As evident from the above, the growth of rapid reviews has led to an increase in methodological discussion and development of guidance around their conduct in health (e.g. Garritty et al. 2020, 2021) and education (e.g. Polanin, Maynard, and Dell 2017). Such discussion and guidance can be seen to highlight the importance of reviewing as a practice and raises important questions about the methodological decisions that are made by reviewers as part of the review process. This paper reflects on our experiences of conducting a rapid review in the field of education. We applied review guidance from the health sector to a topic in education: specifically, we used the Cochrane rapid reviews interim guidance from the Cochrane rapid reviews methods group (Garritty et al. 2020) to guide our review procedure
As evident from the above, the growth of rapid reviews has led to an increase in methodological discussion and development of guidance around their conduct in health (e.g. Garritty et al. 2020, 2021) and education (e.g. Polanin, Maynard, and Dell 2017). Such discussion and guidance can be seen to highlight the importance of reviewing as a practice and raises important questions about the methodological decisions that are made by reviewers as part of the review process. This paper reflects on our experiences of conducting a rapid review in the field of education. We applied review guidance from the health sector to a topic in education: specifically, we used the Cochrane rapid reviews interim guidance from the Cochrane rapid reviews methods group (Garritty et al. 2020) to guide our review procedure
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