Developing and optimising the use of implication sections in systematic reviews using the case of early childhood intervention

Exploring the role of context in systematic reviews on early child development. Systematic reviews have been recognised as providing high quality evidence on a variety of topics and are expected to deliver sound evidence underpinning interventions and programs. Most systematic reviews include an implication for practice and policy section developed by review authors that is meant to facilitate decision making processes of end-users. These sections may not always correspond to the different contextual backgrounds of end-users, because they represent thoughts of the authors which are in itself 'coloured' by their own context (which is not necessarily the same as the one from the end users). We refer to context as cultural-theoretical background of review authors, societal systems (political, social-cultural, economic,…) and norms, values and belief systems. The overall aim of this study is to produce guidance for review authors on how to develop contextually sensitive implications for policy and practice sections and for end-users to translate the evidence into their local context.

Jaar van publicatie:2021

Toegankelijkheid:Closed