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Making Sense of Evidence: Modules

We offer three workshops on: Making Sense of Evidence, Introduction to Qualitative Research Evidence and Introduction to Diagnostics Studies. Find out more about the modules and content for each workshop below. 

To book a workshop, or to discuss scheduling a bespoke session for your organisation, please Email us

Making Sense of Evidence

Typical sessions include: 

1 - Introduction to Making Sense of Evidence

2 - Critical Appraisal of a Randomised Control Trial (RCT)

3 - Critical Appraisal of a Systematic Review

4 - Tracking Down the Evidence

 

Introduction to Qualitative Research Evidence

Typical sessions include:

5 - Introduction to Qualitative Research Evidence

6 - Critical Appraisal of Qualitative Studies.

 

Introduction to Diagnostics Studies

Typical sessions include:

7 - Introduction to Diagnostic Studies

8 - Critical Appraisal of Diagnostic Studies


1.  Introduction to Making Sense of Evidence

Talk (45 mins)

During this talk a tutor from our experienced team of clinicians and researchers will explain the importance of evidence based health care including how it was developed and why it is necessary.

Specific topics include –

  • Understanding bias
  • Hierarchy of research evidence for treatment 
  • interventions
  • Demand for evidence based practice
  • Principles of evidence based practice
  • Structuring clinical questions

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2. Critical Appraisal of a Randomised Control Trial (RCT)

Small group session (60-90 mins)

In this session we support participants to break down a clinical question into well recognised portions that are similar to how randomised control trials are reported in the literature. Through these exercises participants gain confidence in reading and understanding a randomised control trial. By using a critical appraisal check list participants learn short cuts in this process. Finally, these new skills are used to decide how the RCT evidence can be used to answer the clinical question. 

By the end of this session you will be able to –

  • Break down a clinical question
  • Apply PICO (structure problem according to: Population, Intervention, Comparison, Outcome)
  • Critically appraise a randomised control trial
  • Use a checklist
  • Apply research evidence to clinical question

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3. Critical Appraisal of a Systematic Review

Small group session (60-90 mins)

In this session we support participants to break down a clinical question into well recognised portions that are similar to how systematic reviews are reported in the literature. Through these exercises participants gain confidence in reading and understanding a systematic review and meta-analysis. By using a critical appraisal check list participants learn short cuts in this process. Finally, these new skills are used to decide how the systematic review evidence can be used to answer the clinical question. 

By the end of this session you will be able to – 

  • Break down a clinical question
  • Apply PICO (structure problem according to: Population, Intervention, Comparison, Outcome)
  • Critically appraise a systematic review
  • Use a checklist
  • Apply research evidence to clinical question

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4. Tracking Down the Evidence

Small group session (60 - 90 mins)

In this session we support participants to break down a clinical question into well recognised portions that are similar to how we set up searches to retrieve information from databases.

Using exercises we help participants to understand how databases differ and why they might choose one over another. By using structured searching techniques participants learn how to use their time more efficiently to obtain high quality information. 

By the end of this session you will be able to –

  • Breakdown a clinical question into a search strategy
  • Apply search strategies in different databases
  • Locate databases that are most relevant for your work

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5. Introduction to Qualitative Research Evidence

Talk (45 mins)

During this talk a tutor from our experienced team of clinicians and researchers will introduce the basic principles of qualitative research and how it differs from quantitative research. Using entertaining practical examples participants engage in learning about the meaning of experience and how this is important for understanding health problems.

Specific topics include –

  • Why qualitative research evidence is important
  • Theory and methods in qualitative research
  • Quality criteria
  • Interviewing and thematic analysis

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6. Critical Appraisal of Qualitative Studies 

Small group session (60-90 mins)

In this session we support participants to consider a clinical question and examine how this might be answered by a qualitative research study. Through discussion participants gain confidence in reading and understanding qualitative research studies. By using a critical appraisal check list participants learn short cuts in this process.  Finally, these new skills are used to decide how the qualitative evidence can be used to answer the clinical question. 

By the end of this session you will be able to –

  • Break down a clinical question
  • Critically appraise a qualitative study
  • Use a checklist
  • Apply research evidence to a clinical question

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7. Introduction to Diagnostic Studies

Talk (45 mins)

During this talk a tutor from our experienced team of clinicians and researchers will introduce the processes by which clinicians think about and make a diagnosis. Participants will understand what makes a good test and when it might be appropriate to use a test. Finally, these new skills will help participants know what a test result means for their patient.

Specific topics include –

  • All tests are wrong some of the time
  • The meaning of test results varies according to who is being tested
  • Understanding the quality of a test

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8. Critical Appraisal of Diagnostic Studies

Small group session (60-90 mins)

In this session we support participants to consider a clinical question and examine how this might be answered by a diagnostic test study. Through discussion participants gain confidence in reading and understanding diagnostic test studies. By using a critical appraisal checklist participants learn short cuts in this process.  Finally, these new skills are used to decide how the diagnostic study evidence can be used to answer the clinical question. 

By the end of this session you will be able to –

  • Break down a clinical question
  • Critically appraise a diagnostic test study
  • Use a checklist
  • Apply research evidence to clinical question
  • Understand the terms 'sensitivity,' 'specificity,' 'positive and negative predictive values'

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To book a course, or to discuss scheduling a bespoke session for your organisation, please Email us 

Upcoming Events

Jun
29

Searching and Review Clinic

The University of Exeter, St Luke's campus, South Cloisters (Room 2.35)

These clinics have been set up to help the PenCLAHRC Evidence Synthesis Team to manage and respond...
More information

Jul
13

Searching and Review Clinic

ITTC Building, Plymouth Science Park (Room N14)

These clinics have been set up to help the PenCLAHRC Evidence Synthesis Team to manage and respond...
More information

Calendar

News

PenCLAHRC joins EU network for cost containment and improved quality of healthcare

25 May 2017

The escalating cost of healthcare is a problem common to all EU countries and national...
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University of Exeter Medical School to host one of only three national Evidence Synthesis Centres

22 May 2017

A team of systematic review specialists from the University of Exeter Medical School's ESMI group,...
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Policing research partnership brings lasting impact

17 March 2017

A collaborative study between the University of Exeter and Devon and Cornwall Police has fostered...
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News

Research Projects

Public involvement in suicide prevention

Theme: Mental Health & Dementia

A research programme examining a public health intervention designed to help members of the public...
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PenCHORD: Modelling the optimal size of Derriford Ambulatory Care Unit (ACU)

Theme: Evidence for Policy and Practice

Providing modelling evidence of the optimal size for an expanded Ambulatory Care Unit (ACU) at...
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Research Projects