Learning and practicing more value-reflective, problem-setting health technology assessment: experiences and lessons from the VALIDATE project.
Objectives: To conduct a formative evaluation of applying the VALIDATE approach in practice by (i) assessing how students appreciated the e-learning course, (ii) exploring how, for what purposes and with what outcomes the acquired VALIDATE competences subsequently were used in internships in differe...
| Publicado en: | International Journal of Technology Assessment in Health Care Vol. 38; no. 1; pp. 1 - 8 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Cambridge University Press
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=159535845&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 159535845 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664623 FZY jtl: International Journal of Technology Assessment in Health Care issn: 02664623 maglogo: N pubinfo: dt: 2022 vid: 38 iid: 1 pid: 15979 pub: Cambridge University Press artinfo: ui: 159535845 159535845 NLM35726526 159535845 10.1017/S0266462322000204 NLM35726526 159535845 ppf: 1 ppct: 7 formats: tig: atl: Learning and practicing more value-reflective, problem-setting health technology assessment: experiences and lessons from the VALIDATE project. aug: au: Grin, John Bloemen, Bart Gutierrez-Ibarluzea, Iñaki Hofmann, Bjørn Oortwijn, Wija Refolo, Pietro Sacchini, Dario Sampietro-Colom, Laura Sandman, Lars van der Wilt, Gert Jan affil: Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, The Netherlands sug: subj: Technology Quality Assessment Methods Knowledge Study Design Human ab: Objectives: To conduct a formative evaluation of applying the VALIDATE approach in practice by (i) assessing how students appreciated the e-learning course, (ii) exploring how, for what purposes and with what outcomes the acquired VALIDATE competences subsequently were used in internships in different institutional contexts, and how this was shaped by these contexts, and (iii) what this shows on real-world use of VALIDATE.Methods: Comparative discussion of experiences of applying the VALIDATE approach via a semistructured survey and oral feedback from e-course students; final reports on internships in health technology assessment (HTA) practice, followed by semistructured interviews with interns and supervisors to complement and interpret results.Results: All students considered the VALIDATE approach an enlightening and important addition to current HTA knowledge, especially regarding understanding the relation between empirical analysis and normative inquiry, identifying policy relevant questions and using the method of reconstructing interpretive frames for scoping. The latter appeared intellectually challenging and requiring some prior HTA knowledge. The use the VALIDATE approach in practice shows that interns productively redefined the HTA problem, based on appreciation of different stakeholders' definition of the issue; they experienced constraints from retrieving all relevant perspectives from existing literature as well as from institutional rules and routines.Conclusions: Some challenges in applying the VALIDATE approach deserve attention for its future use: currently used research approaches often assume a problem as "given"; and the data needed on different perspectives is often not reported in scientific literature. Finally, data gathering on and evaluation of value dimensions was experienced as challenging. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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