This page provides a step-by-step guide focusing on how to conduct a systematic review (Synthesis without a Meta-Analysis (SWiM) or Systematic Review with a Meta-Analysis). If you are looking for information focused on other types of reviews, such as rapid reviews, scoping reviews, umbrella reviews and living systematic reviews, please also visit the Main Types of Review section.
First, you will need to clearly define your research and plan ahead the resources you need:
Time
A systematic review requires approximately 18 months from preparation.
A Research Team
A systematic review attempts to collect all existing evidence, by reviewing, analysing, validating and synthesising the evidence in a systematic way. It cannot be done by 1 or 2 people. Depending on your research type and the type of review you are going to do, your team would have (but is not limited to) project leaders, coordinators, subject experts, researchers, reviewers / validators, statisticians, data analysts and librarians.
Databases
It is recommended that your team search at least 2-3 databases. Plan ahead for access to the databases most relevant to your research topic.
Citation Management Software
Besides word processing software, as the team will likely retrieve a large number of articles during the systematic review process, citation management software is needed for storing and sharing the citations and full-text articles effectively among teammates. This software can also help with de-duplication, in-text citations and generation of the final reference list. EndNote and RefWorks may be options. Check out our Referencing and Citation Management Guide for more details about training options.
Protocol Templates, Checklists and Reporting Guidelines
Identify the appropriate checklists and guidelines on how to report systematic reviews for publication for the target organisation you plan to submit your review to. (See Step 5 to 7 for more details and toolboxes access.)
Library Resources and Services
identifying what material resources, software, academic databases, reference services (such as literature searching consultation and citation management tools training), and research guides (like this one) you can access via libraries will save your time.
What should be clearly defined at this stage:
Toolbox
PICOT stands for
Check out how to formulate a PICOT question in Ovid database |
PICo stands for
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SPICE stands for
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SPIDER stands for
Check out this article to understand how SPIDER helps for synthesising qualitative evidence:
Check out books about qualitative research methodology |
ECLIPSE stands for
Check out the following article to understand how to use ECLIPSE in health service / health policy research in detail: Wildridge, V., & Bell, L. (2002). How CLIP became ECLIPSE: a mnemonic to assist in searching for health policy/management information. Health Information & Libraries Journal, 19(2), 113-115. Check out books about qualitative research methodology |
Some frameworks are more easily applied to certain types of research than others. However, It is not the case that one framework has to be rigidly applied to a particular type of research without any flexibility. The examples given are just for guidance. Which framework can be helpful for building your research question is highly dependant on your research objective(s) and the focus of your review.
Identify Key Concepts Key concepts can be identified from your framework (e.g: PICO), your answerable clinical question, and your knowledge of your research topic. |
Your answerable clinical question and PICO contains the key concepts of your research topic. Use those key concepts to start identifying related terms, synonyms (including variant spellings of medical terms) and related highly relevant concepts you would like to include in your search.
The following example shows you how to turn a PlCO and clinical question into a key concepts and related terms table:
Scenario |
Your research team is going to find out the update evidence on whether a low-carbohydrate diet are more effective than a low-fat diet for managing weight and glycemic control on Type 2 diabetes individuals. As there are quit a lots of research on this topic and some systematic reviews. You team decided to do an umbrella review (a systematic review of systematic reviews) on this to see if any change and/or any new evidence. |
PICO |
P - Type 2 diabetic patients with obesity I - low-carbohydrate diet C - low fat diet O - managing weight and glycemic control |
Research Question |
Comparing with a low fate diet, did a low-carbohydrate diet more effective for weight control and glycemic control among Type 2 diabetes patients? |
Key concepts | Type 2 diabetes | weight (control) |
glycemic (control) |
low-fat diet | low-carbohydrate diet | |
Related terms (related to the context of this review) |
obesity / obesed overweight (weight) loss (weight) management (weight) maintenance |
glycemic /glycaemic index (GI) blood glucose level (BSL) hyperglycemia / hyperglycaemia hypoglycemia / hypoglycaemia |
Mediterranean diet |
However, the key-concept and related-term table is not finalised at this stage. When you make use of the next tip to look up Subject Headings, you may find more related terms and concepts for your evidence-based research. Let's check out the next tip: Use Subject Headings to learn more.
Use Subject Headings Subject headings are a controlled vocabulary or thesaurus used to index the key concepts of articles. Using Subject Headings in your search will enhance the effectiveness of your search and help to ensure retrieval of relevant articles. |
Each bibliographic database has their own specific Subject Headings controlled vocabulary to index the key concepts in articles. How Subject Headings are searched and applied will vary depending on the database being searched. The following table shows you the main bibliographic databases with examples of different subject headings used for describing the same search term, for example: heart attack.
Database(s) applied for | Subject Headings / Indexing Systems | Example Term | Subject heading used |
PubMed, Cochrane Library, Emcare, Medline, Ovid Nursing Database | Medical Subject Headings (MeSH) | low carbohydrate diet | Diet, Carbohydrate-Restricted |
PsycInfo | APA Thesaurus of Psychological Index Term | low carbohydrate diet | No subject heading for this but you can still search "low carbohydrate diet as a keyword |
Embase | EMTREE Subject Headings | low carbohydrate diet | low carbohydrate diet |
CINAHL Complete | CINAHL Subject Headings | low carbohydrate diet | Diet, Low Carbohydrate |
The videos below provides guidance on how to apply Subject Headings in different platforms:
Database(s) applied for | Where to look up Subject Headings and/or how to apply Subject Headings in the specific platform |
PubMed |
PubMed Subject Search: How it works (U.S. National Library of Medicine, 2020) |
Cochrane Library |
Searching the Cochrane Library (including how to look up MeSH terms) (Cochrane Training, 2019) |
Emcare, Medline, Embase and PsycInfo via Ovid platform and Ovid Nursing Database |
Mapping terms with Subject Headings in Advanced Mode of Ovid platform - using Medline as an example (OvidWoltersKluwer, 2021) For those databases, i.e. Emcare and Psycinfo, using different indexing systems other than MeSH, the “Map Term to Subject Heading” tick box still works for mapping your search terms to their individual indexing systems automatically, i.e. EMTREE Subject Headings and APA Thesaurus of Psychological Index Terms respectively. The interfaces look slightly different but with very similar functions given that your search terms is probably mapped with different subject headings because of the differ of indexing systems. |
CINAHL Complete | Using the CINAHL/MeSH Subject Headings Feature in EBSCOhost (EBSCO, 2021) |
To access the databases listed above, please visit our Databases page.
References:
Cochrane Training. (2019, May 14). Searching the Cochrane Library [Video]. Youtube. https://www.youtube.com/embed/HLD7w63rqB0?start=74
EBSCO. (2021, November 4). Using the CINAHL/MeSH Subject Headings Feature in EBSCOhost [Video]. EBSCO Connect. https://connect.ebsco.com/s/article/Using-the-CINAHL-MeSH-Headings-Feature-in-EBSCOhost-Tutorial?language=en_US
OvidWoltersKluwer. (2021, September 29). Mapping in Advanced Mode [Video]. YouTube. https://www.youtube.com/watch?v=3736KB9Udn
U.S. National Library of Medicine, (2020, November 30). PubMed Subject Search: How it works [Video]. PubMed.gov, U.S. National Library of Medicine. https://www.nlm.nih.gov/oet/ed/pubmed/quicktours/topic_how_it_works/index.html?_gl=1*10vieks*_ga*OTc5Nzk1NjMwLjE2NDgxNzg5NzU.*_ga_7147EPK006*MTY0ODE4MjI2MS4yLjEuMTY0ODE4Mzk2OC4w*_ga_P1FPTH9PL4*MTY0ODE4MjI2MS4yLjEuMTY0ODE4Mzk2OC4w=
Apply Search Operators Make use of Boolean operators - AND and OR - to combine key concepts and Subject Headings to build your search strategies for a narrower or broader search results. |
The "OR" operatoris used when searching for related terms or synonyms. |
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. When applying the "OR" operator, it will broaden your search. When building your search strategy, it is recommended that to start with applying "OR" operator to connect between the key concepts with their related terms or synonyms first. |
. Then applying the "AND" operator which used to connect different key concepts and narrowing down the number of search results. The "AND" operatoris used for connecting between different key concepts. |
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When using the AND operator it is recommended to initially combine only 2 key concepts so you can assess the number and contents of search results before adding additional search concepts.
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Using Search History via Ovid platform (applies to Medline, APA PsycInfo and Embase) |
Using Search History via EBSCO platform (applies to CINAHL Complete) |
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OvidWoltersKluwer. (2021, April 6). Ovid Help Mapping and Control Vocabulary [Video]. YouTube. www.youtube.com/watch?v=ihyY-gsGjDw OvidWoltersKluwer. (2018, April 24). Advanced Search on the Ovid Platform [Video]. YouTube. https://youtu.be/409Ik8aLF5M |
EBSCO Tutorials. (2019, February 28). Using the CINAHL/MeSH Headings Feature in EBSCOhost [Video]. YouTube. https://www.youtube.com/watch?v=eJJPp9yAIoA&t=3s EBSCO Tutorials. (2022, Oct 05). Using the EBSCOhost Search History - Tutorial [Video]. YouTube. https://www.youtube.com/watch?v=pM0A5Gw-Trs |
Apply Limits Apply limits to the search strategies or particular key concepts to limit them to be only searched within specific parts of the articles, the specific types of research and/or the specific range of publication year. Therefore, the articles from the search results are current and limited to types of research which are the best for answering the type of clinical question you asked. |
Refining Search Strategy Limits via Ovid platform (applies to Medline, PsyINFO and Embase) databases |
Applied Search Limits via EBSCO platform (applies to CINAHL Complete) database |
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OvidWoltersKluwer. (2016, May 28). Refining Search Strategy Limits Tutorial [Video]. YouTube. https://www.youtube.com/watch?v=TfPoX5wzdXY&t=85s |
EBSCO Tutorials. (2022, September 8). CINAHL Databases - Advanced Searching Tutorial [Video]. YouTube. https://www.youtube.com/embed/MMNzR03--90> |
After you are able to clearly define your research topic, objectives, scope, type of review and research question, you will need to write a protocol of your planned systematic review, which should provide the research methods that are reproducible.
JBI. (2020,September 25). Pre-planning and protocol development for systematic reviews [video]. Youtube. https://youtu.be/K8Jasx0FLys
You may also read this BioMedCentral blog on why protocols are important.
The structural requirements of a protocol can be vary depending on the publishers. Generally, the protocol should consist of the following content / sections:
(also see the Toolbox at the bottom of this tab to see the structure requirements of protocol based on the publishing partners)
Your research methods should at least include:
(1) keywords / key terms / key concepts and selection criteria (inclusion and exclusion criteria) of literature as well as databases and /or platforms your team would use for searching. At this stage, you may not have a detailed search strategy for each database you planned to use but you would still need to include a search strategy section. (The first example below shows you an example with a search strategy section and the second example paper below shows you a search strategy section with a detailed search strategy in Appendix 1.)
(2) how you will validate the findings of the included studies - What are the research design measurements that will minimise the bias of your research? (see the examples of systematic reviews with different risks of bias provided by KSE Evidence). You will need validators (ideally, at least 2-3) to review the findings of the included studies so the systematic review can be produced with as little bias as it can be. The validators are expected to have knowledge of the fields / be experienced workers or, even better, experts of the relevant fields. The validators should be able to review the findings of the included studies independently.
(3) how is your team going to synthesis evidence / findings in a systematic way? This may be as a thematic approach and/ or a meta-ethnographic analysis for qualitative reviews, and meta-analysis for quantitative reviews or a mixed-method reviews etc.(see Step 5 Data Extraction section for more details)
Examples of systematic review protocol:
Pohontsch, N. J., Meyer, T., Eisenmann, Y., Metzendorf, M. I., Leve, V., & Lentsch, V. (2021). Study protocol of a systematic review and qualitative evidence synthesis using two different approaches: Healthcare related needs and desires of older people with post-stroke aphasia. BMJ Open, 11(4), e039348.
Gallant, A. J., Steenbeek, A., & Curran, J. A. (2022). Identifying COVID-19 and H1N1 vaccination hesitancy or refusal among health care providers across North America, the United Kingdom, Europe, and Australia: a scoping review protocol. JBI Evidence Synthesis, 20(1), 173-180.
Toolbox
Methodological Expectations of Cochrane Intervention Reviews - The MECIR manual
PRISMA Protocol Guidance including PRISMA for systematic review protocols (PRISMA-P)
PRISMA Flow Diagram generator - click on "Create flow diagram" on the horizontal manual will bring you to the generator. If you are using R for meta-analysis. There is also a R package link provided by Evidence Synthesis Hackathon.
Guide on Registering a review on PROSPERO (does not accept scoping reviews)
References:
Higgins JPT, Thomas J, Chandler J, Cumpston M, Li T, Page MJ, Welch VA (editors). Cochrane Handbook for Systematic Reviews of Interventions version 6.3 (updated February 2022). Cochrane, 2022. Available from www.training.cochrane.org/handbook.
At this stage, your team can apply the set of search terms / search strategies that have been tested, modified, and then finalised, to conduct the search, review the search results, and well-document the review and selection process. Here is a step-by-step guide:
1. Conduct the search using your final set of search terms / search strategies. It is recommended that your team should do the search in at least two to three publication databases. As explained under the Step 3 tab, each set of search terms / search strategies may not be identical from database to database. However, they should be similar in covering all key concepts and related terms as possible for each database.
2. To review the search results from each database, it is recommended to start with scanning all articles where the title seems relevant. Then import those citations and abstracts into a citation management software (such as EndNote, Mendeley, Zotero or similar) for further review. (Looking for EndNote training? Visit our Referencing and Citation Management Tools Guide for more details.)
3. As there is overlap in the coverage between databases, and you may possibly retrieve a large number of records from each database, citation management software can also help to store a large number of citations from each database and to de-duplicate records.
4. To continue the review and selection process: Read the abstract for all articles and keep the articles that seem relevant. To further shortlist highly relevant research, retrieve and read the full-text of articles of those with abstracts that seemed relevant. It needs to be at least 2 members of the SR team to review papers for inclusion and exclusion, to reduce bias in the process (learn more about critical appraisal from the next tab - Step 6). The members will need to review papers independently. Papers where there is disagreement on whether to include or exclude are then reconsidered.
5. Through out the process of review and selection, your team will need to well-document: (1) the initial number of articles your retrieved from each database after de-duplication; (2) the number of articles, from each database, that ended up included and excluded and (3) why some titles are excluded from your paper (generally, the reasons of including or excluding an article should be matched with your proposal). All those numbers will need to be summarised in the PRISMA flow chart and included in your paper. The process will need to be reported under the Method section of your paper.
6. Review the reference lists within the remaining relevant articles in case there are a few more relevant articles listed that were not found through your database searches. If any additional articles are found, Include them in the final list of relevant articles and document it.
In addition to citation management software there are free online platforms for team collaboration. These platforms usually allow reviewers to upload articles and provide functions such as labelling articles (with "included", "excluded" or "maybe") and enable reviewers to provide feedback or comments to help facilitate the selection process and keep the all reviewers of the research team on the same page. Again, the reviewers will need to review papers independently. Papers where there is disagreement on whether to include or exclude are then reconsidered
Free Open Sources for systematic review team collaboration:
It is important to note that while there are a number of free open source tools available, you may be restricted to the tools / evidence synthesis software for completing this data extraction process by the requirements of publishing partners. Campbell Collaboration is an example. Therefore, you should always check with the publisher / organisation you are going to submit your review with before you plan the screening, data extraction and analysis process of your review.
Check out the Research Design and Research Bias page
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Check out the Critical Appraisal section below to see what questions to ask and watch the Cochrane videos for examples of how the result can be examined and appraised based on the type of research study. |
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Questions for assessing how serious the risk of bias is , and how precise the results are, will vary according to the different research design aspects and statistical measurements used in a research study. Unfold the following tabs to access to the list of questions and the Cochrane videos relevant to the different types of research studies.
Questions to determine the validity of a systematic review & meta analysis: 1. Did the review address a clinical question explicitly? 2. Were the selection criteria for articles stated clearly and are the criteria reproducible? 3. Were relevant studies searched exhaustively? (A minimum of 3 academic databases is recommended and the cited references of each article should also be checked). 4. Was the risk of bias of each included study assessed? 5. Was the Confidence in Effect (95%CI) addressed?
The following video demonstrate how to critically appraise a systematic review and meta-analysis: Cochrane Common Mental Disorders. (2019, March 30). 2. Systematic reviews and meta analysis [video]. YouTube. https://www.youtube.com/watch?v=NijldKW32H4 |
How to read a forest plot - A meta-analysis of the results of research studies? The included studies are listed on the left. Each study is represented by a horizontal line with a square on top of the line. The horizontal lines of individual studies represents the level of spread of data within a confidence interval (usually a 95%CI) for the individual studies. The winder the line is, the less precision the study has compared to those studies with a narrower 95% CI. The square, can be in different sizes, on top of each study's horizontal line represents the weights of each individual study, meaning that how important is the study determined by the researchers. The middle line (also known as Line of Null Effect) represents there is no statistical and clinical difference between an intervention/exposure group and a control group. The horizontal line at the bottom represents the level of risk ratio. The studies presented closer to the left side from the middle line = a higher risk; the studies presented closer to the right side from the middle = a lower risk. The left area from the middle line reflects the collective research results show evidence of benefits from the implementing intervention whereas the right area from the middle line reflects the collective research results do not support that there is no evidence from the intervention chosen benefit for the patient group researched. The diamond represents the overall estimate / the average of the results. By looking at the (the meta-analysis part of a systematic review), therefore, you can understand the whole picture of the collective research results (whether there is evidence shows an intervention is relatively useful than alternative practice(s) or not) and how well is the sample size of individual studies representative. This is why a systematic review with meta-analysis is a better evidence comparing to a systematic review alone. |
Questions for Critical Appraising Randomised Controlled Trials (RCTs): 1. Were participants randomly allocated? 2. Was group allocation concealed? 3. Were participants in the treatment and control groups similar with respect to known prognostic factors? 4. Were participants, care givers, data collectors, adjudicators, and data analysts all unaware of the group to which participants had been allocated? 5. Was follow-up complete? 6. Was an intention-to-treat analysis performed? 7. Was the trial stopped early? |
Cochrane Common Mental Disorders. (2019, March 30). 3. Randomised controlled trials [video]. YouTube. https://www.youtube.com/watch?v=FlQVQz5d02s |
Questions to assess the validity of a Cohort Study: 1. Was the sample of participants representative and defined clearly? (Matched with the P (population group/patient problem)in the PICO? 2. Were participants within groups similar with respect to known prognostic factors? 3. Was follow-up completed? 4. Was an intention-to-treat analysis performed? 5. Was the study finished earlier than planned? 6. Were the outcome criteria objective and unbiased? (Confidence in Effect (CI and P-value) and RR assessed?) |
Cochrane Common Mental Disorders. (2019, March 30). 4. Cohort studies [video]. YouTube. https://www.youtube.com/watch?v=uK7hnthu130 |
Questions to assess the validity of a Cross-sectional Study: 1. Was the sample of participants representative and defined clearly? (Matched with the P (population group/patient problem)in the PICO? 2. Were participants within groups similar with respect to known prognostic factors? and How the cases be selected and what is the selection certeria? 3. Was follow-up completed? 4. Was an intention-to-treat analysis performed? 5. Was the study finished earlier than planned? 6. Were the outcome criteria objective and unbiased? (Confidence in Effect (CI and P-value) and RR assessed?) |
Cochrane Common Mental Disorders. (2019, March 30). 5. Case control studies [video]. YouTube. https://www.youtube.com/embed/tmpy62VXtCs" |
Questions to access the validity of a Cross-sectional Study: 1. Was the sample of participants representative and defined clearly? (Matched with the P (population group/patient problem)in the PICO? 2. Were participants within groups / period of time chosen similar with respect to known prognostic factors? 3. Was follow-up completed? 4. Was an intention-to-treat analysis performed? 5. Was the study finished earlier than planned? 6. To what extent would the outcome be affected by chance? |
Cochrane Common Mental Disorders. (2019, March 30). 6. Cross-sectional studies [video]. YouTube. https://www.youtube.com/watch?v=muGA7FKekaU |
Toolbox:
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Understanding clinical papers / Written by David Bowers, Allan House, David Owens & Bridgette Bewick (2013) |
The guidelines for reporting a systematic review that you should follow will vary depending on the publisher and the type of review. It is recommended that your team check the relevant publisher's website once your team has decided on where you intend to publish.
Example : "Instructions for Authors" from JAMA (scroll down to the row: "Meta-analysis" or the table "Clinical Review" to see what type of reviews and what reporting guidelines your team should follow).
Cochrane Training. (2019, November 22). PRISMA 2020: updated guidelines for reporting systematic reviews and meta-analyses [video]. YouTube. https://youtu.be/Y-fu00PSm9o |
Cochrane Training. (2020, September 5). Part 4: Data presentation & reporting results [video]. YouTube. https://youtu.be/c9q5gVv2ZlQ |
The following toolbox includes a reporting checklist, a template for flow diagrams and some common reporting guidelines.
Toolbox
Rethlefsen, M. L., & Page, M. J. (2022). PRISMA 2020 and PRISMA-S: common questions on tracking records and the flow diagram. Journal of the Medical Library Association: JMLA, 110(2), 253.
Reporting guidelines apply for systematic review with a meta-analysis:
Reporting guidelines apply for synthesis without meta-analysis (SWiM):
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