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Toward a common understanding of competencies for health technology assessment: enhancing educational and training programs around the globe

Published online by Cambridge University Press:  07 December 2020

Debjani Mueller
Affiliation:
Department of Health Care Management, Berlin University of Technology, Straße des 17. Juni 135, Berlin 10623, Germany Charlotte Maxeke Medical Research Cluster (CMeRC), Wits Health Consortium, 31 Princess of Wales Terrace, Park Town, Johannesburg 2193, South Africa
Iñaki Gutierrez-Ibarluzea
Affiliation:
Basque Foundation for Innovation and Research in Health (BIOEF), Torre del BEC (Bilbao Exhibition Centre), Ronda de Azkue 1, Barakaldo 48902, Basque Country (Spain)
Marco Chiumente
Affiliation:
Scientific Direction, Italian Society for Clinical Pharmacy and Therapeutics (SIFaCT), Via Carlo Farini 81, Milano 20159, Italy
Wija Oortwijn
Affiliation:
Department for Health Evidence, Radboud University Medical Centre, Radboud Institute for Health Sciences (RIHS), PO Box 9101, 6500 HB Nijmegen, The Netherlands
Corresponding
E-mail address:

Abstract

Background

Depending on the health system context and the demands of relevant stakeholders in countries, the need, organizational structure, and prerequisites for enabling capacity building and development in health technology assessment (HTA) will vary. Core competencies are instrumental in this and include essential knowledge, skills, and attitudes (KSAs). They provide building blocks for delivering high-quality and effective practices of HTA. We aimed to systematically explore and develop an overview of the core competencies necessary for HTA.

Methods

This study was conducted during 2016–19 using different methods in a structured manner. We drew concepts of KSAs from various literature sources, surveyed universities and HTA professionals, and conducted expert workshops to arrive at a common understanding of the required competencies.

Results

The terminology for KSAs defining competencies in HTA programs has been clarified. In addition, a list of competencies offered through different educational and training programs has been created. The surveys provided clarity on a common understanding of KSAs among HTA stakeholders. Thereafter, a set of competencies was described and classified according to the HTA domains.

Conclusions

Our study shows that there is diversity in HTA programs offered by educational institutions. The content of the programs varies due to differences between countries regarding the level of HTA development and the need for HTA, including the understanding of what HTA is. The preparation of a competency checklist or a “menu” of options mirroring the diversity of HTA will ensure that the specific needs of the HTA community will be covered.

Type
Policy
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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