Health Technology Assessment on the Net:
professional development by distance

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Course Units (Public Overview)

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Week 1 Unit 1 Introduction (definitions and terminology)
Week 2 Unit 2 Assessment and the Technology Life Cycle
Week 3 Unit 3 Measuring Effectiveness - Study Rigour and Validity - overview and sample full text course unit .
Weeks 4 and 5 Unit 4 Economic Evaluation
Weeks 6 and 7 Unit 5 Systematic Reviews and Other Sources of Unbiased Information
Week 8 Unit 6 Vendor Information
Weeks 9 and 10 Unit 7 HTA as a tool for evidence-based management
Weeks 11 and 12 Unit 8 Case studies (2 or 3 Weeks)
Weeks 2
through 12
Unit 9 Student project (1 to 2 Weeks, spread out over the length of the course)
Week 13 Unit 10 Final exam and student feedback

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Unit 1: Introduction (definitions and terminology)

One of the major learning objectives for this course is to teach the language of health care technology assessment. This unit introduces basic terms and concepts. Later units introduce more advanced terms and concepts, in context.

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Unit 2: Assessment and the Technology Life Cycle

Health care technologies have a life cycle. Describing and understanding the phases in this cycle assists in assessment. The timing of assessment affects the influence assessment will have on policy, yet early assessment presents methodological difficulties; it is important to understand ways of overcoming these difficulties.

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Unit 3: Measuring Effectiveness - Study Rigour and Validity

It is essential to establish the safety and efficacy of new health technologies. However, measuring effectiveness is the key to improving decision-making, whether related to a particular patient, a hospital or other institution, or a funding agency. The most rigourous evidence about effectiveness comes from well-designed randomized clinical trials with a sufficiently large sample; other kinds of studies can provide valuable information, but are vulnerable to bias. This unit explains the essentials of study rigour and validity, in order to help students conduct reliable studies or critically appraise published work.

See Unit 3 Outline and Lecture Materials for a full text sample of the content of one course unit.

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Unit 4: Economic Evaluation

Many clinicians and patients still believe that considering costs is unethical, and that economic evaluation is therefore unethical. This view does not withstand critical analysis, however. Costs, in economic evaluation, are not simply money costs but rather the lost opportunities to do something else. In health care, not considering costs means using up real resources (to benefit one or more particular patients) without regard for the resulting missed opportunities to benefit other (unspecified) patients. Choices between alternatives exist, and decisions must be made about how to allocate resources. Economic evaluation is a systematic method of assessing the costs and the outcomes of different alternatives, making all assumptions explicit, and therefore can help make policy-makers accountable for their decisions. Understanding economic evaluation studies, and knowing when and how to use them, is an important skill for anyone concerned with setting priorities in health care.

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Unit 5: Systematic Reviews and Other Sources of Unbiased Information

Using HTA information to guide clinical practice or policy in a specific situation involves collecting the available evidence and assessing its validity and applicability to that situation. It is essential to begin by collecting as much unbiased information as possible. There are many sources of unbiased information, on the Internet and elsewhere, and this unit will explain their use. Because of the huge number of individual studies now being published, it is particularly useful to locate systematic reviews that summarize and appraise the quality of the available evidence.

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Unit 6: Vendor Information

Many health care providers and agencies get most of their information on health care technologies from the manufacturers of these technologies. Patients also receive information directly from drug and device suppliers. What can be missing from vendor information? What are the risks in relying on vendor information? Learning how to critique and supplement vendor information is an essential step toward evidence-based medicine and management.

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Unit 7: Dissemination and Implementation: HTA as a tool for evidence-based medicine and evidence-based decision-making

Limited funding has become a permanent condition for health care systems, and governments and private payers continue to press all those involved in the management and provision of care to become more cost-effective. Concurrently, the volume and (to a lesser extent) the quality of the health research and HTA literature continues to grow by leaps and bounds. The movement toward evidence-based medicine, management, and decision-making is international, and affects governments, health agencies, practitioners, and researchers.

The BC Ministry of Health, like governments elsewhere, is asking agencies to assess program effects on health outcomes, encouraging hospitals and other agencies to set up committees to regulate and assess new technologies, and promoting evidence-based medical practice with guidelines and payment protocols. However, few agencies or practitioners have much experience with formal assessment of evidence or with health outcome reporting, most have no nearby source of such expertise, and only limited support is available from the Ministry for these new roles. There remains both misunderstanding and misuse of evidence-based medicine (EBM) and evidence-based decision-making (EBDM), leading to suspicion by physicians that these methods are just another means of cutting costs and taking control of clinical issues out of physicians' hands. Outcome reporting is often seen as just another unnecessary administrative burden. In fact, all of these methods, used correctly, can lead to more cost-effective (but not necessarily cheaper) health care, and a better working and caregiving environment for patients, providers, and managers.

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Unit 8: Case studies

Technology assessment involves the application of research methods to practical situations. Learning to bring together and apply knowledge about research methods in order to critique published assessments is an important skill.

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Unit 9: Student Project (1 to 2 weeks over the length of the course)

Rigourous health technology assessment involves the application of integrated theoretical and practical knowledge to a real problem. This unit will provide guidance and feedback to help students apply the information and skills from the rest of the course. Each student will produce a short report on a subject relevant to the student's employment or course of study.

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Unit 10: Final Exam and Student Feedback

This unit will be posted to the website at the conclusion of the course.

The Final Exam will be comprehensive; it will cover lecture materials, assigned readings and assignments for all units of the course.

Student Feedback is encouraged throughout the course. In addition, all students are encouraged to complete a formal course evaluation. The evaluation form is revised annually and is based on the University of Victoria and the School of Health Information Science guidelines. In order to provide students with access to the most up to date version, it will be posted to the website as it becomes available for the current course offering.

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Copyright © 1998 Rebecca N. Warburton and School of Health Information Science, University of Victoria
Last modified: January 10, 2002