Teaching Knowledge Synthesis Methodologies in a Higher Education Setting: A Scoping Review of Face-to-Face Instructional Programs

Abstract Background – Knowledge synthesis (KS) reviews are increasingly being conducted and published. Librarians frequently taking a role in training colleagues, faculty, graduate students, others on aspects of knowledge syntheses methods. Objective In order to inform the design workshop series, authors undertook scoping review identify what how methods taught higher education settings, particularly challenging concepts or KS Methods The following databases were searched: MEDLINE, EMBASE & APA PsycInfo (via Ovid); LISA ProQuest); ERIC, Education Research Complete, Business Source Academic Search CINAHL, Library Information Science Source, SocIndex EBSCO); Web core collection. Comprehensive searches each database May 31, 2019 updated September 13, 2020. Relevant conferences journals hand searched, forward backward searching included articles was also done. Study selection by two independent first title/abstract then using full-text articles. Data extraction completed one individual verified independently second individual. Discrepancies study data resolved third Results identified 2,597 unique records, which 48 evaluated for inclusion, leading 17 12 reported credit courses 5 focused stand-alone workshops series. courses/workshops from variety disciplines, at institutions located North America, Europe, New Zealand, Africa. They most often followed librarians, sometimes involved teaching assistants. Conclusions instructional content varied across workshops, as did level detail Hands-on activities active learning strategies heavily encouraged authors. More research effectiveness specific is needed determine optimal ways teach