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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
PubMed
Summary
This summary is machine-generated.

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.

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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.