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Article type: Research Article
Authors: Pluye, Pierrea; b; * | Hong, Quan Nhaa; b | Granikov, Verab; c | Vedel, Isabellea
Affiliations: [a] Department of Family Medicine, McGill University, Montréal, QC, Canada | [b] Method Development Platform, Quebec SPOR SUPPORT Unit, Montréal, QC, Canada | [c] School of Information Studies, McGill University, Montréal, QC, Canada
Correspondence: [*] Corresponding author: Pierre Pluye, Department of Family Medicine, McGill University, 5858 Chemin de la Côte-des-Neiges, Suite 300, Montréal, QC, Canada, Tel.: +1 514 398 8483; Fax: +1 514 398 4202; E-mail: pierre.pluye@mcgill.ca.
Abstract: A mixed studies review (MSR) is a type of literature review that includes qualitative, quantitative, and mixed methods studies. This form of literature review is popular since it can provide a rich understanding of complex health interventions and programs. However, conducting a MSR can be challenging since it combines several study designs. A wiki toolkit was developed to provide MSR-specific guidance and suggest tips and tools for planning, conducting and reporting MSR. The toolkit is structured according to eight stages for conducting a systematic review: (1) formulate a review question, (2) define eligibility criteria, (3) select sources of information, (4) identify potentially relevant studies, (5) select relevant studies, (6) appraise the quality of studies, (7) extract data, and (8) synthesize included studies. The toolkit includes examples, tips for searching studies with diverse designs, existing tools for searching, selecting and appraising, synthesis designs, and a template for proposals and reports. This toolkit is presented as a wiki, which allows users to collaboratively modify the content and provides continuous updates on the science of MSR. It is hoped that this wiki toolkit will be useful to all users and contribute to creating a network of people interested in MSR.
Keywords: Mixed studies review, mixed methods review, systematic review, toolkit, wiki
DOI: 10.3233/EFI-180220
Journal: Education for Information, vol. 34, no. 4, pp. 277-283, 2018
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