Engaging Stakeholders in the Effective Health Care ProgramEngaging Stakeholders in the Effective Health Care Program
Information and tools for researchers and investigators
What to Expect in Module I
Module I will cover the following topics: AHRQ’s vision for stakeholder engagement in the
EHC Program The theory and evidence behind stakeholder
engagement in comparative effectiveness research The alignment of principles of comparative
effectiveness research (CER) and stakeholder engagement
Module I Learning Objectives
After completing Module I, participants will be able to:
Identify AHRQ’s vision for stakeholder engagement Describe the theoretical basis for engaging
stakeholders List at least three benefits of engaging
stakeholders in research Identify three differences between knowledge
transfer and knowledge exchange
AHRQ’s Vision for Stakeholder Engagement
Stakeholders are involved throughout the research process
Create strategic involvement and partnerships with a broad and inclusive range of stakeholders
Collaborative relationships should inform all phases of research
Stakeholder input maximize usefulness of EHC Program products
Theory of Stakeholder Engagement
Evidence suggests that engaging stakeholders in research increases:
Theory of Stakeholder Engagement: Relevance & Context
Studies indicate that involving stakeholders early on leads to research products that feature:
Relevant information
Applicable evidence
Real-world context
Information to address existing stakeholder concerns
What are the best oral medicines to treat for type 2 diabetes?
-Topic submitted by the American College of
Physicians, a professional association representing
132,000 medical practitioners across the nation
Theory of Stakeholder Engagement:Knowledge Exchange
Involving stakeholders in the research process facilitates:
Engagement Exercise 1:Stakeholder Engagement Techniques
Think about which of the following stakeholder involvement techniques have been used by you or your research team:
Discussing/identifying potential research topics with stakeholders Attending meetings of stakeholder groups/organizations Presenting information or findings at meetings of stakeholder organizations Asking clinical experts to help develop or clarify a research suggestion Involving stakeholders in developing research questions Involving patients & consumers or frontline clinicians in topic refinement activities Posting draft documents for review and comment Publishing findings in journals, newsletter, etc.
Engagement Exercise 2:Knowledge Transfer vs. Knowledge Exchange
The following slide provides examples of stakeholder engagement techniques. For each example, please consider if the activity is a form of knowledge transfer or knowledge exchange.
Engagement Exercise 2:Knowledge Transfer vs. Knowledge Exchange
Discussing/soliciting potential research questions with stakeholders
Attending meetings of stakeholder groups/organizations
Presenting information or findings at meetings of stakeholder groups/organizations
Involving a nominator in topic refinement activities
Posting a draft document for review & comment Publishing findings in journals, newsletters, etc.
Engagement Exercise 2: AnswersKnowledge Transfer vs. Knowledge ExchangeKnowledge Exchange Discussing/soliciting potential research questions
with stakeholders Involving a nominator in topic refinement activities Posting a draft document for review & comment
Knowledge Transfer Attending meetings of stakeholder
groups/organizations Presenting information or findings at meetings of
stakeholder groups/organizations Publishing findings in journals, newsletters, etc.
Theory of Stakeholder Engagement: Application of Evidence
Involving stakeholders in the research process leads to applicable research products that:Address specific questions with appropriate contextAre useable and actionableIncorporate wider contextual issuesAre accepted and valued by end-users
Theory of Stakeholder Engagement:Dissemination Avenues
Involving stakeholders in the research process can lead to dissemination opportunities through:Advocacy organizationsProfessional societiesFamily and friendsCliniciansHealth care systemsPayersPublic programs
Engagement Exercise 3:
The following slide provide examples of engagement activities. Please consider the possible resulting benefit(s) for each example.
Engagement Exercise 3:
Please consider the possible resulting benefit(s) of stakeholder engagement:
Discussing/soliciting potential research ideas from stakeholders.
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:Benefits of Stakeholder Engagement
Answer: A, B, C & D
Discussing/soliciting potential research ideas from stakeholders.
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Please consider the possible resulting benefit(s) of stakeholder engagement:
Attending meetings of stakeholder groups/ organizations
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Answer: A & D
Attending meetings of stakeholder groups/ organizations :
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Please consider the possible resulting benefit(s) of stakeholder engagement:
Presenting information of research findings at meetings of stakeholder groups/organizations
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Answer: C & D
Presenting information of research findings at meetings of stakeholder groups/organizations
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Please consider the possible resulting benefit(s) of stakeholder engagement:
Involving stakeholders in topic refinement activities
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Answer: A, B, C & D
Involving stakeholders in topic refinement activities
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Please consider the possible resulting benefit(s):
Posting draft documents for review & comments
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
Engagement Exercise 3:
Answer: A, B, C & D
Posting draft documents for review & comments
a) Increased relevance & context
b) Knowledge exchange
c) Increased application of evidence
d) Increased dissemination avenues
EHC Program Principles
Key principles identified by the EHC Program to guide research activities include:
Research must be relevant and timely to meet the needs of decision-makers
Public participation and transparency increase public confidence in the scientific integrity, credibility of research processes, and provide further accountability to researchers (Slutsky, et al., 2008)
Patient-Centered Approach to CER
Central to evidence-based medicine Research should address patient & consumer
concerns Requires different techniques
AHRQ & Patient-Centered Approach to CER
One of the overarching principles of the EHC Program is to conduct CERs by approaching the evidence by a clinical, patient-centered perspective.
(Helfand & Balshem ,2009; Slutsky, et. al., 2008)
Engagement Exercise 4:Patient-Centered Research
There are many ways researchers can demonstrate that their work is patient-centered. Please think of three examples of how your work has been patient-centered.
Examples of Patient-Centered Approaches
Providing public access and opportunity to comment on draft documents
Focusing reports on outcomes and measures important to patients and their clinicians
Documenting and making publicly available the processes used to develop a report
Examples of Patient-Centered Approaches (Cont)
Involving patients and their clinicians in: Generating and prioritizing research topics and
questions Identifying and refining key questions Planning, developing and updating reviews and
protocols/reports Consulting during report development Contributing to other dissemination & translational
activities
Collecting patient “testimonials” that illustrate the context and circumstances of patients
Summary of Module I
AHRQ’s vision for stakeholder engagement is inclusive, broad, and evolving
AHRQ’s expectation for stakeholder engagement is outlined in the initial legislation and current ARRA spend plan
Evidence suggests there are many benefits to engaging stakeholders in research
Principles of comparative effectiveness research (CER) and stakeholder engagement align closely
Module I Quiz
To help you review the information presented in Module I, please complete the following quiz. Answers are provided at the end of the module.
Please select the statement that most closely represents AHRQ's vision for stakeholder engagement in the EHC Program:
A. Stakeholders should only be involved in the final stages of research
B. Stakeholders should be strategically involved throughout the research process
C. Stakeholder should be silent partners
D. Stakeholders impede the research process, but have to be included according to Congress
Module I Quiz: Question 1Module I Quiz: Question 1
Please select the statement that most closely represents AHRQ's vision for stakeholder engagement in the EHC Program:
A. Stakeholders should only be involved in the final stages of research
B. Stakeholders should be strategically involved throughout the research process
C. Stakeholder should be silent partners
D. Stakeholders impede the research process, but have to be included according to Congress
Module I Quiz: Question 1: ANSWERModule I Quiz: Question 1: ANSWER
Which of the following does the evidence suggest are potential benefits of stakeholder involvement in research?
A. Increased application of evidence
B. Lower reading level of research reports
C. Increased relevancy of research products
D. Increased dissemination avenues
E. Increased number of editors to review reports
Module I Quiz: Question 2Module I Quiz: Question 2
Which of the following does the evidence suggest are potential benefits of stakeholder involvement in research?
A. Increased application of evidence
B. Lower reading level of research reports
C. Increased relevancy of research products
D. Increased dissemination avenues
E. Increased number of editors to review reports
Module I Quiz: Question 2: ANSWERModule I Quiz: Question 2: ANSWER
One of the core principles of comparative effectiveness research and evidence-based medicine that closely aligns with principles of stakeholder engagement is:
A. Standardize methodology
B. Peer review process
C. Patient-centered approach
Module I Quiz: Question 3Module I Quiz: Question 3
One of the core principles of comparative effectiveness research and evidence-based medicine that closely aligns with principles of stakeholder engagement is:
A. Standardize methodology
B. Peer review process
C. Patient-centered approach
Module I Quiz: Question 3: ANSWERModule I Quiz: Question 3: ANSWER
Works CitedGraham, I.D., Logan, J., Harrison, M.B., Straus, S.E., Tetroe, J., Caswell, W. &
Robinson, N. (2006). Lost in Knowledge Translation: Time for a Map? The Journal of Continuing Education in the Health Professions, 26: 13-24.
Guyatt, G. & Rennie, D. (Eds.). (2002). Users’ guides to the medical literature: A manual for evidence-based clinical practice. Chicago, IL: AMA Press.
Helfand, M. & Balshem, H. (2009). Principles for developing guidance: AHRQ and the effective health care program. Journal of Clinical Epidemiology. Article in press.
Innvaer, S., Vist, G., Trommald, M. & Oxman, A. (2002). Health policy-makers’ perceptions of their use of evidence: a systematic review. Journal of Health Services Research & Policy, 7(4): 239-44.
Keown, K., Van Eerd, D. & Irvin, E. (2008). Stakeholder Engagement Opportunities in Systematic Reviews: Knowledge Transfer for Policy and Practice. Journal of Continuing Education in the Health Professions, 28(2): 67-72.
Lomas, J. (2000). Using ‘Linkage and Exchange’ to Move Research into Policy at a Canadian Foundation. Health Affairs, 19(3): 236-240.
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