Background and objectives : The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods : Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results : Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions : Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.

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A typology of reviews: An analysis of 14 review types and associated methodologies

Objectives To update a 2004 systematic review of health care service use and health outcomes related to differences in health literacy level and interventions designed to improve these outcomes for individuals with low health literacy. Disparities in health outcomes and effectiveness of interventions among different sociodemographic groups were also examined. Data sources We searched MEDLINE®, the Cumulative Index to Nursing and Allied Health Literature, the Cochrane Library, PsychINFO, and the Educational Resources Information Center. For health literacy, we searched using a variety of terms, limited to English and studies published from 2003 to May 25, 2010. For numeracy, we searched from 1966 to May 25, 2010. Review methods We used standard Evidence-based Practice Center methods of dual review of abstracts, full-text articles, abstractions, quality ratings, and strength of evidence grading. We resolved disagreements by consensus. We evaluated whether newer literature was available for answering key questions, so we broadened our definition of health literacy to include numeracy and oral (spoken) health literacy. We excluded intervention studies that did not measure health literacy directly and updated our approach to evaluate individual study risk of bias and to grade strength of evidence. Results We included good- and fair-quality studies: 81 studies addressing health outcomes (reported in 95 articles including 86 measuring health literacy and 16 measuring numeracy, of which 7 measure both) and 42 studies (reported in 45 articles) addressing interventions. Differences in health literacy level were consistently associated with increased hospitalizations, greater emergency care use, lower use of mammography, lower receipt of influenza vaccine, poorer ability to demonstrate taking medications appropriately, poorer ability to interpret labels and health messages, and, among seniors, poorer overall health status and higher mortality. Health literacy level potentially mediates disparities between blacks and whites. The strength of evidence of numeracy studies was insufficient to low, limiting conclusions about the influence of numeracy on health care service use or health outcomes. Two studies suggested numeracy may mediate the effect of disparities on health outcomes. We found no evidence concerning oral health literacy and outcomes. Among intervention studies (27 randomized controlled trials [RCTs], 2 cluster RCTs, and 13 quasi-experimental designs), the strength of evidence for specific design features was low or insufficient. However, several specific features seemed to improve comprehension in one or a few studies. The strength of evidence was moderate for the effect of mixed interventions on health care service use; the effect of intensive self-management inventions on behavior; and the effect of disease-management interventions on disease prevalence/severity. The effects of other mixed interventions on other health outcomes, including knowledge, self-efficacy, adherence, and quality of life, and costs were mixed; thus, the strength of evidence was insufficient. Conclusions The field of health literacy has advanced since the 2004 report. Future research priorities include justifying appropriate cutoffs for health literacy levels prior to conducting studies; developing tools that measure additional related skills, particularly oral (spoken) health literacy; and examining mediators and moderators of the effect of health literacy. Priorities in advancing the design features of interventions include testing novel approaches to increase motivation, techniques for delivering information orally or numerically, "work around" interventions such as patient advocates; determining the effective components of already-tested interventions; determining the cost-effectiveness of programs; and determining the effect of policy and practice interventions.

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Health literacy interventions and outcomes: an updated systematic review.

The Illness Narratives: Suffering, Healing, and the Human Condition

Depression and anxiety are the most common psychiatric conditions in late life. Despite their prevalence, we know relatively little about their unique manifestation in older adults. And, Although the most common intervention for late-life depression and anxiety continues to be medication, research on psychosocial interventions for late-life depression and anxiety has burgeoned in the past several years. Unfortunately, this growing body of intervention research has yet to be widely translated into improved systems of care for late-life depression. This article is one step toward synthesizing the knowledge in this growing area of research. The review of literature presents the conclusions of several meta-analyses that have reviewed psychosocial interventions for late-life depression and anxiety. In addition, intervention studies concerning the effectiveness of cognitive behavioral therapy, interpersonal therapy, reminiscence therapy, and alternative therapies with depressed and/or anxious older adults are reviewed. A brief description of various approaches to psychosocial intervention with anxious and/or depressed older adults is also presented.

Depression and anxiety.

Teacher Beliefs and Technology Integration.

Purpose – This paper aims to report a synopsis of a recent systematic review of the literature regarding the effectiveness of workplace physical activity interventions, commissioned by the National Institute for Health and Clinical Excellence (NICE).Design/methodology/approach – A search for English‐language papers published between 1996 and 2007 was conducted using 12 relevant databases and associated grey literature. Search protocols and analysis regarding study quality as recommended by NICE were utilised. Key inclusion criteria were, workplace intervention aiming to increase physical activity, intervention aimed at working adults, intervention initiated/endorsed by the employer, physical activity outcome. Thirty‐three studies (38 papers) met the inclusion criteria and were independently reviewed (checked by two reviewers) with a narrative synthesis of findings.Findings – Fourteen studies were graded as high quality or good quality. Evidence from previous systematic reviews was inconclusive. Data regar...

/pdf/workplace-physical-activity-interventions-a-systematic-3hd2imheq7.pdf

Workplace physical activity interventions: a systematic review

The objectives of this study were to undertake a systematic review to determine the effectiveness of information skills training, to identify effective methods of training and to determine whether information skills training affects patient care. A systematic review, using an iterative approach to searching, was employed. Studies selected for inclusion in the review were critically appraised using a tool used in previous reviews. A tabular approach was used to provide a summary of each paper allowing synthesis of results. One thousand, three hundred and fifty-seven potentially relevant papers were located. On the basis of titles and abstracts, 41 potentially relevant studies were identified for potential inclusion. Further reading and application of the inclusion criteria left 24 studies for critical appraisal and inclusion in the review. Study designs included randomised controlled trials, cohort designs and qualitative studies. The majority of studies took place in US medical schools. Wide variations were found in course content and training methods. Eight studies used objective methods to test skills, two compared training methods and two examined the effects on patient care. There was limited evidence to show that training improves skills, insufficient evidence to determine the most effective methods of training and limited evidence to show that training improves patient care. Further research is needed in a number of areas.

Information skills training: a systematic review of the literature.

Background: Previous systematic reviews have indicated limited evidence and poor quality evaluations
of clinical librarian (CL) services. Rigorous evaluations should demonstrate the value of CL services, but
guidance is needed before this can be achieved.
Objectives: To undertake a systematic review which examines models of CL services, quality, methods
and perspectives of clinical librarian service evaluations.
Methods: Systematic review methodology and synthesis of evidence, undertaken collaboratively by a
group of 8 librarians to develop research and critical appraisal skills.
Results: There are four clear models of clinical library service provision. Clinical librarians are effective
in saving health professionals time, providing relevant, useful information and high quality services. Clini-
cal librarians have a positive effect on clinical decision making by contributing to better informed deci-
sions, diagnosis and choice of drug or therapy. The quality of CL studies is improving, but more work is
needed on reducing bias and providing evidence of specific impacts on patient care. The Critical Incident
Technique as part of a mixed method approach appears to offer a useful approach to demonstrating
impact.
Conclusions: This systematic review provides practical guidance regarding the evaluation of CL
services. It also provides updated evidence regarding the effectiveness and impact of CL services.
The approach used was successful in developing research and critical appraisal skills in a group of
librarians.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2010.00925.x

Evaluating clinical librarian services : a systematic review

For the successful achievement of evidence-based practice, clinicians, managers and purchasers need evidence on whether a particular intervention works and ways to judge the appropriateness of the outcome criteria and measures used. Guidance is needed on what outcome measure to use, especially within routine clinical care settings. Beginning with a re-clarification of the difference between a health status and an outcome measure, the paper presents an evaluative checklist for use by clinical audit and research staff to review outcome measures for use in routine care settings. Central features include the user-centredness of the measure, its psychometric properties, feasibility of use and utility. The applicability of the checklist is illustrated for outcome measurement in diabetes and stroke care. A modified form of the checklist is proposed for use by the busy clinician as an aid to the critical review of research papers within the context of evidence-based practice and to aid health care practitioners' choice of which outcome measure(s) to use within routine clinical care.

Reviewing and selecting outcome measures for use in routine practice

Introduction
: Systematic reviews have shown that there is limited evidence to
demonstrate that the information literacy training health librarians provide is
effective in improving clinicians’ information skills or has an impact on patient
care. Studies lack measures which demonstrate validity and reliability in
evaluating the impact of training.
Aim
: To determine what measures have been used; the extent to which they are
valid and reliable; to provide guidance for health librarians who wish to evaluate
the impact of their information skills training.
Methods
: Data sources: Systematic review methodology involved searching 7
databases, and personal files. Study selection: Studies were included if they were
about information skills training, used an objective measure to assess outcomes,
and occurred in a health setting.
Results
: Fifty-four studies were included in the review. Most outcome measures
used in the studies were not tested for the key criteria of validity and reliability.
Three tested for validity and reliability are described in more detail.
Conclusions
: Selecting an appropriate measure to evaluate the impact of training
is a key factor in carrying out any evaluation. This systematic review provides
guidance to health librarians by highlighting measures used in various circumstances,
and those that demonstrate validity and reliability.

Alison Brettle

Papers

Workplace physical activity interventions: a systematic review

Information skills training: a systematic review of the literature.

Evaluating clinical librarian services : a systematic review

Reviewing and selecting outcome measures for use in routine practice

Evaluating information skills training in health libraries: a systematic review.