Webcast 1: the Work of the EPPI-Centre

Webcast 1: The Work of the EPPI-Centre

Presenters: Ann Oakley and David Gough, EPPI-Centre

Text version of PowerPointTM presentation for webcast sponsored by SEDL’s Center on Knowledge Translation for Disability and Rehabilitation Research.

Webcast information:

Slide 0: The Work of the EPPI-Centre

Ann Oakley and David Gough, EPPI-Centre

A webcast sponsored by SEDL’s Center on Knowledge Translation forDisability and Rehabilitation Research (KTDRR)

Slide Template: Green bar at top with SEDL logo on the left, Advancing Research, Improving Education On the right, Center on Knowledge Translation for Disability and Rehabilitation Research.

Slide 1: Title

The work of the EPPI-Centre

Ann Oakley and David Gough

The EPPI-Centre is part of the Social Science Research Unit at the Institute of Education, University of London

Top right: IOE London logo. Leading education and social research. Institute of Education, University of London.

Image on right: London at night - the London Eye on left, bridge over River Thames, Westminster Palace in background on right.

Contact information below image:

EPPI-Centre

Social Science Research Unit

Institute of Education

University of London

18 Woburn Square

London WC1H 0NR

Tel +44 (0)20 7612 6397

Fax +44 (0)20 7612 6400

Web eppi.ioe.ac.uk/

EPPI-Center logo in bottom right corner of remaining slides. (A large script letter e to the left, capital letters PPI to the right and above the word CENTRE in smaller font. A black line is above the PPI and another underlines the e and CENTRE).

Slide 2: History

-where?

-why?

-how?

(Image of a young girl outside reading a book.)

Slide 3: Images of 4 people

1. Top left, black and white image of Florence Nightingale.

2. Top right, color photo of Archie Cochrane looking over the top of his glasses.

3. Bottom left, color photo ofIain Chalmers sitting at a desk holding his glasses.

4. Bottom right, black and white photo of Barbara Wootton sitting in front of a window.

Slide 4: Screen shot of the Cochrane Collaboration website

“About us”: Our vision is that healthcare decision-making throughout the world will be informed by high-quality, timely researchevidence.

Slide 5: Image of book cover

Social Science and Social Pathology by Barbara Wootton. Assisted by Vera G. Seal and Rosalind Chambers. George Allen & Unwin Ltd.

Slide 6: The first EPPI-Centre reviews

Behavioural interventions for HIV/AIDS
Behavioural interventions for men who have sex with men
Sex education
Young people and smoking
Workplace health promotion
Preventing falls in older people

Slide 7: The last EPPI-Centre reviews

Innovation grants to smallholder agricultural producers
Interventions to strengthen NHS delivery in low- and middle-income countries
Predictors, assessment and outcome of cosmetic interventions
Young people’s views about obesity, body size, shape and weight
Strategies to improve the performance of un/under-trained teachers in developing countries
Initiatives to reduce sexual violence in conflict zones

Slide 8: Systematic reviews of well-conducted research most famous in health care

BUT: Also an established history in public policy.

Health care/public policy professionals often do what they think is the right thing.

BUT: It actually does harm/doesn’t work.

Slide 9: Three examples of harmful effects

1. Baby and Child Care by Dr. Benjamin Spock (image of book cover)

2. Scared Straight and other Juvenile Awareness Programs for Preventing Juvenile Delinquency: A Systematic Review of the Randomized Experimental Evidence by Anthony Petrosino - Campbell Collaboration Crime and Justice Group, Carolyn Turpin-Petrosino - Department of Sociology and Criminal Justice at Bridgewater State College in Massachusetts, and John Buehler - Harvard University Department of Statistics.

3. An Evaluation of an Adolescent Pregnancy Prevention Program: Is “Just Say No” Enough? by F. Scott Christopher and Mark W. Roosa. Family Relations, Vol. 39, No. 1 (Jan., 1990), pp. 68-72.(Image of journal cover.)

Slide 10: Picture of a hand written sign being held up in a crowd:

“What do we want? Evidence-based change. When do we want it? After peer review.

Slide 11: Sign in the clouds: “The concepts defining the facts

Image of a street sign with white text that reads, “The Facts Just Ahead”

Slide 12: Sign in the clouds: The concepts defining the facts”

Image of a street sign with white text that reads, “The Facts Just Ahead”

- Configure ideas, concepts, hypotheses

- Aggregate data, Test hypotheses

Slide 13: A three column 8-row flow-chart

Reading from left to right, top to bottom:

Row 1: Philosophy: Idealist, Realist

Row 2: Relation to theory: Generate, Explore, Test

Row 3: Approach to synthesis: Configuring, Aggregating

Row 4: Methods: Iterative, A priori

Row 5: Search: Theoretical search, ‘Exhaustive’ search

Row 6: Quality assessment: Value uniqueness of contribution, Avoid bias

Row 7: Product: Emergent concepts, Empirical findings (Even if no stats!)

Row 8: Review use: Enlightenment, Instrumental

Slide 14: Reviews are not all the same

Question (e.g. what works and how to understand)
Approach (aggregating or configuring)
Complex reviews:

-Theory driven

-Mechanisms and contexts

-Multi component /mixed method reviews

Depth (Degree of detail)
Length (Rapid or lengthy)

Gough D, Thomas J, Oliver S (2012). Clarifying differences between review designs and methods. Systematic Reviews Journal.

Slide 15: And reviews are interpreted and applied

Flow chart starting at the bottom of the slide in the center:“Review findings” on red font.

A green arrow points above to a box labeled “INTERPRETATION OF KNOWLEDGE: to inform analysis and decision-making.”To the left of the box in green text: “4. User input: explicit or unspecified process of interpretation of review findings in light of other knowledge.”

To the right and slightly below is a box with three sections: Generic research evidence at top left, Context-sensitive research evidence at bottom left, and a line between the two with arrows at each end. To the right and between these is: Tacit practice knowledge; Other knowledge and perspectives. A line with arrows on each end connects to the line between the two types of evidence. A double-headed green arrow connects this box to Interpretation of Knowledge.

Above and to the right of Interpretation of Knowledge, a double-headed arrow connects to a box: INTERMEDIARY/BROKERAGE: guidance, products, processes, and organisations. Above this box in green text: 5. User input: explicit or unspecified process of application of knowledge of interpreted/contextualized review findings.

Directly above Interpretation of Knowledge a green arrow points to another box: APPLICATION OF KNOWLEDGE: demand and other pragmatic implementation issues. A double-headed green arrow also connects to Intermediary/Brokerage.

A number of blue arrows point to the top left to: “Revised Questions: What more do we want to know and how could we know it?”

Slide 16: So need to study the evidence-to-use system

Within a circle there are 3 boxes. The top box, Stakeholder Engagement, connects to twoboxes below: Evidence production (left) and Evidence use (right). Alarge arrow pointing in both directions labeled “Mediation” connects Evidence production and Evidence use. Outside of the circle (top left) are the words System Level. Below the circle with the three boxes is a short double headed arrow connecting to another box, Research on evidence production and use.

Slide 17: EPPI-Centre: for developing (and applying) methods of systematic review

For example:

Text book, methods papers and tools for reviews
Department of Health, Policy Research Programme, public health reviews facility
NICE National Coordinating Centre for Social Care
NICE Research Support Unit
ESRC/ Home Office What Works in Crime Initiative
Department for International Development: review and review support
EPPI-Reviewer: comprehensive web based software for all types of systematic review

Slide 18: EPPI-Centre: Developing the study of research use and participatory methods of research

For example:

EIPPEE (Evidence Informed Policy and Practice in Education in Europe): network of 36+ partners across Europe
Catalyst: RCUK project to develop public involvement with research
Research Advisory Service: supporting organisations and individuals in engaging with research

Slide 19: EPPI-Centre: Training

For example:

MSc in Research for Public Policy and Practice
Short course programme:

-Systematic Reviewsfor Policy and Practice

-Participative Research and Policy

-Methods for Research Synthesis

Commissioned short courses

Slide 20: Four images.

1. EPPI Centre homepage: (screen shot)

2. An introduction to Systematic Reviews by David Gough, Sandy Oliver, James Thomas. Sage Publications Ltd (image of cover)

3. Evidence & Policy Journal (image of cover)

4. EIPPEE homepage: shot)

Slide 21: Thank you for your attention.

EPPI-Centre Website

Twitter: @EPPICentre

The EPPI-Centre is part of the Social Science Research Unit at the Institute of Education, University of London

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Image on right: London at night - the London Eye on left, bridge over River Thames, Westminster Palace in background on right.

Contact information below image:

EPPI-Centre

Social Science Research Unit

Institute of Education

University of London

18 Woburn Square

London WC1H 0NR

Tel +44 (0)20 7612 6397

Fax +44 (0)20 7612 6400

Web eppi.ioe.ac.uk/