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Bringing you our latest news
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We're also pleased to hear the positive experiences of some of our recently completed master's students Ana Spataru and Chris Banks-Pillar, and DPhil students Ranin Soliman and Arsenio Paez in their blog posts, and to report on some recent evidence-based medicine events.
Finally, a reminder that admissions are now open for all of our matriculated courses starting in autumn 2024. We'll soon be holding online 'open-day' sessions, which will give those interested the chance to meet our course directors. These will be on Monday 4 December at 09.30, Friday 15 December at 17.00, and Friday 5 January at 09.30 (UK time). Save the dates and we'll be in touch with more details very soon.
We hope you enjoy this edition.
Best wishes from Oxford,
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Realist reviews and realist evaluation are a crucial part of complex interventions in healthcare and many other types of research and are a highly recommended optional module choice in the MSc in EBHC Systematic Reviews.
In the first of a series of blogs about emotional intelligence (EQ), Professor Kamal Mahtani, Director of the MSc in EBHC Systematic Reviews, pictured here with Dr Jeff Aronson, draws on a realist review to highlight some of the factors that could support successful research environments, including relationship management.
> Find out more
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Automation tools to improve the speed of evidence synthesis: workshop
The Nuffield Department of Primary Care Health Sciences recently ran a one-day workshop in partnership with Bond University's Institute for Evidence-Based Healthcare (IEBH). Delivered by Justin Clark, (pictured in the top photo), from Bond's Two Week Systematic Review Team the workshop focused on using automation tools to improve the speed of synthesising evidence. It covered a suite of free automation tools, known as the Systematic Review Accelerator (SRA) and comprised live demos and hands-on tutorials that taught participants how to conduct an evidence synthesis in an accelerated time frame.
The full list of tools covered in the workshop were: the Methods Wizard, the Word Frequency Analyser, the SearchRefiner, the Polyglot Search Translator, the Deduplicator, the Screenatron, the Disputatron, SpiderCite and RevMan Replicant.
Richard Stevens, (on the left in the bottom photo), Associate Professor and Course Director of the MSc in EBHC Medical Statistics also ran a short session. The day was attended by our meta-analysis module tutors, who gained invaluable expertise to be shared with master's students. Similar future workshops are likely on the topic of interrupted time series analysis.
Richard Stevens also spoke at the Royal Statistical Society conference in Harrogate in September about a comparison of two new and two classic methods for meta-analysis; he is now preparing a manuscript, which he hopes will help systematic reviewers identify which meta-analysis methods are suitable for evidence-based medicine.
> Find out more about the MSc
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Ana Spataru completed her master's thesis in 2022 with a project focusing on the use of automatic technology for the administration of intravenous medication, a task usually performed by healthcare professionals.
> Read Ana's blog post
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Chris Banks-Pillar shares his journey interrogating the integrity of evidence around exercise-based interventions for treating non-specific chronic lower back pain (NSCLBP) for his MSc in Evidence-Based Health Care dissertation.
> Read Chris's blog post
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To celebrate this milestone, we held a roundtable session with current and former tutors and faculty, at Kellogg College in September. Our esteemed panel included superstars of TEBM with multiple years of experience under their belts including Professor Carl Heneghan, Nia Roberts, Professor Ashok Handa, Dr Edmund Jack, and Professor Kamal Mahtani, chaired by Dr David Nunan.
> Read more here
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Final year medical students Minahil, Oskar, and Sukhmunni joined Dr David Nunan at the Centre for Evidence Based Medicine for a three-week special study module. While developing their understanding of some of the issues currently facing medical research, they also developed a protocol to further understand the scope of these issues.
> Read more here
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Lisa and Laura, medical students in their final year, undertook a three-week special study module with Dr David Nunan at the CEBM. While developing their understanding of systematic review principles and evolutions in the field, they also developed a protocol to investigate the potential impact of implicit bias on systematic review findings.
> Read more here
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Sixth year medical students, Jennifer and Archie, share details of their study within a review focusing on evaluating research integrity as part of their special study module at the Centre for Evidence-Based Medicine.
> Read more here
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The Centre for Evidence-Based Medicine (CEBM) is home to all flagship research projects focused on evidence-based medicine and research. Many of our course tutors, supervisors and students either led on these projects or contributed to them in some way.
> View all EBM research projects
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Our EBHC master's modules are also available to be taken as short courses. This offers a great opportunity to either gain expertise in a specific area for professional development, or to get a taste of the award programmes we offer and see if they're right for you. They can also be taken for academic credit towards our programmes. There are over 30 to choose from, covering a wide range of topics including:
You can view all of our short courses in EBHC here. Alternatively, if you have any questions about taking a short course, you can email us at cpdhealth@conted.ox.ac.uk.
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Our master's programmes can be completed in 2-4 years and are designed for students with an undergraduate degree or a postgraduate certificate. They include formal taught modules and teach the research skills needed to conduct, appraise and evaluate research evidence.
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The part-time DPhil can be completed in 4-8 years and is for students with a master's in EBHC or a related subject. Students use the research skills gained from their master's to build a research question and the programme consists of independent study, with no formal taught components or coursework.
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