Green, C., Buckley, S., Taylor, C. and Hean, S., 2016. Beyond synthesis: Augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice. International Journal of Research & Method in Education, 39 (3), pp. 329-344.
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Whilst systematic reviews, meta-analyses and other forms of synthesis are often constructed as sitting proudly atop the hierarchy of research evidence, their limited impact on educational policy and practice has been criticised. In this article, we analyse why systematic reviews do not benefit users of evidence more consistently and suggest how review teams can optimise the impact of their work. We introduce the Beyond Synthesis Impact Chain (BSIC), an integrated framework of practical strategies for enhancing the impact of systematic reviews. Focusing upon examples from health professions education, we propose that review teams can optimise the impact of their work by employing strategies that 1) focus on practical problems and mindful planning in collaboration with users; 2) ensure reviews are relevant and syntheses reflexively account for users’ needs; and 3) couch reports in terms that resonate with users’ needs and increase access through targeted and strategic dissemination. We argue that combining practical principles with robust and transparent procedures can purposefully account for impact, and foster the uptake of review evidence in educational policy and practice. For systematic review teams, this paper offers strategies for enhancing the practical utility and potential impact of systematic reviews and other forms of synthesis.
|Additional Information:||Special Issue: SPECIAL ISSUE (PART 1): Is the Educational ‘What Works’ Agenda Working? Critical Methodological Developments|
|Group:||School of Health and Social Care|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||09 Nov 2015 12:19|
|Last Modified:||27 Jul 2016 15:57|
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