RT Journal Article
SR Electronic
A1 Kantor, Jiří
A1 Sedláčková, Dagmar
A1 Marečková, Jana
A1 Svobodová, Zuzana
A1 Veselá, Kate-řina
A1 Smrčková, Alžběta
A1 Klugarová, Jitka
A1 Klugar, Miloslav
T1 SYSTEMATIC REVIEWS IN EDUCATION: TYPOLOGY, STANDARDIZED METHODOLOGY AND A PROCESS EXAMPLE OF CONDUCTING THEM
JF EduPort
YR 2023
VO 7
IS 2
SP 1
OP 18
DO 10.21062/edp.2023.005
UL https://eduport.pf.ujep.cz/artkey/edp-202302-0001.php
AB Systematic reviews are a fundamental design for evidence synthesis. Their essential features are systema-ticity, transparency and replicability. They are one of the main pillars of evidence-based education and can facilitate the use of scientific evidence in making recommendations for the education system and in deci-sion-making by practitioners. In Czech educational research, systemic reviews have not been produced so far and researchers and practitioners lack a deeper orientation on this issue. However, this unfavourable situation does not apply only to the Czech environment. A large part of foreign studies with the title of systematic review, which are published even in the best indexed pedagogical journals, are in fact rather literature reviews and contain many serious methodological problems.  Therefore, the pedagogical commu-nity needs to be educated on these issues. The aim of this paper is to introduce the importance of systemat-ic reviews in educational research, the reasons for their emergence in the context of evidence-based medi-cine, the typology of systematic reviews, explain the difference between systematic and literature/narrative reviews, and describe the different stages of systematic review development. These phases, which we doc-ument with numerous examples, include developing a prospective study protocol, searching databases and other sources (including sources of grey literature), assessing the relevance of studies, assessing the risk of bias of included studies (also called critical appraisal), synthesising data, and assessing the certainty of the evidence for the main outcomes of the systematic review. In this paper, we focus primarily on the issue of systematic reviews of effectiveness. We pay particular attention to the individual steps for data synthesis, which in the case of systematic reviews of effectiveness includes not only meta-analysis of data from in-cluded studies, but also analysis of sensitivity, subgroup analysis and assessment of the degree of hetero-geneity between studies. This is based on methodologies developed and standardised within the interna-tional organisation JBI.