Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Beyond synthesis : augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice

Tools
- Tools
+ Tools

Green, Chris, Taylor, Celia A., Buckley, Sharon and Hean, Sarah (2016) Beyond synthesis : augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice. International Journal of Research & Method in Education, 39 (3). pp. 329-344. doi:10.1080/1743727X.2016.1146668

Research output not available from this repository, contact author.
Official URL: http://dx.doi.org/10.1080/1743727X.2016.1146668

Request Changes to record.

Abstract

Whilst systematic reviews, meta-analyses and other forms of synthesis are considered amongst the most valuable forms of research evidence, their limited impact on educational policy and practice has been criticised. In this article, we analyse why systematic reviews do not benefit users of evidence more consistently and suggest how review teams can optimise the impact of their work. We introduce the Beyond Synthesis Impact Chain (BSIC), an integrated framework of practical strategies for enhancing the impact of systematic reviews. Using examples from health professions education, we propose that review teams can optimise the impact of their work by employing strategies that (1) focus on practical problems and mindful planning in collaboration with users; (2) ensure reviews are relevant and syntheses reflexively account for users’ needs; and (3) couch reports in terms that resonate with users’ needs and increase access through targeted and strategic dissemination. We argue that combining practical principles with robust and transparent procedures can purposefully account for impact, and foster the uptake of review evidence in educational policy and practice. For systematic review teams, this paper offers strategies for enhancing the practical utility and potential impact of systematic reviews and other forms of synthesis.

Item Type: Journal Article
Divisions: Faculty of Medicine > Warwick Medical School > Health Sciences > Population, Evidence & Technologies (PET)
Faculty of Medicine > Warwick Medical School
Journal or Publication Title: International Journal of Research & Method in Education
Publisher: Routledge
ISSN: 1743-727X
Official Date: 2016
Dates:
DateEvent
2016Published
12 February 2016Available
15 December 2015Accepted
30 June 2015Submitted
Volume: 39
Number: 3
Page Range: pp. 329-344
DOI: 10.1080/1743727X.2016.1146668
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us