Synthesis of scientific information

• Understand the theoretical and methodological foundations of systematic reviews and meta-analyses, as well as their relevance to clinical practice and research in health sciences.
• Formulate structured research questions (PECOS) and design bibliographic search strategies in specialized databases.
• Apply inclusion and exclusion criteria systematically to select relevant studies and represent the process using the PRISMA diagram.
• Critically evaluate the methodological quality of the studies included in systematic reviews, identifying risks of bias using specific tools.
• Analyze and interpret the results of a meta-analysis, including the combination of effect measures, evaluation of heterogeneity, and sensitivity of the results.
• Use specific software to perform meta-analyses and visually synthesize the results through standardized graphs and reports.
• Learn how to interpret different knowledge synthesis products, such as scoping reviews, clinical practice guidelines based on GRADE, and health technology assessment reports.

EXPOSITORY CLASSES PROGRAM (10 hours)
Block 1. Systematic reviews (4 hours)
Topic 1. Fundamentals and development of systematic reviews
Topic 2. Critical analysis and quality of systematic reviews

Block 2. Meta-analysis (4 hours)
Topic 3. Principles and development of meta-analysis
Topic 4. Practical application of meta-analysis: analysis, software, and presentation of results

Block 3. Synthesis products (2 hours)
Topic 5. Clinical practice guidelines and evidence-based recommendations
Topic 6. Technology assessment reports and other synthesis products

SEMINAR PROGRAM (6 hours)
Seminar 1. Critical reading and analysis of studies
Seminar 2. Meta-analysis using real data

LABORATORY PROGRAM (8 hours)
Laboratory 1. Design and initial development of a systematic review. From the PECOS question to the selection of studies.

- Piédrola et al. Medicina Preventiva y Salud Pública. 12th ed. Masson. Barcelona, 2016. Chapter 15.
- Hernández-Aguado I and Lumbreras Lacarra B. Manual de Epidemiología y Salud Pública para Grados en Ciencias de la Salud. 3rd Edition. Ed Panamericana. ISBN 9788491101734. 2018.
- Ahlbom A, Alfredsson L, Alfven T. Fundamentos de epidemiología. 9th ed. Siglo XXI de España Eds. Madrid, 2007.
- Argimón JM, Jiménez J. Métodos de investigación clínica y epidemiológica. 5th Ed. Ediciones Harcourt. Madrid, 2019.
- Warren S. Browner MD, Thomas B. Newman MD, Steven R. Cummings MD, Deborah G. Grady MD, MPH. Diseño de investigaciones clínicas. 5th Edition. 2023. Wolters Kluwer.
- Norell S. Diseños de estudios epidemiológicos. Siglo XXI de España Eds. Madrid, 1998.
- Rothman KJ. Epidemiology: An introduction. Third Edition. Oxford University Press, 2024.
- Gordis L. Epidemiología. Elsevier. 2019. 6th edition.

General competencies
• Acquire the necessary knowledge to carry out a critical analysis of scientific literature and interpret evidence synthesis documents.
• Learn to identify quality systematic reviews and prioritize the topics to which a systematic review should be applied.
• Know the steps of the systematic review process: selection of articles applying quality criteria and quantitative analysis of the information obtained.

Basic competencies
• Understand the concept of systematic review and meta-analysis and their application in the field of health sciences.

Specific competencies
• Be able to apply different quality criteria to assess the risks of bias in scientific publications.
• Design search strategies to carry out a systematic review.
• Be able to calculate and interpret the results of meta-analyses. Design, analysis, and interpretation of clinical practice guidelines and health technology assessment reports.
• Properly assess the relevance of scientific information synthesis documents for decision-making.

Skills
• The acquisition of these competencies will allow students to develop skills in their professional performance, which will be especially useful in developing a research aspect, as well as in clinical practice.

Expository Classes: Face-to-face lectures in which the teacher will explain the theoretical and practical contents outlined in the subject's program, using audiovisual and computer-based resources. The classes will primarily consist of master lectures, complemented with other teaching methodologies (case studies, problem-based learning, collaborative learning, gamification, etc.). In addition to the recommended bibliography, complementary readings or audiovisual material may be provided to the students through the Virtual Campus.

Interactive Classes - Seminars: The seminars will be non-face-to-face theoretical-practical classes, taught synchronously, in which the various topics covered in the expository classes will be explored in greater depth, and practical applications of the explained theory will be resolved. Exercises may be made available on the Virtual Campus, which students must complete at home. The seminar activities may include solving or discussing problems or exercises, working on practical cases, or conducting debates, among other formats. Student work may be carried out individually or in groups.

Interactive Classes - Laboratories: The laboratory sessions will consist of non-synchronous virtual classes in which practical applications of the presented theory will be developed in small groups. Activities may include solving practical cases, problems, and/or simulations. Students may work individually or in groups. The sessions will be organized using various tools available on the Virtual Campus through the Moodle platform (lessons, discussion forums, assignments, etc.).

Tutorials: Tutorials are intended to clarify doubts, provide information, and guide students, as well as to monitor their progress in acquiring competencies. Tutorials may be conducted face-to-face or virtually, and questions may also be submitted via email.

Exam: The acquisition of the acquired knowledge may be evaluated through an exam that may include an oral test with one of the subject's teachers, short questions, topic questions, or multiple-choice questions covering all the topics addressed in the explanatory and interactive classes. The multiple-choice questions will have a single valid answer, with incorrect ones not counting negatively. The final exam will be graded from 0 to 10. To control the probability of guessing in the multiple-choice questions, it will be necessary to obtain 70% of the possible points in these questions to pass this test with a pass (5). The weight of this written test will be 70% of the final grade. To pass the subject, it will be necessary to pass this exam.

Continuous Evaluation: It will account for 30% of the final grade, provided that the written test is passed. The resolution of proposed exercises and practical cases, as well as participation and involvement in the expository classes, seminars, and laboratories, will be assessed. Tests may be conducted at the end of the laboratories, seminars, or face-to-face expository classes, or assigned through the virtual campus.

The student's grade will be:
Final Exam * 0.7 + Continuous Evaluation * 0.3

In the extraordinary July session, the same evaluation system used in the ordinary session will be maintained. The evaluation system will also be the same in the second opportunity, preserving the grade achieved in the continuous evaluation. This qualification obtained in the continuous evaluation is kept for only one year.

To obtain the final grade, the exam and continuous evaluation grades will be added, provided that the exam test is passed. If the exam is not passed: the final grade will be that of the exam, and the continuous evaluation will not be considered. The grade will be zero if the exam is not taken, regardless of the continuous evaluation. If there is no continuous evaluation, the final grade will be the grade obtained in the exam.

For each hour of expository teaching, a dedication of 1.5 hours is considered for bibliographic search and review of basic concepts addressed in class.
For each hour of interactive teaching, a dedication of 1 hour is considered for the completion of planned activities and the review of said activities

Active attendance to classes, both theoretical and practical, and continuous study of the subject. Consultation, expanding the topics with the recommended basic and complementary bibliography, two or three basic works. Absolute understanding of the exercises proposed in the seminars and laboratories.

Class Attendance:
The following regulations will be applied:
Instruction 5/2023 of the General Secretariat dated 17-09-2023 establishing the code of good practices for hybrid and virtual teaching at USC: https://minerva.usc.es/entities/publication/6ed7a4d5-cef0-4789-b577-5e9…
RESOLUTION of December 13, 2022, ordering the publication of the Regulation of official bachelor's and master's degrees and the procedure for ensuring their quality. DOG No. 242 of December 22, 2022

Exemption from Class Attendance:
Students, according to article 33 g) of the University Statutes, "have the right to attention and design of academic activities that facilitate the reconciliation of studies with personal, family, and work life." Similarly, article 130.2 also establishes that "they have the duty of attendance and participation in those training activities that are established as mandatory in the teaching schedule."

Students with Specific Needs
In addressing the needs of students requiring specific educational support, the provisions of the Protocol for Attention to Persons with Disabilities (Integration Area of the Participation and University Integration Service of USC) will be followed. The necessary methodological and/or curricular adaptations will be made to meet the educational needs of these students.

Gender Perspective
In line with gender equality principles in the university setting, the use of non-sexist language is recommended both in daily classroom activities and in assigned academic work. We recommend consulting the USC (2018) Guide for the Use of Inclusive Language.
https://www.usc.gal/es/servicios/igualdad/guia-lenguaje-sexista-usc

The gender perspective will be introduced transversally in the subjects covered by the Gender Commission of the Faculty of Nursing.

Data Protection
Privacy and data protection policy: https://www.usc.gal/gl/politica-privacidade-proteccion-datos
Data protection protocol at USC: http://hdl.handle.net/10347/23947

Academic Communication/Submission of Work
Students must necessarily use the USC email (@rai.usc.es) in their email communication with the teaching staff.
The work carried out by the students must be submitted through the virtual classroom.
The teaching-learning process (classes/tutorials) is a private process, understood as a process of communication and exchange between the teacher and the students enrolled in the subject.

Institutional Technological Tools
Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the Faculty and authorized as institutional tools by the University.

Fraudulent Completion of Exercises/Activities
In cases of fraudulent completion of exercises or tests, what is established in the RESOLUTION of June 15, 2011, "Regulations for the evaluation of students' academic performance and review of grades" will be applied. DOG No. 140 of July 21, 2011

Use of Electronic Devices
According to article 9.2.a of the USC Student Statute and article 36 of the Organic Law of the University System, in expository and interactive classes, the use of electronic devices (mobile phones, tablets, computers, etc.) is not authorized unless expressly authorized by the teachers. Students are responsible for the legal and academic consequences that may arise from improper use of them.

Teaching-Learning Process
Keep in mind that the teaching-learning process (classes/tutorials) is of a private nature. In this sense, it is understood that it is an act of communication and exchange between the teacher and the students enrolled in the subject.

Environmental Responsibility
• Avoid plastic covers or other unnecessary external wrappings.
• Whenever possible, use staples instead of binding.
• Print double-sided in "ink-saving" quality.
• Do not use blank sheets as chapter or part separators.
• Avoid annexes that do not have a direct reference to the topics developed.