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Librarian Support

Can a librarian help me with my evidence synthesis project?

Librarians at MRU can support evidence synthesis projects through two main types of involvement: consultation and collaboration. Both forms of support depend on librarian capacity and interest and should be discussed early in the project.

Support level: Consultation

  • Overview of review types and steps
  • Advice on database selection
  • Support with identifying search terms
  • Training in citation management tools
  • Guidance for documenting search strategies
  • Referrals to relevant methods resources
  • Options for further training (online courses etc)

 

Support for research assistants, generaly falls in the consultation level of support, such as guidance on database searching, citation management, and documenting search strategies.

Support level: Collaboration

  • Develop a review protocol
  • Design and translate search strategies
  • Search grey literature
  • Manage records (importing, deduplication)
  • Provide PRISMA flowchart and search documentation
  • Author relevant sections of the manuscript (e.g., methods)

This level usually meets standard authorship criteria (eg ICMJE) and must be agreed upon in advance.

Collaboration is never assumed, and is at the librarian’s discretion. Inquiries are welcome, but capacity and interest may not allow for deeper involvement.

If you’d like to explore these levels of support further or decide which level is right for your project, please contact your Subject Librarian and request a meeting. We’ll help you determine where your team stands and what kind of support makes the most sense.

Connect with us early for best results

We recommend contacting your Subject Librarian early in the project timeline to inform your planning, discuss your needs and ensure we can schedule training accordingly. Good planning can save immense amounts of time when completing an evidence synthesis.

Connect with your Subject Librarian

Librarians can consult with researchers to strengthen evidence synthesis projects through expertise in search, review methods, and research support.

Can the Library help my students learn about evidence synthesis?

Full systematic reviews are not usually feasible within one semester.

They are major research projects that typically require a multi-professional team and more than a year to complete.

Feasible options for students

Students can still develop foundational evidence synthesis skills through smaller, structured assignments.

In course contexts, consider activities that introduce core ideas without requiring a full review. Examples include:

  • Narrative reviews
  • Rapid reviews
  • Protocol development

These formats allow students to learn about evidence synthesis processes in manageable ways. See examples from Price and ISU Libraries.

Clarify student roles

It is helpful to specify which parts of the process students will be responsible for.

Examples include:

  • Search strategy development
  • Database or grey literature searching
  • Documentation and record management
  • Article screening or appraisal

Library support for class projects

Librarians can meet with classes to introduce the evidence synthesis process.

Sessions generally occur once students understand their assigned role and may cover:

  • How systematic searching differs from general searching
  • Developing and refining a search strategy
  • Choosing databases and identifying search terms
  • Using keywords, subject headings, and controlled vocabulary
  • Search logic and advanced search features (MRU-accessible databases only)
  • Documenting and exporting search results

Connect with your Subject Librarian to discuss how the Library can support your students’ learning.

How can evidence synthesis fit in my course?

Evidence synthesis concepts can be introduced through short, structured learning activities that fit within a regular course.

Evidence synthesis projects are time- and labour-intensive, but their core concepts can be introduced through shorter, structured learning activities.

Possible approaches

A practical starting point is asking students to complete annotated bibliographies or short literature reviews. These assignments help students summarize individual sources, compare findings, and begin developing the synthesis skills that underpin more advanced evidence synthesis work.

  • Assign small exercises that let students practice specific steps (e.g., formulating a question, developing keywords, or testing databases)
  • Use narrative reviews, rapid reviews, or protocol development as semester-length projects

How librarians can contribute

  • Collaborate with you to identify review types that align with your course level
  • Offer focused sessions on search strategy development, database use, and documentation

The aim is to support your course outcomes by contributing methodological perspective that complements your discipline.

How can the Library support research assistants in evidence synthesis?

RAs can receive targeted support on defined parts of the evidence synthesis process.

Librarians can assist research assistants (RAs) who are contributing to faculty-led evidence synthesis projects.

The Library does not prepare students to complete full reviews independently or replace the role of an information specialist. Instead, librarians can meet with RAs to focus on specific parts of the process once their responsibilities are defined.

Contact your Subject Librarian early to discuss your project and arrange appropriate support.

When meeting with an RA, we ask that faculty:

  • Clarify the research question and context
  • Identify key concepts and initial keywords
  • Confirm expectations and project scope

This helps ensure the session aligns with project goals and gives the RA a clear foundation for their work.

💬 Connect with your subject librarian for tailored advice and support.

Are you ready to meet with your Librarian?

To make your consultation meaningful and productive, please review the following questions and be prepared to discuss them when meeting with a Librarian:

  • What is your review question?
  • What type of review are you planning to do?
  • How much time do you have for this review?
  • Have you done some exploratory searching to refine your question? Do you have a few “seed articles” that represent the type of research you hope to find and synthesize?
  • Are you planning your review as a standalone, publishable project, or as background for a larger study?
  • Do you have a draft protocol? Productive consultations typically require a protocol outlining your review question, inclusion and exclusion criteria, search terms, and plans for appraisal and synthesis.
  • What specific parts of the evidence synthesis would you like help with (e.g., database search strategies, reference management, documentation)?

Interested in a consultation?

💬 Connect with your subject librarian for tailored advice and support.

Introductory video - we highly recommended watching ahead of meeting with your Librarian if you haven't done a review before

The Steps of a Systematic Review from Evidence Synthesis Academy on Vimeo.

Common Types of Evidence Syntheses

Evidence synthesis is an umbrella term for structured, transparent approaches to bringing research evidence together in order to answer complex questions. Methods such as systematic, scoping, and rapid reviews can provide strong foundations for teaching, research, and knowledge mobilization 

Librarians can support these projects through consultation and in some cases collaboration, through their expertise in search design, documentation, and review methodology, complementing faculty subject matter expertise.

Common types of evidence syntheses

Systematic 

Scoping 

Rapid 

Narrative
Answers a focused research question by searching widely, applying strict criteria, and analyzing results to provide reliable evidence. (Cochrane) Maps the breadth of research on a topic to show key concepts, evidence types, and gaps. (Colquhoun) Uses streamlined methods to deliver evidence quickly for timely decisions. (Tricco) Summarizes and interprets existing research to provide background or context. Less structured and often completed by one author.

When to use
When you need a rigorous, comprehensive synthesis to inform practice or policy. When exploring a broad field, clarifying concepts, or identifying gaps in knowledge. When a full systematic review isn’t feasible due to time or resource constraints. When building foundational understanding or theoretical framing for a project.

Time needed
1–3 years 9–18 months 2–6 months Weeks to months (solo feasible)

Considerations
At least three authors recommended to minimise bias and manage workload; requires careful planning and advanced methods; not usually feasible for one semester or an individual researcher. Provides a broad overview and highlights gaps; generally emphasizes mapping rather than critical appraisal of individual study quality. Balances timeliness with rigor by simplifying or shortening steps; note where methods are adapted so results are interpreted appropriately. Flexible and faster to complete; can include some structured searching and citation tracking; details on method can be shared if appropriate.

For reporting guidelines, frameworks, and further considerations (and the source of this adaptation), see: What’s in a Name? Knowledge Synthesis Methodologies Comparison Chart, Library Services, Unity Health Toronto. Licensed under CC BY-NC-SA 4.0.

PredicTER is a tool for estimating how long a review will take to complete. The tool calculates the time requirements for various tasks involved in reviewing evidence, from planning and coordination to quantitative synthesis and reporting.

References & Resources

Advanced Research Skills: Conducting Literature & Systematic Reviews — Open textbook covering literature and systematic review methods.