User login
Background
Cost-effectiveness (CE) evaluations, for existing and anticipated programs, are common in healthcare, but are rarely used in health professions education (HPE). A systematic review of HPE literature found not only few examples of CE evaluations, but also unclear and inconsistent methodology.1 One proposed reason HPE has been slow to adopt CE evaluations is uncertainty over terminology and how to adapt this methodology to HPE.2 CE evaluations present further challenges for HPE since educational outcomes are often not easily monetized. However, given the reality of constrained budgets and limited resources, CE evaluations can be a powerful tool for educators to strengthen arguments for proposed innovations, and for scholars seeking to conduct rigorous work that sustains critical review.
Innovation
This project aims to make CE evaluations more understandable to HPE educators, using a one-page infographic and glossary. This will provide a primer, operationalizing the steps involved in CE evaluations and addressing why and when CE evaluations might be considered in HPE. To improve comprehension, this is being developed collaboratively with health professions educators and an economist. This infographic will be submitted for publication, as a resource to facilitate educators’ scholarly work and conversations with fiscal administrators.
Results
The infographic includes 1) an overview of CE evaluations, 2) information about inputs required for CE evaluations, 3) guidance on interpreting results, 4) a glossary of key terminology, and 5) considerations for why educators might consider this type of analysis. A final draft will be pilot tested with a focus group to assess interdisciplinary accessibility.
Discussion
Discussions between health professions educators and an economist on this infographic uncovered concepts that were poorly understood or defined differently across disciplines, determining specific knowledge gaps and misunderstandings. For example, facilitating conversation between educators and economists highlighted key terms that were a source of misunderstanding. These were then added to the glossary, creating a shared vocabulary. This also helped clarify the steps and information necessary for conducting CE evaluations in HPE, particularly the issue of perspective choice for the analysis (educator, patient, learner, etc.). Overall, this collaboration aimed at making CE evaluations more approachable and understandable for HPE professionals through this infographic.
- Foo J, Cook DA, Walsh K, et al. Cost evaluations in health professions education: a systematic review of methods and reporting quality. Med Educ. 2019;53(12):1196-1208. doi:10.1111/medu.13936
- Maloney S, Reeves S, Rivers G, Ilic D, Foo J, Walsh K. The Prato Statement on cost and value in professional and interprofessional education. J Interprof Care. 2017;31(1):1-4. doi:10.1080/13561820.2016.1257255
Background
Cost-effectiveness (CE) evaluations, for existing and anticipated programs, are common in healthcare, but are rarely used in health professions education (HPE). A systematic review of HPE literature found not only few examples of CE evaluations, but also unclear and inconsistent methodology.1 One proposed reason HPE has been slow to adopt CE evaluations is uncertainty over terminology and how to adapt this methodology to HPE.2 CE evaluations present further challenges for HPE since educational outcomes are often not easily monetized. However, given the reality of constrained budgets and limited resources, CE evaluations can be a powerful tool for educators to strengthen arguments for proposed innovations, and for scholars seeking to conduct rigorous work that sustains critical review.
Innovation
This project aims to make CE evaluations more understandable to HPE educators, using a one-page infographic and glossary. This will provide a primer, operationalizing the steps involved in CE evaluations and addressing why and when CE evaluations might be considered in HPE. To improve comprehension, this is being developed collaboratively with health professions educators and an economist. This infographic will be submitted for publication, as a resource to facilitate educators’ scholarly work and conversations with fiscal administrators.
Results
The infographic includes 1) an overview of CE evaluations, 2) information about inputs required for CE evaluations, 3) guidance on interpreting results, 4) a glossary of key terminology, and 5) considerations for why educators might consider this type of analysis. A final draft will be pilot tested with a focus group to assess interdisciplinary accessibility.
Discussion
Discussions between health professions educators and an economist on this infographic uncovered concepts that were poorly understood or defined differently across disciplines, determining specific knowledge gaps and misunderstandings. For example, facilitating conversation between educators and economists highlighted key terms that were a source of misunderstanding. These were then added to the glossary, creating a shared vocabulary. This also helped clarify the steps and information necessary for conducting CE evaluations in HPE, particularly the issue of perspective choice for the analysis (educator, patient, learner, etc.). Overall, this collaboration aimed at making CE evaluations more approachable and understandable for HPE professionals through this infographic.
Background
Cost-effectiveness (CE) evaluations, for existing and anticipated programs, are common in healthcare, but are rarely used in health professions education (HPE). A systematic review of HPE literature found not only few examples of CE evaluations, but also unclear and inconsistent methodology.1 One proposed reason HPE has been slow to adopt CE evaluations is uncertainty over terminology and how to adapt this methodology to HPE.2 CE evaluations present further challenges for HPE since educational outcomes are often not easily monetized. However, given the reality of constrained budgets and limited resources, CE evaluations can be a powerful tool for educators to strengthen arguments for proposed innovations, and for scholars seeking to conduct rigorous work that sustains critical review.
Innovation
This project aims to make CE evaluations more understandable to HPE educators, using a one-page infographic and glossary. This will provide a primer, operationalizing the steps involved in CE evaluations and addressing why and when CE evaluations might be considered in HPE. To improve comprehension, this is being developed collaboratively with health professions educators and an economist. This infographic will be submitted for publication, as a resource to facilitate educators’ scholarly work and conversations with fiscal administrators.
Results
The infographic includes 1) an overview of CE evaluations, 2) information about inputs required for CE evaluations, 3) guidance on interpreting results, 4) a glossary of key terminology, and 5) considerations for why educators might consider this type of analysis. A final draft will be pilot tested with a focus group to assess interdisciplinary accessibility.
Discussion
Discussions between health professions educators and an economist on this infographic uncovered concepts that were poorly understood or defined differently across disciplines, determining specific knowledge gaps and misunderstandings. For example, facilitating conversation between educators and economists highlighted key terms that were a source of misunderstanding. These were then added to the glossary, creating a shared vocabulary. This also helped clarify the steps and information necessary for conducting CE evaluations in HPE, particularly the issue of perspective choice for the analysis (educator, patient, learner, etc.). Overall, this collaboration aimed at making CE evaluations more approachable and understandable for HPE professionals through this infographic.
- Foo J, Cook DA, Walsh K, et al. Cost evaluations in health professions education: a systematic review of methods and reporting quality. Med Educ. 2019;53(12):1196-1208. doi:10.1111/medu.13936
- Maloney S, Reeves S, Rivers G, Ilic D, Foo J, Walsh K. The Prato Statement on cost and value in professional and interprofessional education. J Interprof Care. 2017;31(1):1-4. doi:10.1080/13561820.2016.1257255
- Foo J, Cook DA, Walsh K, et al. Cost evaluations in health professions education: a systematic review of methods and reporting quality. Med Educ. 2019;53(12):1196-1208. doi:10.1111/medu.13936
- Maloney S, Reeves S, Rivers G, Ilic D, Foo J, Walsh K. The Prato Statement on cost and value in professional and interprofessional education. J Interprof Care. 2017;31(1):1-4. doi:10.1080/13561820.2016.1257255