University

Leah Boulos, Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit, Halifax, NS

Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit

Sarah Visintini, Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit, Halifax, NS

Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit

Krista Ritchie, Assistant Professor, Faculty of Education, Mount Saint Vincent University, Halifax, NS

Assistant Professor, Faculty of Education, Mount Saint Vincent University

Jill Hayden, Associate Professor, Department of Community Health and Epidemiology, Dalhousie University, Halifax, NS

Associate Professor, Dept. of Community Health & Epidemiology, Dalhousie University

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Additional Files

Published

2018-04-05

Issue

Vol. 106 No. 2 (2018): April 2018

Section

Original Investigation