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Preliminary competencies for comparative effectiveness research
Jodi B Segal1, Wishwa Kapoor, Timothy Carey
1Department of Medicine, Johns Hopkins University, Baltimore, Maryland, USA. jsegal@jhmi.edu
Clinical and Translational Science
|December 21, 2012
Summary
This study outlines essential skills for comparative effectiveness research (CER) professionals and end-users. It defines core competencies in question formulation, study design, execution, analysis, and dissemination to improve patient-centered outcomes research.
Area of Science:
- Health Services Research
- Translational Science
- Comparative Effectiveness Research (CER)
Background:
- The Clinical and Translational Science Award (CTSA) Workgroup identified a need to define competencies for Comparative Effectiveness Research (CER).
- Recognizing distinct roles for CER practitioners and end-users is crucial for effective health improvement.
- Existing frameworks lacked specific competencies for the diverse CER workforce.
Purpose of the Study:
- To delineate essential competencies for individuals conducting and utilizing Comparative Effectiveness Research (CER).
- To establish a foundational set of skills applicable to the entire CER workforce, including end-users.
- To inform the development of tailored educational curricula for CER professionals and stakeholders.
Main Methods:
- Engaged CTSA representatives and collaborators to describe the CER workforce.
- Generated a preliminary set of competencies through expert input.
- Solicited feedback from CER representatives across the CTSA consortium.
- Distinguished between applied competencies (for conduct) and foundational competencies (for all users).
Main Results:
- Identified five key competency categories relevant to both CER practitioners and end-users:
- 1. Asking relevant research questions.
- 2. Recognizing or designing ideal CER studies.
- 3. Executing or using CER studies.
- 4. Using appropriate statistical analyses for CER.
- 5. Communicating and disseminating CER study results to improve health.
Conclusions:
- Preliminary, generic competencies were identified for the CER workforce.
- These competencies provide a framework for tailoring educational programs to diverse learners.
- Standardizing CER competencies can enhance the effective use of research findings to improve health outcomes.
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