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PHPS40980

Academic Year 2025/2026

Introduction to Knowledge Synthesis, Systematic Reviews & Meta-analysis (PHPS40980)

Subject:
Public Health & Population Sci
College:
Health & Agricultural Sciences
School:
Public Hlth, Phys & Sports Sci
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Assoc Professor Carla Perrotta
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This introductory course provides a foundation in Systematic Reviews (SRs), including their rationale, various types, and how to critically read and appraise published SRs.

Through step-by-step lectures, students will learn how to conduct SRs and gain an overview of meta-analysis techniques. The module emphasises the essential early stages of a successful SR project: formulating a research question, developing a search This introductory course offers a foundation in Systematic Reviews (SRs), covering their rationale, different types, and how to critically read and evaluate published SRs.

Through step-by-step lectures, students will learn how to conduct SRs and gain an overview of meta-analysis techniques. The module emphasises the key early stages of a successful SR project: formulating a research question, developing a search strategy, and assessing risk of bias.

The course also examines the evolving role of artificial intelligence in SRs, including its advantages and debates. Students will have the opportunity to apply their learning in two practical sessions focused on conducting a meta-analysis.

Designed for beginners, this course is ideal for students with no prior experience in conducting systematic reviews. It aims to build confidence and skills in using SRs to inform research and decision-making.

NOTE: Students need access to Brightspace & Internet throughout the lecture. Please contact your module coordinator if you do not have access to a laptop/iPad device to complete the in-class activities. strategy, and assessing risk of bias.

The course also explores the evolving role of artificial intelligence in SRs, including its benefits and controversies. Students will have the opportunity to apply their learning in two hands-on sessions focused on running a meta-analysis.

Designed for beginners, this course is ideal for students with no prior experience in conducting systematic reviews. It aims to build confidence and competence in using SRs to inform research and decision-making.

NOTE: Students need access to Brightspace & Internet throughout the lecture. Please, contact your module coordinator if you dont have access to a laptop/iPad device to complete the in-class activities.

About this Module

Learning Outcomes:

On completion of this module, students will be able to:

1) Recognise different forms of evidence synthesis, their applications, and limitations.
2) Critically appraise a systematic review.
3) Prepare a question or decision-making scenario that can be answered by a SR.
4) Plan a search strategy for a SR project.
5) Interpret basic features of meta-analysis.
6) Independently design a systematic review project.

Indicative Module Content:

Evidence-based decision making.
Systematic reviews' basic structure
How to critically appraise a systematic review
Defining the scope of an SR (question)
Search strategy
The statistical basis of Meta-analysis
Data Extraction Form and Data Extraction Process. How to extract data.
Advances in Artificial Intelligence in Systematic Reviews
Basis of software used to conduct systematic reviews (RevMan and covidence)
Critically appraising a systematic review
Basis of the GRADE framework - Summary of Finding Tables

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

70
Online Learning

6
Total

100

Approaches to Teaching and Learning:
This module is offered in a blended format.

Students can access the content in person at Belfield campus (Thursdays 2-4) or online by joining and actively participating through live streaming of the sessions (Thursdays 2-4). Alternatively, they can opt for self-paced learning since the sessions will be recorded and uploaded alongside supplementary learning materials. Please note that students attending in-person lectures will need a laptop or iPad to access Brightspace content and the internet. Contact the module coordinator if you do not have a suitable device.

Students are expected to engage actively with the learning activities, and each week, they will participate in group and class discussions.
Systematic reviews vary depending on the discipline and research question, and we continually adapt the material to suit the diverse professional backgrounds of our students.

NOTE: The module coordinator reserves the right to request an oral viva examination for all assessments within the module. The use of Chat GPT or any other form of Large Language Model tools is, by default, prohibited.

Requirements, Exclusions and Recommendations
Learning Recommendations:

The module is structured to understand the basics of knowledge synthesis approaches using students knowledge synthesis questions. or decision-making questions.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Quizzes/Short Exercises: Short quizzes or in-class exercises activities that need to be uploaded.
The Module Coordinator can include an oral viva examination to check student's understanding of the topic being assessed		 Week 1, Week 2, Week 3, Week 5, Week 7, Week 9 Pass/Fail Grade Scale No
20
 No
Individual Project: Critical appraisal of a published systematic review (Realist review, Systematic Review with meta-analysis, Scoping review)
This assignment is peer-reviewed-		 Week 6 Standard conversion grade scale 40% No
20
 No
Report(s): Complete an SR protocol + initial steps of a systematic review/literature review project
Flexible learners/micro-credentials- discuss with MC.
NOTE: The MC could require an oral viva.		 Week 14 Standard conversion grade scale 40% Yes
60
 Yes

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Midterm Assignment: Peer review feedback End of trimester presentation: Feedback after the presentation The module coordinator can call students for a short oral viva for all assignments/proyects included in this module

Systematic Reviews to Answer Health Care Questions
Heidi D. Nelson
Available @UCD (on-line reading)
The Cochrane Handbook of Systematic Reviews of Interventions (version 6.3, available though the UCD library) or at https://training.cochrane.org/handbook

Name Role
Dr Dimuthu Rathnayake Lecturer / Co-Lecturer
Mrs Karen Ryan Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1 Thurs 14:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 2, 8, 12 Thurs 14:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 3, 4, 5, 6 Thurs 14:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 7, 10, 11 Thurs 14:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 9 Thurs 14:00 - 15:50
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