Collections > Scholarly Posters and Presentations > Systematic Review Classes for Non-Librarians

Objectives: To evaluate a class series on conducting systematic reviews (SR) for non-librarians. Classes were aimed at external constituents of the health affairs schools at the University of North Carolina at Chapel Hill. The primary audience included early career researchers, post-docs, graduate students, and faculty new to the SR process. All classes were conducted at the Health Sciences Library. Methods: The series consisted of six stand-alone sessions designed to enhance participants' knowledge of the individual parts of the SR process. Subjects covered included history and definition of SRs, topic refinement, literature searching, citation management, study selection and assessment, and presenting results. This series was conducted over three months and co-taught by two librarians per session. Classes combined lecture with interactive activities on parts of the SR process. During these interactive activities, class attendees participated in screening studies, using the citation managers EndNote and RefWorks, and evaluating a published SR. Four of the six classes were streamed to an online audience via Blackboard Collaborate. Two of the most interactive classes (citation management and study selection and assessment) were not streamed due to the dependence on in-class participation in those classes. Participants received post-class surveys via email following each session Results: In total, 47 people attended the classes, averaging 16 participants per class: 15% faculty; 34% staff; 45% students, fellows, post-docs, or residents; and 6% “other.” Approximately one-third of attendees were from the School of Medicine and one-third were from the School of Public Health, with smaller groups attending from the other schools, health care system, and the library. Post-class surveys were emailed to attendees following each session. Approximately 30% of attendees returned the post-class survey. Instructors’ knowledge and responsiveness to questions received the highest ratings, with a median score of “Excellent.” Overall, 88% of respondents agreed that the classes improved their knowledge of the subject area, and 89% said they would recommend the class to a colleague. Conclusions: Due to positive feedback from class participants and high demand, a third series is currently being offered. The series has been modified from a six-class series to a two-class series in order to better accommodate student and faculty schedules and to increase retention throughout the series.