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Are you developing a search strategy for a systematic review or other evidence synthesis? Here we have collated a list of useful training and guidance resources to help you.
The Learn course LibSmart II: Advance Your Library Research has a whole module on Literature Searching for Systematic Reviews. LibSmart II can be found in Essentials in Learn. If you don’t see it there, contact your Academic Support Librarian and we’ll get you enrolled. You can work through LibSmart at your own pace, and return whenever you need.
For self-paced training on the whole process of conducting a systematic review, Cochrane Interactive Learning has modules created by methods experts so you build your knowledge one step at a time.
If you are a student conducting a systematic review, we can highly recommend the book Doing a Systematic Review (2023). With a friendly, accessible style, the book covers every step of the systematic review process, from planning to dissemination.
According to the Cochrane Collaboration, a leading group in the production of evidence synthesis and systematic reviews;
systematic reviews are large syntheses of evidence, which use rigorous and reproducible methods, with a view to minimise bias, to identify all known data on a specific research question.1
This is done by a large, complex literature search in databases and other sources, using multiple search terms and search techniques. This might include Boolean operators, truncation, phrase searches, and database subject headings. Find out more about these search techniques on the Library subject guide to Literature Searching.
Traditional literature reviews, such as the literature review chapter in a dissertation, don’t usually apply the same rigour in their methods because, unlike systematic reviews, they don't aim to synthesise all known data on a topic. Literature reviews can provide context or background information for a new piece of research, or can stand alone as a general guide to what is already known about a particular topic2.
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You can contact your Academic Support Librarian for advice on literature searching, using databases, and managing the literature you find.
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References
Higgins, J., et al., Cochrane Handbook for Systematic Reviews of Interventions version 6.4 (updated August 2023). 2023, Cochrane.
When the Academic Support Librarians provide help for students and researchers who are conducting large-scale reviews, such as systematic and scoping reviews, we find that often the same questions will come up. This blog post aims to answer five of your frequently asked questions about systematic reviews and provide some useful resources for you to explore further.
According to the Cochrane Collaboration, a leading group in the production of evidence synthesis and systematic reviews;
systematic reviews are large syntheses of evidence, which use rigorous and reproducible methods, with a view to minimise bias, to identify all known data on a specific research question.1
This is done by a large, complex literature search in databases and other sources, using multiple search terms and search techniques.
Traditional literature reviews, such as the literature review chapter in a dissertation, don’t usually apply the same rigour in their methods because, unlike systematic reviews, synthesise all known data on a topic. Literature reviews can provide context or background information for a new piece of research, or can stand alone as a general guide to what is already known about a particular topic2.
What about scoping reviews?
There are other review types in the systematic review “family”3. You may have also heard of scoping reviews. These are similar to systematic reviews, in that they employ transparent reporting of reproducible methods and synthesise evidence, but they do so in order to identify knowledge gaps, scope a body of literature, clarify concepts or to investigate research conduct4. Literature searching for scoping reviews will be similarly comprehensive, but may be more iterative than in systematic reviews.
Choosing appropriate databases in which to search is important, as it determines the comprehensiveness of your review. Using multiple databases means you are searching across a wider breadth of literature, as different databases will index different journals.
To get an idea which databases are best suited to yield the data you need, you can also look at published systematic reviews on similar topics to yours, to see which databases those authors used.
The number of databases you use to search will vary depending on the research query, but it is important to use multiple databases to mitigate database bias and publication bias. More important than the number of databases is using the appropriate databases for the subject to find all the relevant data.
You may have read that you should include grey literature in your sources of data for your review.
The term 'grey literature' refers to a wide range of information which is not formally or commercially published, and which is often not well represented in library research databases.
Using grey literature will help you to find current and emerging research, to broaden your research, and to mitigate against publication bias.
Sources and types of grey literature will vary between research topics. Some examples include:
Another useful approach is using a domain search in Google to search within the websites of key organisations or professional bodies in your subject. For example, searching site: followed by a domain in Google:
site:who.int will search within the WHO website.
site:gov.uk will search only websites with a url that ends .gov.uk
You may have heard that you need to ‘translate’ your search. This simply means taking the search you have developed in the database and optimising it to work best in a different database.
The way you tell a database to search for a term in the title of the record, or the command for searching for terms in close proximity to each other, will be different between databases and platforms.
For example, in the medical literature database Ovid Medline, the search for a subject heading on gestational diabetes is Diabetes, Gestational/ whereas the nursing database EbscoHost CINAHL uses MH "Diabetes Mellitus, Gestational". Both the syntax that refers to a subject heading needs to be translated (/ to MH) and the subject heading itself is different (Diabetes, Gestational to Diabetes Mellitus, Gestational).
You can practice translating a search in the Learn course LibSmart II in the module on Literature Searching for Systematic Reviews. We also have a Library Bitesize session on translating literature search strategies across databases coming up in April.
Useful resources:
Polyglot search tool: A tool for translating search strings across multiple databases.
We do! The Learn course LibSmart II: Advance Your Library Research has a whole module on Literature Searching for Systematic Reviews. LibSmart II can be found in Essentials in Learn. If you don’t see it there, contact your Academic Support Librarian and we’ll get you enrolled.
For self-paced training on the whole process of conducting a systematic review, Cochrane Interactive Learning has modules created by methods experts so you build your knowledge one step at a time. Perfect for what can be an overwhelming research method.
If you are a student conducting a systematic review, we can highly recommend the book Doing a Systematic Review (2023). With a friendly, accessible style, the book covers every step of the systematic review process, from planning to dissemination.
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The FAQs in this post are taken from the library subject guide on Systematic Review Guidance where you can find even more information and advice about conducting large-scale literature reviews.
You can contact your Academic Support Librarian for advice on literature searching, using databases, and managing the literature you find.
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References
Higgins, J., et al., Cochrane Handbook for Systematic Reviews of Interventions version 6.4 (updated August 2023). 2023, Cochrane.
Sutton, A., et al., Meeting the review family: exploring review types and associated information retrieval requirements. Health Information & Libraries Journal, 2019. 36(3): p. 202-222.
Munn, Z., et al., Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Med Res Methodol, 2018. 18(1): p. 143.
As part of the 2022 Dissertation Festival, running from 7th-18th March and facilitated by the Academic Support Librarians, Digital Skills and IAD teams, I was invited to attend an online event exploring how to make the most out of resources related to Gender Studies in your dissertation. A recording of the event is available to watch (42 minutes):
Beginning your search with Subject Guides
Throughout my time as both a Digital Engagement Intern within Library & University Collections and an undergraduate student, I’ve become aware of just how valuable the virtual Subject Guides are for beginning your research, whatever your field of study. The Gender Studies Subject Guide provides access to databases, journals, periodicals, bibliographies and so much more, as well as initiatives and research projects conducted at the university.
Going beyond DiscoverEd
Of course, DiscoverEd is a fantastic tool for navigating the rich resources available through the university, and this event was a great reminder than you can improve the scope of your searches further through Boolean operators and considering the terminology you use. Although the terms we use around gender and sexuality have progressed, it’s worth recognising archaic terms, particularly when accessing historical databases. This event also highlighted the new Yewno service which allows you to build visual maps through cross-referencing keyword searches across library databases. All you need to do to access it is log-in via your institution and there are lots of handy instructional videos to help you get started!
Accessing the Centre for Research Collections
The second half of the event discussed some of the collections held by the university, including the Lothian Health Service Archive which contains a wealth of health-related material. A key takeaway for me was in recognising the multidisciplinary nature of Gender Studies and how much material is available in other historical archives and databases. I was a bit daunted about accessing the Centre for Research Collections at first but having a clear idea of what you’re looking for and using the support materials available online will help you get the most of it the rich resources within them.
Whatever your topic, the Dissertation Festival has a wide range of online events which will help you get the most out of the resources available to you.
Tristan Craig Digital Engagement Intern (Equity, Diversity and Inclusion)
Most researchers have heard of and understand the needs of a systematic review (SR), however the concept of a mixed methods review (MMR) can be confusing. The types of questions students and researchers ask can include:
Can I do this type of research?
How do I combine the data?
My quantitative and qualitative data are different – how do I make sense of this?
MMRs differ from the traditional model of SR as they aim to answer complex interventions and social policy type questions. They go beyond what works and look to highlight the complexity of what is happening, to explain why things make an impact and what may influence how an intervention works, offering context to interventions.
To answer such questions MMRs need to draw from both quantitative and qualitative material (Pearson et al, 2015), but this does not mean they cannot be systematic!
To be systematic they should demonstrate the same transparent and explicit approach that established SR methods require - so have a protocol, as well as detailed reporting of methods. There would need to be appraisal and analysis of the included literature. They would need to show a rigorous research process (Gough et al, 2017).
There are different review approaches included in this type of research, but it is important that the research question uses both qualitative and quantative data. If the research question does not then it may be better to use another type of review method. An overview of review types can be found in an article by Sutton et al (2019).
How the types of data are combined depends on the research objectives of the review.
The resource SAGE Research Methods (which is available to all staff and students at the University via our Library Databases pages) has lots of information and advice on the ways that the differing data can be analysed and combined, as well as an overview of this family of research methodology.
