Evidence synthesis is a powerful set of methodologies that enable researchers to systematically collect, evaluate, and integrate findings from multiple studies. Teaching these skills can help students critically assess existing literature, engage with research more deeply, and contribute meaningfully to their disciplines. At Utah State University, we recognize the value of incorporating evidence synthesis into the curriculum, particularly in research-intensive courses and capstone experiences.
This section of the guide provides resources, strategies, and considerations for faculty who are interested in introducing evidence synthesis into their courses. Whether you're planning a full synthesis project or exploring smaller-scale activities to build foundational skills, we’re here to support your teaching goals while ensuring they remain aligned with the learning outcomes of your class.
Before assigning an evidence synthesis project, define the learning outcomes you want students to achieve.
Examples of Outcomes:
Develop a structured, answerable research question (e.g., using PICO)
Understand the differences between types of evidence synthesis
Build advanced search strategies using multiple databases
Learn screening, data charting, and critical appraisal techniques
Synthesize evidence and identify gaps in the literature
Tip: You don’t need to cover all stages in one assignment. Choose outcomes appropriate for your students’ skill levels and course level (undergraduate vs. graduate).
A full evidence synthesis (even a scoping review) can take weeks to months. Consider how much time your course allows, and what level of depth is realistic.
| Project Type | Time Needed | Best For... |
|---|---|---|
| Full Systematic Review | 6-12 Months | Graduate Capstone or Independent Study |
| Scoping Review (full or partial) | 4-6 Months | Semester Long Graduate Course |
| Mini Assignment Systematic Literature Review | 6-8 Weeks | Grad or Advanced Undergraduate Research Course |
| Narrative Review | 2-4 Weeks | Any Course |
Breaking the process into smaller chunks allows for better understanding of the methodology and avoids information overload.
Topic and Question Development
Protocol Outline (no registration needed)
Database Searching + Search Strategy Documentation
Covidence Training
Screening Process
Extraction
Zotero
Mini assignments are ideal for building individual skills without requiring a full review.
Formulate a research question following a specific format (PICO, SPIDER, etc.)
Develop a comprehensive and reproducible search and translate it across 2 databases
Complete screening, full text review, and extraction for the first 50 articles with a partner
Compare two articles using a critical appraisal checklist (e.g., CASP)
Strategies:
Partner with your librarian early to co-design assignments and offer in-class instruction
Provide examples of protocols, search strategies, published reviews, and data extraction tables
Encourage collaboration using team-based projects
Covidence
Screening, deduplication, data extraction
USU has access via library subscription
Zotero
Free, open-source reference manager
Great for teaching citation management and deduplication
Providing high-quality examples can greatly support students working on review projects, especially when it comes to developing a search strategy, designing an extraction template, and writing a synthesis.
It’s important to recognize that poor-quality evidence syntheses are frequently published across various fields. For this reason, any examples shared with students should be carefully vetted to ensure they represent best practices. Ideally, published examples should include a comprehensive and transparent search strategy (with the full search string provided in the publication), a clear outline of which databases were searched, well-defined inclusion and exclusion criteria, and detailed information about the data extraction template, whenever available.
Strategies for locating examples:
Teaching evidence synthesis is not always feasible, or pedagogically appropriate, for every course.
These methods can be time and resource intensive, requiring a level of research design and subject knowledge that may go beyond the scope of many undergraduate or early graduate classes. Instructors should consider factors such as availability of expertise, course level, timeline, and students’ prior research experience before deciding whether to integrate evidence synthesis components into their teaching.
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