Indigenising systematic reviews with a collaborative model of 'training the trainers'

Area of Science:

• Health Professions Education
• Evidence Synthesis
• Nursing Research

Background:

• Effective training is crucial for developing a skilled workforce in evidence synthesis for policy and practice.
• Tailoring training to specific priorities and contexts is essential for successful knowledge transfer.

Purpose of the Study:

• To describe the adaptation of a systematic review course for Indian nurse educators and research scholars.
• To evaluate a collaborative learning model for enhancing systematic review skills in an Indian context.

Main Methods:

• A collaborative learning model was employed, integrating expertise from nursing education and evidence synthesis.
• Course materials and methods were contextualized to participants' experiences and Indian healthcare priorities.
• Adult learning principles and online collaborative approaches were utilized.

Main Results:

• Participants reported the course was highly beneficial, enhancing critical thinking and confidence.
• The training equipped participants to deliver systematic review courses in their institutions.
• The collaborative model fostered sustainable working relationships and led to new studies.

Conclusions:

• An 'indigenised systematic reviews' educational intervention using online collaborative learning effectively improved participant knowledge and skills.
• The approach offers flexibility, active engagement, and sustainable partnership building.
• The principles are replicable for training trainers in diverse settings to support evidence-informed decision-making.