Browsing by Author "Kinengyere, Alison Annet"

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    Librarians’ involvement in evidence-based medical practice and health policy-making: the collaboration between Albert Cook Library and the Africa Centre for Systematic Reviews and Knowledge Translation
    (IFLA Library, 2015-06-28) Kinengyere, Alison Annet; Ssenono, Richard; Obuku, Ekwaro
    In 2013, Makerere University College of Health Sciences (MakCHS) received funding support from the International Development Research Centre, Canada, to establish an Africa Centre for Systematic Reviews and Knowledge Translation. The aim of the Centre is to build capacity for knowledge translation for health policy in Uganda and East Africa. The Centre is steadily transforming Uganda and the East African region into an environment that is driven by evidence informed health policy and action, and one that is self-reliant in capacity for evidence synthesis and knowledge translation. The Centre team comprises clinical epidemiologists, public health physicians, health policy analysts, health systems researchers and library and information scientists. The paper examines the instructional and research roles of health sciences librarians at the Centre, in informing evidence-based medical practice and health policy-making. The paper was informed by data from the Centre activities: courses conducted in knowledge translation (such as a course on systematic reviews and meta-analyses of health systems research), systematic reviews and evidence-informed policy briefs (completed and in-publication), and reports, focusing on the librarians’ activities. The findings show that the health librarian's role as an expert searcher and evidence locator in a systematic review process is steadily embracing further roles of formulator of research questions using PICO, developer of exclusion/inclusion criteria, quality literature filterer, critical appraiser, systematic reviews author as well as educator. Library and information scientists are playing vital instruction and research roles in learning, teaching, research, as well as informing evidence based medicine and health policy.
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    Prevalence of, and Factors Associated with, Alcohol Use Disorder among Young Adults (Aged 15–24 Years) Living with HIV/AIDS in Low-Income and Middle-Income Countries: Protocol for a Systematic Review
    (BMJ open, 2023) Odokonyero, Raymond Felix; Ocan, Moses; Kinengyere, Alison Annet; Nakasujja, Noeline; Muhwezi, Wilson W; Camlin, Carol S.; Hahn, J.A.
    Alcohol use is a global driver of HIV infection and disease progression, mediated through risky behaviour and poor antiretroviral adherence. Most studies about the burden of alcohol use among people living with HIV (PLWH)/AIDS have been done in adult populations, but less is known about young people with HIV, especially in low-income and middle-income countries (LMICs), despite the high level of alcohol use in these settings. The aim of this review is to collate evidence on the prevalence of, and factors associated with, alcohol use disorder (AUD) among young adults (aged 15–24 years) living with HIV/AIDS in LMICs.
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    The current educational interventions for teaching and learning evidence-based practice knowledge, skills, attitudes, and behaviours: a systematic review among undergraduate healthcare students in developing countries
    (Cogent Education, 2025) Nalweyiso, Dorothy Irene; Mbabazi, Johnson; Josette, Bettany Saltikov; Kabanda, Joseph; Jeff, Breckon; Nnyanzi, Lawrence Achilles; Kawooya, Michael Grace; Mubuuke, Aloysius Gonzaga; Kinengyere, Alison Annet; Katherine, Sanderson
    This study aims to evaluate the current educational interventions designed to teach evidence-based practice (EBP) knowledge, skills, attitudes, and behaviours among undergraduate healthcare students in developing countries. A systematic review of quantitative primary research studies was conducted. From an initial set of 942 studies, 848 were screened based on their titles and abstracts, and 11 full-text articles were assessed. After applying exclusion criteria, eight studies were included in the review. These studies were identified through a comprehensive search of electronic databases, including CINAHL, MEDLINE, EMBASE, PUBMED, and ERIC. Two independent reviewers screened, appraised, and extracted data, utilizing the McMaster appraisal tools to assess methodological quality. A best-evidence synthesis approach was applied to summarize the findings in accordance with PRISMA guidelines. The review identified eight studies, 87.5% of which were conducted in Asian countries. The majority (62.5%) of these studies employed survey designs, and 75% incorporated blended teaching methods to deliver EBP content. A notable finding was the absence of EBP-focused interventions for healthcare students in sub-Saharan Africa. There is a significant gap in research regarding educational interventions for teaching EBP to undergraduate healthcare students in developing countries. The findings suggest a need for more targeted research and interventions, particularly in regions like sub-Saharan Africa.