Course catalogue doctoral education - HT21

  • Ansökan kan ske mellan 2021-04-15 och 2021-05-17
Login or register to be able to apply this course

Title Methods for Systematic Review
Course number 3066
Programme Vårdvetenskap (PUF-V)
Language English
Credits 7.5
Date 2021-09-23 -- 2021-12-10
Responsible KI department Institutionen för kvinnors och barns hälsa
Specific entry requirements
Purpose of the course The aim of the course is to give the course participant an introduction to systematic review as a method and to stimulate in-depth knowledge and understanding within the own research area.
Intended learning outcomes After completing the course, the participants are expected to:
1) be able to reflect on the contribution of their own literature review to the field of knowledge and to identify questions that remain
2) have developed skills in the use of research synthesis as a scientific process
3) be able to critically evaluate procedures for systematic literature review
Contents of the course The course will develop the participants’ skills to use a systematic approach and to summarize knowledge based on a scientific process, and to reflect on how the chosen research question within the frame of their doctoral project contributes to the knowledge base in the relevant research area. Central to the course is developing skills to use a systematic approach and to summarize knowledge based on a scientific process. Various purposes for and types of reviews are exemplified, including reviews of quantitative as well as qualitative research. The process of a systematic review is characterized by a clearly formulated question that is answered through systematic and explicit methods for identifying, selecting, critically assessing and analyzing relevant studies based on the research question.
Teaching and learning activities The course provides an introduction to methods of systematic literature review. The course participant sets up a protocol for and conducts a literature review based on systematic approaches, that focuses on a component/aspect of relevance to the participant’s own doctoral project. The participant will also critically evaluate and discuss weaknesses and strengths in their own and co-students’ protocols and reviews. The course is given part-time via zoom and includes 2-3 short blocks (1-3 days each), and a final seminar day. Teaching and learning activities include lectures, independent work, evaluation of others’ work and group discussions, to enable course participants to reflect on how knowledge within their own research area is built. In the course, participants get the opportunity to work systematically based on principles of research synthesis, and also to manage and critically evaluate different procedures for systematic review. The focus of the first seminar is to discuss each participant’s research question and the role of the chosen component/aspect within the participant’s own doctoral project. For the second seminar, the participant writes an individual protocol/plan describing the implementation of a systematic review based on systematic approaches and on the research question regarding the chosen component. At the third, final seminar each participant’s review is presented and discussed and a co-student’s examination assignment is discussed.
Compulsory elements Participation in the final seminar day is compulsory. Absence from the final seminar day must be compensated by a critical discussion (in writing) regarding another student’s report submitted to the final seminar.
Examination The course is examined individually, orally and in writing, in the form of a literature review based on systematic approaches. In order to pass the course the learning goals must be fulfilled, which requires an approved result for the written examination and active participation in compulsory parts. The examination comprises: 1) An individual essay in the form of a literature review based on systematic approaches and on the selected research question. The focus of this assignment will be on a) how the student has researched and concluded the selected research question in the individually performed research synthesis and b) how the student in the methods discussions has critically assessed procedures in the own review. 2) Active participation in the final seminar where the individual assignment is presented and discussed. Examination will be provided for up to one year from the time the course is concluded.
Literature and other teaching material In addition to the references below, the student must choose literature relevant to the chosen topic within the frame of his/her own doctoral project.
Boland, A., Cherry, M.G., Dickson, R. 2017. Doing a systematic review: a student’s guide (2nd edition). Sage Publications Inc., London.
Booth, A., Sutton, A., Papaioannou, D. 2016. Systematic approaches to a successful literature review (2nd edition). Sage Publications Inc., London.
Gough, D., Oliver, S., Thomas, J., 2012. An introduction to systematic reviews. Sage Publications Inc., London.
Cooper, H., 2009. Research synthesis and meta-analysis: A step-by-step approach (4th edition). Sage Publications, Inc., New York.

Extra literature:
Cooper, H., Hedges, L.V., Valentine, J.C., 2009. The handbook of research synthesis and meta-analysis (2nd edition). Russel Sage Foundation, New York
Cooper, H. M. (1988). Organizing knowledge syntheses: A taxonomy of literature reviews. Knowledge in society, 1, 104-126.
Cooper, H. (1982). Scientific guidelines for conducting integrative research reviews. Review of Educational Research, 52(2), 291-302
Harden, A. & Thomas, J. (2005) Methodological Issues in Combining Diverse Study Types in Systematic Reviews. International Journal of Social Research Methodology: Theory & Practice, .8(3), pp. 257-271
Hutton, B., Salanti, G., Caldwell, D.M., Chaimani, A., Schmid, C.H., Cameron, C., Ioannidis, J.P., Straus, S., Thorlund, K., Jansen, J.P., Mulrow, C., Catala-Lopez, F., Gotzsche, P.C., Dickersin, K., Boutron, I., Altman, D.G., Moher, D. (2015) The PRISMA Extension Statement for Reporting of Systematic Reviews Incorporating Network Meta-analyses of Health Care Interventions: Checklist and Explanations. Ann Intern Med 162 (11), 777-784.
Jackson, G. (1980). Methods for integrating research. Review of Educational Research, 50, 438-460.
Liberati, A., Altman, D.G., Tetzlaff, J., Mulrow, C., Gotzsche, P.C., Ioannidis, J.P., Clarke, M., Devereaux, P.J., Kleijnen, J., Moher, D., 2009. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ 339, b2700.
Mays, N., Pope, C., & Popay, J. (2005). Systematically reviewing qualitative and quantitative evidence to inform management and policy-making in the health field. J Health Serv Res Policy, 10 Suppl 1, 6-20.
Mokkink, L.B., Terwee, C.B., Stratford, P.W., Alonso, J., Patrick, D.L., Riphagen, I., Knol, D.L., Bouter, L.M., de Vet, H.C. (2009) Evaluation of the methodological quality of systematic reviews of health status measurement instruments. Qual Life Res 18 (3), 313-333.
Popay, J., Rogers, A., & Williams, G. (1998). Rationale and standards for the systematic review of qualitative literature in health services research. Qual Health Res, 8(3), 341-351.
Sandelowski, M., Barosso, J. 2007. Handbook for synthesizing qualitative research. Springer Publishing Company, New York.
Schlosser, R. W., Wendt, O., & Sigafoos, J. (2007). Not all systematic reviews are created equal: Considerations for appraisal. Evidence-Based Communication Assessment and Intervention, 1(3), 138-150.
Shea, B. J., Hamel, C., Wells, G. A., Bouter, L. M., Kristjansson, E., Grimshaw, J., et al. (2009). AMSTAR is a reliable and valid measurement tool to assess the methodological quality of systematic reviews. J Clin Epidemiol. 62(10):1013-20.
SBU, 2017. Utvärdering av metoder i hälso- och sjukvården: En handbok. SBU-Statens Beredning för Medicinsk Utvärdering (SBU), 3 uppl, Stockholm. (The Swedish Council on Health Technology Assessment in health Care, 2017. Evaluation of methods in health care: A handbook. The Swedish Council on Health Technology Assessment in Health Care, 3st edition, Stockholm.)
Download from
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546-553.

Other resource:
Number of students 10 - 20
Selection of students Priority is given to doctoral students in the Research School of Health Care Sciences. In addition, priority for admission will be based on 1) date for registration as a doctoral student (priority given to earlier registration date), 2) the relevance of the course syllabus for the applicant's doctoral project (according to written motivation).
More information The course is given part-time with lectures, seminars and workshops conducted via zoom on the following dates : September 27-29, October 28-29, November 30, December 1. Participation at the final seminar (November 30 or December 1) is mandatory. December 10 is the last day for submission of the examination assignment.
Additional course leader
Latest course evaluation Course evaluation report
Course responsible Claudia Lampic
Institutionen för kvinnors och barns hälsa
Contact person Claudia Lampic
Institutionen för kvinnors och barns hälsa