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PHPS40980

Academic Year 2026/2027

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:
Dr Bianca van Bavel
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 Evidence Synthesis including Systematic Review (SR) and Meta-analysis (MA).

Through step-by-step lectures and practical sessions, students will learn how to critically appraise and conduct a systematic review and gain an overview of meta-analysis techniques. The module examines key elements of producing a successful systematic review project, such as: formulating an appropriate research question, developing a feasible search strategy, as well as extracting and assessing the underlying evidence.

The course also explores the evolving role and responsible uses of artificial intelligence and machine learning in evidence synthesis and addressing the “infodemic”. This course will introduce approaches for quantitative, qualitative, mixed methods, and interdisciplinary evidence appraisal and synthesis. Examples of evidence synthesis in decision-support and decision-making will be illustrated throughout the course.

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 evidence synthesis to inform research and decision-making.

NOTE: Students need access to Brightspace and the internet throughout the lectures and practical sessions. Please, contact your module coordinator if you do not have access to a laptop/tablet device to complete the in-class activities.

About this Module

Learning Outcomes:

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

1) Recognise and understand different methods of searching, assessing, and synthesising evidence, including their strengths and limitations;
2) Critically appraise a systematic review;
3) Interpret basic features of meta-analysis;
4) Independently design an appropriate, feasible, and rigorous systematic review project.

Indicative Module Content:

Evidence-based decision making
Basic structure of a systematic review
How to critically appraise a systematic review
Defining the scope of a systematic review - question development
Understand different types of searching and evidence
Search strategy
The statistical basis of Meta-Analysis
How to extract data
Data Extraction Form and Data Extraction Process
Artificial Intelligence and Machine Learning in Evidence Synthesis
Basics of software used to conduct systematic reviews (e.g. RevMan, Covidence, Sysreve, Rayyan, EPPI-Reviewer)
Methods for assessing the type and quality of quantitative and qualitative evidence
Approaches for mixed (quantitative and qualitative) and interdisciplinary evidence appraisal and synthesis
Basis of the GRADE framework - Summary of Finding Tables
Writing a systematic review
Communication and applications of evidence synthesis for decision-making

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Reduce inequality within and among countries 1

Take urgent action to combat climate change and its impacts 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

19
Autonomous Student Learning

75
Online Learning

6
Total

100

Approaches to Teaching and Learning:
This module is offered in a blended format. The module will run from week 7 (20th, October, 2026) to week 11 (18th, November, 2026) of the autumn trimester.

Students can access the content in person at Belfield campus (Tuesdays 14-16; Wednesdays 10-13) or online by joining and actively participating through live streaming of the sessions (Tuesdays 14-16; Wednesdays 10-13). 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 tablet 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 participate in group and class discussions each week.

Evidence synthesis varies 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
Viva Voce: Oral examination of systematic review protocol and report submission.
Flexible learners/micro-credentials to discuss with Module Coordinator.		 Week 14 Standard conversion grade scale 40% Yes
45
 Yes
Quizzes/Short Exercises: Short quizzes or in-class exercise activities that need to be uploaded.
The Module Coordinator can include an oral viva examination to check students' understanding of the topic(s) being assessed.		 Week 8, Week 9, Week 11 Pass/Fail Grade Scale No
30
 No
Report(s): Complete a systematic review protocol + initial steps of a systematic review/literature review project.
Flexible learners/micro-credentials to discuss with Module Coordinator.		 Week 14 Standard conversion grade scale 40% Yes
25
 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/projects 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
Assoc Professor Mary Codd Lecturer / Co-Lecturer
Assoc Professor Carla Perrotta Lecturer / Co-Lecturer
Mrs Karen Ryan Lecturer / Co-Lecturer
Dr Bianca van Bavel Lecturer / Co-Lecturer
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