University of Florida
College of Public Health & Health Professions
Department of Behavioral Science and Community Health
Course Syllabus
PHC6937: Introduction to Analysis and Construction of Systematic and Meta
Analytic Reviews Summer A/C 2013
Instructor Information
Instructor: Giselle Carnaby, MPH, PhD
Phone: 352-273-6164
Department: Behavioral Science and Community Health, PHHP
Contact Person: Giselle Carnaby
Email Address: gmann@phhp.ufl.edu
Office hours by appointment
Course: PHC6937 (section number 7E44)
Dates: 5/14/13 – 7/22/13
Tuesdays: (period 3-5) 9:00am-12:00pm
Room: HPNP G108
**PhD level students only.
Course Overview
The purpose of this course is to enable students to understand, explain and gain expertise
in critical analysis of literature including randomized design, systematic review and metaanalysis. Content focuses on theoretical foundations of study/trial design, measurement,
validity analysis, design, and content. The course is a practical application format. Lap
top computing is required. This class is designed to prepare a student for publication of a
meta-analytic paper. This class is 10 weeks length. Students MUST be prepared to
enter the class with a topic applicable to meta-analysis with the goal of publication.
Note: The class is preparatory and advanced /specialized topics e.g. Bayesian methods,
hierarchical models, diagnostic test meta-analysis will not be covered.
Course Timetable: 3hrs per week (2 hrs in person lecture format, 1 hr tutorial)
Course Objectives
Upon completion of the course, student should be able to:
1. Describe the theoretical foundations of study/trial design and measurement.
2. Identify and outline the measurement concepts underlying study design and effect
3. Understand what is meant by the 'quality' of a study/trial
4. Understand the key role of searching for studies in a systematic review
5. Explain the difference between a meta-analysis and systematic review
6. Understand why simply adding up data from individual studies is inappropriate
7. Understand construction, analysis and the concept of validity as they relate to the
review process
8. Understand that a full analysis involves proper consideration of the consistency of
study/trial results
9. Develop skills in evaluation of health research literature using meta-analytical
techniques
Required reading
Lipsey & Wilson 2001 Practical Meta-Analysis. ISBN : 9780761921677Publisher: Inc Sage Publications
Additional readings will be provided weekly in either printed form or via electronic form
(Sakai). Students will be required to complete readings prior to each weekly topic.
Access to either of the computer programs –‘REV Man’ or “Comprehensive Meta
analysis” is required (DO NOT download these programs before class starts; the
instructor will provide more information).
Course requirement/ evaluation/ grading
1. Literature Analysis & Review (30%)
Each student will be required to identify published research articles and analyze 3 papers
for the class. Guidelines for analysis will be provided to the class. Each paper will be
broken down for inclusion in a narrative, systematic and meta-analytic format. Students
will be expected to: 1) provide a 1-2 page summary for the instructor and class prior to
the class presentation, 2) present the paper and its review in an interactive stimulating
format. Each presentation is to be no more than 5-10 minutes.
2. Research Assignment (50%) (2 person project)
Students will complete a Meta-analysis on a research topic, within an area of their
interest. Students are expected to search and identify appropriate papers for inclusion, and
utilize appropriate measures and methods to complete the project, including inclusion /
exclusion criteria, qualitative and quantitative analysis forms, potential barriers to validity
and publication bias. A student partner will function to review the reliability of the paper.
Final mark awarded via10 minute presentation to the class.
3. Publication of Research Paper (group paper) (15%)
Students will prepare a complete a Meta-analysis on a research topic, within an area of
their interest to submit to an appropriate journal for publication. The lead student for the
area with support from the student reviewer will complete the manuscript. Paper will be
formulated according to Journal guidelines. No more than 3,500 words. Font Ariel11, 1
inch margins, double spaced.
4. Class participation (5%)
Students are expected to attend every class meeting. Students are expected to have read
all assigned readings prior to class and be prepared to participate in presentations and
discussions. Students will be evaluated on the quality and quantity of their participation.
Statement of University’s Honesty Policy
Academic Integrity – Students are expected to act in accordance with the University of
Florida policy on academic integrity (see Graduate Student Handbook for details).
As a member of the University of Florida community, each of us is bound by the
academic honesty guidelines of the University and the Code of Student Conduct, printed
in the Student Guide and published on the University website. The Honor Code states:
“We, the members of the University of Florida community, pledge to uphold ourselves
and our peers to the highest standards of honesty and integrity.” Cheating, plagiarism,
other academic dishonesty or conduct violations in any form is unacceptable and
inexcusable behavior that can result in dismissal from the College and/or University. If
you have any questions or need any clarifications whatsoever, please ask your instructor.
Policy related to class attendance or other work
You will be expected to attend and be prepared to participate in all class sessions and
participate in discussions and activities. .At a bare minimum, you are responsible for
coming to all class sessions. Of course, unanticipated circumstances may arise (illnesses,
emergencies, even deaths in our lives and communities). Please notify your instructor
immediately (preferably in person or via telephone and not via email) if such events
occur. Personal issues with respect to class attendance or fulfillment of course
requirements will be handled on an individual basis. You will only be allowed to make up
points from class sessions individually if your absence warrants a medical excuse or
similar documentation (consistent with the College policy). There will be no “make-up
exams” without an official medical or similar emergency. Examinations missed or
turned in late for any other reasons will receive a grade of “zero.”
Statement related to accommodations for students with disabilities
If you require academic accommodations, you must first register with the Dean of
Students’ Office. The Dean of Students’ Office will provide you with documentation that
you must provide to me as the faculty member for this course at the time you request the
accommodation. The College and the instructor are committed to providing reasonable
accommodations to students with special needs in order to assist students in their
coursework.
Counseling and mental health services: Students in need of counseling and mental
health services are encouraged to explore the Student Health Care Center,
http://www.shcc.ufl.edu , (352)-392-1161, or the University of Florida Counseling
Center, http://www.counsel.ufl.edu, (352)-392-1575
Assistance for Writing Papers
The online resources to assist you in writing are extensive. The Dial Center for Written
and Oral Communication (http://www.cwoc.ufl.edu/) at the University of Florida has an
online writing lab that can assist you in several different aspects of writing. You can use
the writing lab to get one-on-one help on every area of composition from basic grammar
and mechanics to topics like essay organization, style, and argument. The writing lab
also allows you to ask questions with a passage of up to 500 words. The lab offers
writing forums, models of essays, and glossaries of common errors in writing. You can
also test your grammar skills by rewriting “Ten Sentences.” Many other universities offer
online handbooks on writing. The following three particularly useful: the University of
North Carolina at Chapel Hill (http://www.unc.edu/depts/wcweb/handouts/index.html),
the University of Wisconsin (http://www.wisc.edu/writing/Handbook/), and Purdue
University (http://owl.english.purdue.edu/). The following handouts particularly helpful
while editing papers: http://www.wisc.edu/writing/Handbook/CommonErrors_Mod.html
http://www.wisc.edu/writing/Handbook/ClearConciseSentences.html. The online
handbooks described above discuss many aspects of writing papers. Students at the
graduate level should be prepared to write a critical argument rather than simply describe
relationships. If you have any questions about what is expected at the graduate level,
please see the instructor.
Course Schedule:
Date
Topic
Week 1
May 14th
Introduction to meta analytic concepts:
-What is meta analysis
-What is a systematic review
-How to present a paper for literature review analysis
Basics of analyzing research designs
-Searching for studies
-Indentifying Randomized Trials
-Observational studies
Models of EBM analyses
-Qualitative / quantitative
-Using computer Meta programs
The role of Meta analysis -In planning research
-Common criticisms of Meta analysis
-Discrepancies between randomized trials and meta analyses
Week 2
May 21th
Week3
May 28th
Week 4
June 4th
Text/Supplemental
Readings
Readings
Provided
Lipsey
Chapter 1-2
Lipsey
Chapter 3-4
Lipsey
Chapter 8
**Literature reviews completed**
Week 5
June 11th
Computing a treatment effect
Focusing on treatment effects rather than p-values
-From binary data
-From continuous data
-From correlational data
Lipsey
Chapters 5-7
Week 6
June 18th
Week 7
June 25th
Week 8
July 2nd
Computing an overall effect /effect models
Weighted means-Basic statistics
Heterogeneity among effect sizes
-Assessing heterogeneity
Fixed effect vs. random effects models
-Conceptual differences between these models
-Computing these models
Complex effects Measures
- meta analysis methods for diagnostic testing, meta-analysis of
individual patient data, and meta-analysis for mixed treatments
(MTC).
Readings
Provided
Lipsey
Chapter 7
Lipsey
Chapter 7
**All class Meta presentations completed**
Week 9
July 9th
Forest plots
-Basic issues
-Practical Application
Readings
Provided
Week 10
July 16th
Publication Bias
-Funnel plots
**Final Manuscript due : 7/22/13**
Readings
Provided