Community-led educational interventions to reduce non-prescription antibiotic sales in retail pharmacies: a systematic review.
Skills / interests: Data analysis and organisation, Data extraction
Methodological skills / interests: Artificial intelligence, Comparing multiple interventions (network meta-analysis and overviews), Individual participant data meta-analysis, GRADEing
The detailed description of the task are as follows:
Phase 1: The Protocol (Months 1–6)
Before we look at a single trial's results, we must publish our "rules of engagement." This prevents us from changing our mind later to make the data look better.
-
Defining PICO: We must specify exactly who counts (e.g., only adults? only children?), what the intervention is (e.g., specifically a 10-minute blood test), and what success looks like (e.g., total prescriptions written vs. actual clinical recovery).
-
Search Strategy: We will work with a Cochrane Information Specialist to write a "Search String"—a massive, complex list of keywords used to scan databases like PubMed, Embase, and CENTRAL.
-
Peer Review: The Protocol itself will be peer-reviewed and published.
Phase 2: The Search & Screen (Months 6–9)
Once the protocol is live, you hit "Go" on the search.
-
The "Haystack": Our search might return 8,000 to 12,000 abstracts.
-
Sifting: Two authors must independently read every single title and abstract to decide if it fits your PICO. If anyone disagree, a third author breaks the tie.
-
Full-Text Review: We’ll likely whittle those thousands down to 50–100 papers that you must read in full to ensure they meet your strict quality criteria.
Phase 3: Data Extraction & "Risk of Bias" (Months 9–15)
This is the most labor-intensive part of the task.
-
Extraction: We will create a massive spreadsheet (or use RevMan) to pull data from every study: How many patients? What dose? How many got antibiotics? What were the side effects?
-
Risk of Bias (RoB 2): We must judge the quality of every study. Did the doctors know which patient got the test? Was the randomization truly random? If a study is "low quality," its data will carry less weight in your final result.
Phase 4: The Meta-Analysis (Months 15–18)
This is where the math happens.
-
Pooling Data: We have to use a statistical method to combine the results of all the small studies into one giant "Forest Plot."
-
Heterogeneity: we have to calculate I^2 to see if the studies are too different to be compared. If I^2 > 75%, you have a problem—the studies are telling very different stories.
-
GRADE Assessment: To provide a "Certainty of Evidence" (High, Moderate, Low, or Very Low) to each outcome.
Phase 5: Writing & Final Peer Review (Months 18–24)
-
Plain Language Summary (PLS): We will write a version of our findings that a regular patient or a journalist can understand.
-
The "Editorial Gauntlet": The Cochrane Group will tear the draft apart, checking every calculation and every citation. It may take 2 or 3 rounds of heavy revisions.
The Workload Reality
-
Team Size: Usually 8 to 10 people.
-
Software: RevMan Web, COVIDENCE, GRADE pro
-
Evidence-Based Medicine: We will not just say that "antibiotic misuse is bad." We will find out the process "How to reduces antibiotic initiation by 22% (95% CI 18% to 26%) with high-certainty evidence.”
Cochrane
I would be eager to know the status of my inclusion in the team
I would be very delighted to work on this review and be a part of the team.
Hi, I'm an MD expert in epidemiological and statistical methods. Would you be interested in collaborating? enricoaltiero.giusto@edu.unife.it
Hello, im a Podiatrist and recent medical graduate. This sounds interesting and would be eager on working on this. Contact me on farisotmani@hotmail.co.uk
sara200951@hu.edu.eg
Hello, I'm a 5th year med student. I would like to participate in this review. Here's my expirience: Teaching Assistant in Clinical Research Methodology (UNS, Argentina), contributing to the teaching of topics related to clinical research and evidence-based medicine. Guidance provided to students in formulating clinical questions (PICO), developing literature search strategies, and critically appraising scientific evidence. Familiarization of students with processes and tools used in systematic reviews, including databases (PubMed, Cochrane Library), reference managers (Mendeley, Zotero), study screening platforms (Rayyan), and international reporting guidelines (PRISMA). Development of skills in teaching, communication, and teamwork. pilarlana81@gmail.com
Hello, I work in public health research and have experience in evidence synthesis. I’m a co-author on several published systematic and scoping reviews, and my work has included study screening, data extraction, critical appraisal, narrative synthesis, manuscript writing and editing, and preparing tables and visual outputs. I’ve also helped keep review projects organized throughout different stages of the process. I’d be glad to contribute to this review team. I have some flexibility in the time I can commit each week and would be happy to discuss that based on the team’s needs. My email is artirynaca@gmail.com