- Open Access
Transdisciplinary working to shape systematic reviews and interpret the findings: commentary
© The Author(s) 2017
- Received: 1 April 2017
- Accepted: 10 October 2017
- Published: 17 November 2017
Important policy questions tend to span a range of academic disciplines, and the relevant research is often carried out in a variety of social, economic and geographic contexts. In efforts to synthesise research to help inform decisions arising from the policy questions, systematic reviews need conceptual frameworks and ways of thinking that combine knowledge drawn from different academic traditions and contexts; in other words, transdisciplinary research. This paper considers how transdisciplinary working can be achieved with: conceptual frameworks that span traditional academic boundaries; methods for shaping review questions and conceptual frameworks; and methods for interpreting the relevance of findings to different contexts. It also discusses the practical challenges and ultimate benefits of transdisciplinary working for systematic reviews.
Definitions of key terms that describe the process and products of systematically reviewing policy-relevant research
Systematic reviews of research inspect research reports using explicit, accountable and rigorous research methods 
Research synthesis aims to integrate the findings of different studies to answer the review question leading to knowledge that is greater than the sum of the individual studies 
Policy relevant Systematic reviews can be considered relevant to policy (and policy makers) when they present findings clearly for policy audiences to: illuminate policy problems; challenge or develop policy assumptions; or offer evidence about the impact or implementation of policy options; and take into account diversity of people and contexts 
Transdisciplinary research integrates the natural, social and health sciences in a humanities context, and in so doing transcends each of their traditional boundaries. It does so by scientists and other stakeholders working together beyond their traditional roles to transcend traditional boundaries to investigate systems in a holistic way 
Stakeholders in systematic reviews include any person, organisation or social group that may influence or be influenced by the process of preparing or using systematic reviews or by the decisions informed by their findings
The mismatch between the worlds of research and implementation: an example from health
The proposed solution of ‘directly observed therapy’ (DOT), a practice that involves healthcare practitioners observing patients taking their treatment, is not well supported by systematic review evidence regarding distinct approaches to implementation of directly observed therapy , including incentives and enablers , or reminders . Whilst these reviews, drawing on randomised controlled trials, provided some useful inputs to specific technical recommendations being made by the World Health Organization at the time, in broader policy terms they offer disappointing findings to national policy makers frustrated by the “real world” where: conflicts disrupting health systems; practitioners favouring patients they considered most deprived and therefore most deserving; and patients finding the timing of the treatment and incentive (a midday meal) inconvenient . Moreover, many of these reviews considered DOT without a comparator, and reviewed individual interventions alone, rather than typical packages of interventions, which is insufficient . This example highlights the importance and need to consider the ‘financial and logistical barriers to care; approaches that motivate patients and staff; and defaulter follow-up’ ; in programmes of care and the systematic reviews that inform them.
If systematic reviews are to address real world problems that are situated in complex systems, there is a need for systematic review designs that span academic disciplines; new ways of working to construct those designs; and methods to interpret the findings. This need is for transdisciplinary research methods—ways of working that cut across and beyond academic disciplines.
This paper offers some solutions to the challenge facing systematic reviews in environmental science, namely the need for a ‘balance… between a reductionist approach that simplifies the question but may limit both the quantity of information available and the applicability of its conclusions, and a holistic approach in which the question contains so much complexity that no studies have attempted to address it’ . In doing so it also draws on other sectors where systematic reviews were introduced to policy decision making earlier.
Here we offer three different transdisciplinary methods for producing systematic reviews: combining concepts from across and beyond academic disciplines in conceptual frameworks for systematic reviews; communication methods for working with people from across and beyond academic disciplines; and models for structuring findings to take into account contextual influences.
Conceptual frameworks to span boundaries
As systematic reviews are increasingly commissioned by policy organisations, rather than initiated by curious and reflective practitioners, the scope of individual questions addressed has broadened. For instance, a review investigating the impact of agricultural interventions on the nutritional status of children included studies from social science, agriculture, psychology, nutrition, economics and physiology . The review was structured by a theory of change conceptual framework with components that included participation in educational programmes and adoption of technology, leading to changes in diet from home produce or to enhanced household income and food purchases; and from this on to improved nutritional uptake and health status. The theory of change was used instead of a traditional systematic review (SR) ‘PI/ECO’ (population, intervention/exposure, comparison, outcomes) structure to define components of and drive the review. The approach made a large and complex review manageable and coherent, while accommodating the individual packets of evidence which were quite different in terms of question, research evidence, discipline and context.
In contrast, when policy questions seek to develop understanding rather than assess the measures of effects of an intervention, conceptual frameworks may be the output of a review, rather than used as the driver. For a review analysing qualitative studies about protected terrestrial areas, such as national parks and forests, and human well-being , the resulting conceptual framework combined dimensions of well-being (health, social capital, economic capital and environmental capital) and governance (regulation, enforcement, participatory management and empowerment) against a backdrop of human rights. The result was a conceptual framework to present a set of coherent findings from very disparate studies spanning economics, education, epidemiology, environmental science, anthropology, law, history, and public health.
Although use of conceptual models is hardly new, they may be underused. A recent mapping review of over 1000 studies examining the links between conservation activities and human health and wellbeing found very few well-articulated, detailed theories of change, despite the sometimes long and complex chains of possible interactions that were being researched .
Communication methods for shaping review questions and conceptual frameworks
Thinking and communication processes analogous to developing a question or conceptual framework for systematic reviewing 
• That sensitise the researchers to the landscape of interest—what is going on here, who is involved, how do they define the situation, what does it mean to them, are their definitions and meanings the same or different, what are they all doing (the same or differently) and why?
• Asking open ended questions to encourage talk and reflection on specific examples
• That explore recurring themes as stakeholders talk
• Adopting the stakeholders’ own language
• About processes, variation, connections (or assumptions) about key concepts, changes over time and pertinent structural influence
• Asking future oriented questions about how stakeholders would use the evidence
• About exceptions or contradictions; and
• Provoking thinking, demanding clarification and challenging assumptions
• About where to look for evidence and how to recognise it in different contexts
• summarising responses to confirm understanding, invite correction and introduce language that links with wider understandings
• Interrupting repetition or vague assertions
• Moving the conversation on; and
• Getting to the crux of the matter and articulating the main focus
However, the active listening that is at the heart of non-directive counselling brings risks. Systematic reviewers working closely with stakeholders who are bringing direct experience and strong interests risk losing their critical distance. Moreover, examining, comparing and reconciling the ideas, opinions and perspectives of different stakeholders through mutual challenge and constructive conflict  may be particularly difficult to attain when there is an imbalance in power or money, as in commissioned systematic reviews.
Models for structuring findings to take into account contextual influences
Considering the needs of multiple stakeholders is not only for the beginning of a review: there are also opportunities towards the end when interpreting emerging findings. Typically users of systematic reviews want to know how relevant the findings are to their own situation, or the populations for which they make decisions. The principle of globalising the evidence, but localising the decision  can be helped by careful description of the characteristics of the included studies, or carefully delineating the factors that might be important in contextualising the evidence, and then making sure this is systematically extracted and summarised. For example, subgroups may be distinguished by their place of residence, religion, occupation, gender, Race/ethnicity, education, socioeconomic status, and social networks and capital . This approach, with its mnemonic PROGRESS, for capturing social determinants of health, has been integrated into guidance for pre-specifying subgroup analyses in systematic reviews [28, 29]. The method is well suited to public health because it provides a framework for epidemiological analyses.
However, the PROGRESS determinants of health ignore the inner layers of individual risk factors (such as genetics, physical impairment or lifestyle factors) that feature in biology and behavioural science. They also ignore the outer layers of ecological or geological factors central to environmental science. No mention is made of intersectional theory of sociology about social identities overlapping or intersecting , perhaps because multiplying subgroup analyses reduces statistical power in epidemiology . Lastly, PROGRESS ignores any dynamics arising from: interactions between the multiple layers; the life course (age); life transitions (moving home, employment, school or leaving prison, hospital or a significant relationship); historical changes (conflicts, mass migrations (post)colonialism); or geological or climate changes (natural disasters).
Ecological models not only offer a framework to make sense of review findings but, as they provide a way to navigate the complexity of people’s life circumstances, they also provide a framework for identifying stakeholders who can help with shaping the review or interpreting the findings. An ecological framework can be immensely beneficial when researching context-sensitive topic areas such as children, gender and the broader social, cultural and natural environments.
Transdisciplinary working when conducting systematic reviews is not easy. The challenges manifest when working with contrasting paradigms, and epistemological, ontological and methodological differences. Our own experience tells us it requires time and effort to adapt to unfamiliar information resources, terminology, communication styles and research methods. Guidance is available from a systematic review which found that transdisciplinary research is enhanced by team leaders with good ideas and vision, contacts, good interpersonal skills, humility, familiarity with the disciplines and the opportunity to choose their team members and keep them all on board, and by team members with maturity, flexibility and personal commitment . Grounding the unfamiliar in social and cultural contexts recognizable to the particular review team can encourage respect for different ideologies and paradigms, and a better understanding and appreciation of disciplinary diversity. Transdisciplinary research is also helped by the physical proximity of team members, the internet and email as a supporting platform, and an institutionally conducive environment. Constructive working practices include: developing a common goal and shared vision; having clarity about, and rotation of, roles; good communication and constructive comments among team members, and importantly, a collaborative ethos of openness and sharing in learning with and from distinct disciplines.
Ideally such teams synthesise more complete evidence, more coherently, and align reviews more closely with stakeholder interests, leading to more compelling evidence. For these reasons, commissioned systematic reviews, which tend to be both complex and time-pressured, require that care be taken not only in drafting substantive content of terms of reference for the conduct of the systematic review, but also in selecting a team of reviewers well motivated to take on transdisciplinary reviews. A track record in project management, a typical requirement in requests for proposals, does little to reveal the capacity of the leader for the critical tasks of forming a team, holding it together, and resolving different points of view. Further, transdisciplinary reviews attract different stakeholders who may be driven by disparate motivations. Generally, academics tend to be comfortable ‘producing knowledge’, partly because they are rewarded by the academic structures in which they are situated for doing so. Non-academics, on the other hand, are rewarded for ‘getting things done’ and seeking practical results and impacts, which may lead to different approaches and motivations in larger and more diverse teams. Once again, the ability of a team leader to manage any resulting tension in teams with academic and non-academic members, is critical to the successful outcome of the review. Indeed, producing knowledge combined with getting things done underpin good transdisciplinary research, which is commonly assessed in terms of relevance, credibility, legitimacy and effectiveness in problem solving or social change .
Despite these challenges, transdisciplinary working, with academics and other stakeholders, has led to growing numbers of systematic reviews that address policy questions. Transdisciplinary working has also made possible the adaptation of review methods for new fields and the sharing of knowledge between experienced reviewers and novice teams who bring subject expertise to build reviewing capacity and produce learning which is empowering and reflects both the local and global.
Systematic methods for answering important questions from existing literature are well developed. These methods need to be complemented by clearer methods that emphasise the thinking and debate for developing the questions, shaping reviews and interpreting emerging findings. Such work requires crossing academic and policy boundaries, and exploring how concepts, definitions and language differ. Communication methods analogous to collective qualitative analysis or non-directive counselling look promising for refining questions and constructing conceptual frameworks collectively. Ecological models look promising for understanding the context of research findings and addressing the big questions about social change.
This paper combines six strands of thinking. PG, PH and SO analysed the limitations of practitioner focused systematic reviews within multilevel, adaptive systems. JJ and SO analysed current frameworks for equity analysis. KD, MB and SO conducted the research addressing how systematic reviewers and their stakeholder partners navigate the policy–research interface. MF and SO analysed the intellectual steps in shaping evidence gaps. LA and SO developed the multi-level ecological model that informed the early childhood development and policy-related systematic review. SO and RG applied these arguments about transdisciplinary research to environmental science. All authors read and approved the final manuscript.
We are grateful to the anonymous peer reviewers for their thoughtful comments and constructive suggestions on an earlier version of the manuscript.
The authors declare that they have no competing interests.
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This is a commentary on prior research which is cited in full.
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Ethics approval and consent to participate
This is a commentary on prior research published elsewhere. The ethics approval and consent procedures are reported alongside any prior research with human participants.
Much of the research underpinning this commentary (conducted by SO, KD and MB) was funded by the World Health Organization through the Alliance for Health Policy and Systems Research (research Grant No. 2013/323807-0; PO-No. 200770388). Authors SO, KD and MB have also drawn on their work supported by the UK Department for International Development (Grants: 6617, 7135). PG and PH are supported by UK aid from the UK Government for the benefit of developing countries (Grant: 5242). SO was (in part) supported by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) North Thames at Bart’s Health NHS Trust. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health.
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