■精通医学写作和出版对于医学研究人员至关重要。讲习班可以在解决这些问题方面发挥重要作用。然而,缺乏评估其影响的系统证据摘要。所以,在这次系统审查中,我们的目标是评估全球范围内发表的关于此类研讨会影响的所有文章。
■我们搜索了OvidEMBASE,OvidMedline,ISIWebofScience,ERIC数据库,没有语言的灰色文学,时间段,或地理位置限制。随机对照试验,队列研究,前后研究,调查,包括项目评估和开发研究。我们在研讨会后对与知识增长相关的数据进行了荟萃分析,并描述性地报告了对其他没有足够数据进行荟萃分析的文章的评估。所有分析均使用Stata软件进行,版本15.0。
■在23040份报告中,222篇文章进行了全文审查,导致45篇文章报告研讨会的影响。总的来说,关于此类讲习班影响的报告不完整或缺乏必要的准确性,无法得出可接受的结论。讲习班是零星的,研究人员使用了他们自己的评估方法。对知识影响的荟萃分析表明,研讨会可以不显著增加参与者知识的平均值或百分比。
■在缺乏关于医学写作/出版的系统学术课程的情况下,研讨会在世界各地举办;然而,关于此类讲习班期间教育活动的报告,介绍的方法,他们的课程不完整且各不相同。它们的影响没有使用标准化方法进行评估,这些评估没有采用有效和可靠的测量工具。
UNASSIGNED: Proficiency in medical writing and publishing is essential for medical researchers. Workshops can play a valuable role in addressing these issues. However, there is a lack of systematic summaries of evidence on the evaluation of their impacts. So, in this systematic review, we aimed to evaluate all articles published on the impact of such workshops worldwide.
UNASSIGNED: We searched Ovid EMBASE, Ovid Medline, ISI Web of Science, ERIC database, and grey literature with no language, time period, or geographical location limitations. Randomized controlled trials, cohort studies, before-after studies, surveys, and program evaluation and development studies were included. We performed a meta-analysis on data related to knowledge increase after the workshops and descriptively reported the evaluation of other articles that did not have sufficient data for a meta-analysis. All analyses were performed using Stata software, version 15.0.
UNASSIGNED: Of 23 040 reports, 222 articles underwent full-text review, leading to 45 articles reporting the impacts of workshops. Overall, the reports on the impact of such workshops were incomplete or lacked the necessary precision to draw acceptable conclusions. The workshops were sporadic, and researchers used their own method of assessment. Meta-analyses of the impact on the knowledge showed that workshops could nonsignificantly increase the mean or percentage of participants\' knowledge.
UNASSIGNED: In the absence of systematic academic courses on medical writing/publishing, workshops are conducted worldwide; however, reports on educational activities during such workshops, the methods of presentations, and their curricula are incomplete and vary. Their impact is not evaluated using standardized methods, and no valid and reliable measurement tools have been employed for these assessments.