Systematic review support received and needed by researchers: a survey of libraries supporting Ontario medical schools release_gjzlxsqsmjckre34km2qos3c2m

by Sandra McKeown, Zuhaib M. Mir, Jennifer Ritonja, Eleftherios Soleas

Published in Journal of the Canadian Health Libraries Association by University of Alberta Libraries.

2021   Volume 42, Issue 3, p154-163

Abstract

Introduction: Finding efficient ways to meet the growing demand for library systematic review support is imperative for facilitating the production of high-quality research. The objectives of this study were threefold: 1) to ascertain the systematic review support provided by health sciences libraries at Ontario medical schools and their affiliated hospitals, 2) to determine the perceived educational needs by researchers at these institutions, and 3) to assess the potential usefulness of freely available, online educational modules for researchers that discuss all stages of the systematic review process. Methods: We conducted a cross-sectional survey in June and July of 2020. Data were analyzed and presented using median and interquartile range (IQR) for continuous measures, and in proportions for categorical measures. Results: Thirteen of 19 libraries invited provided usable data. Most libraries spent more time supporting systematic reviews via collaboration/participation than by providing educational support. The perceived needs of library users were contrary to the perceived gaps in researcher support provided by the library/institution. All libraries reported they would find freely available, online educational modules useful for training researchers. Discussion: The next steps for our inter-professional research team will be to develop freely available, online education modules that introduce researchers to all stages of the systematic review process. These modules cannot replace the value that direct support from librarians, biostatisticians or methodology experts can provide, however, they may offer a more efficient way for libraries to familiarize researchers and trainees with best practices and universally accepted reporting guidelines for performing a high-quality review.  
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Date   2021-12-01
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DOI  10.29173/jchla29571
PubMed  35949251
PMC  PMC9327595
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