Utilisation of theoretical models and frameworks in the process of evidence synthesis
Notice bibliographique
Résumé
BACKGROUND: A systematic review is a comprehensive enquiry or study of secondary data sources. There is a research question, an a priori articulation of methods and a set of procedures to focus the investigation. Despite these rigorous structures to guide the review, synthesising evidence is a challenging, resource intense and time consuming process. Large volumes of information complicate not only the search functions, but also the conceptualisation of the evidence needed to create the concise and integrated results. Use of a theoretical model or framework could serve as an essential element in effectively focusing the review and designing the methods to respond to the knowledge question. OBJECTIVE: This scoping review sought to confirm the value of models or frameworks used by authors working within traditional methodologies for evidence synthesis. INCLUSION CRITERIA: Types of participants The focus of this review was on the context of health care.Types of intervention(s)/phenomena of interest All studies that discussed models or frameworks used specifically to address the process of synthesis were included.Types of studies Discussion, scholarship or methodology papers and reviews were included.Types of outcome All theoretical models or frameworks were described, with specific attention to the purpose of the framework for each study, and the contribution of the framework to the process of synthesis. SEARCH STRATEGY: The search strategy aimed to find both published and unpublished studies. A three-step search strategy was utilised. The databases for published material included CINAHL; Medline; EMBASE; PsycINFO; AMED; Cochrane; Biomed Central; Scirus; and Mednar. Databases for unpublished material included Dissertation Abstracts; Sociological Abstracts; Conference proceedings. METHODOLOGICAL QUALITY: The review was a focused scoping review to locate and describe the contribution of theoretical models or frameworks to the process of synthesis. The methodological quality of the discussion papers was therefore not assessed. DATA COLLECTION: Data was extracted from the discussion papers using an adaptation of the standardised data extraction tool from the Joanna Briggs Institute Data Extraction for Narrative, Expert opinion & text (JBI-NOTARI). DATA SYNTHESIS: Results were discussed in narrative form. The use of frameworks in each step of the synthesis process was discussed. RESULTS: Eight studies (nine papers) formed the final set included in this review. The studies targeted the following issues: Child protection; end-of-life care; predictors of adolescent sexual behaviour and intention; primary care career choice; prognosis of acute whiplash; reluctance to care; use of Information Technology; young child's post-divorce adjustment. Frameworks were used in four of the seven steps of synthesis, and integration of the data indicated that the use of frameworks in the process of evidence synthesis was valuable and had many advantages. CONCLUSION: This review illustrates that the addition of structure and guidance provided by a framework can serve to benefit the process of integration. Studies in this review indicated that the use of frameworks helped to inform the association between variables, guide the search strategy, structure and clarify the outcomes, identify knowledge gaps and indicate areas for future research. Used in this manner, frameworks could provide a valuable foundation for the process of synthesis. IMPLICATIONS FOR PRACTICE: Evidence from systematic reviews informs practice. The incorporation of a theoretical model or framework helps to guide the process of synthesis and clarify the outcomes. This added transparency will facilitate the assimilation of the evidence by the target audience. IMPLICATIONS FOR RESEARCH: Systematic reviews are the highest level of evidence available at this time. The use of theoretical models or frameworks in the review process strengthens the rigor and transparency of the integrative method. Further research into the contribution of theoretical models or conceptual frameworks to the process of synthesis may be valuable.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,210 | 0,055 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,003 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».