Article type
Abstract
Background: Evidence synthesis and economic evaluation provides information for decision-making that supports the advancement of an equitable health system. The lack of professionals specialized in the topic in low- and middle-income countries raises the need for educational strategies to enhance knowledge dissemination on evidence synthesis and clinical practice guidelines (CPG) development.
Objectives: To map the currently available courses of evidence synthesis, economic evaluation, and clinical practice guidelines offered in Brazil.
Methods: We performed a broad search strategy for educational courses on the main health technology assessment (HTA) agencies in Brazil and in Google by using the isolated or combination of keywords: “course”, “health technology assessment”, “clinical guidelines”, and “economic evaluation in health” in portuguese. Two independent reviewers conducted the online screening process that included online courses with a time frame of 5 years and a limit of 50 results in the search website for each combination. Protocol registration: 10.17605/OSF.IO/3E7DQ.
Results: From 258 results identified, we included 34 courses. The majority of courses were launched in 2023 (47%). Regarding the subject, 55.8% courses focused on evidence synthesis and evidence to decision, 26,5% on economic evaluation, and 17.6% on CPG. The target audience varies mainly among professionals from public service (32.4%), health professionals from public service working with HTA (17.6%), health professionals from public or private service working with HTA (26.5%), people interested in HTA (17.6%). The median workload was 66 (45 - 125) hours and 52.9% courses had evaluation activities. The number of vacancies was unlimited in 44.1% courses, but 64.7% had access limited to specific audiences. The majority of courses were not paid (73.5%). The main topics approached in the courses are illustrated in Figure 1. Most of the educational initiatives were financed by the Brazilian Ministry of Health.
Conclusions: The courses available in Brazil focused on evidence synthesis rather than other topics. Publicly offered courses play a crucial role, but access for specific audiences could limit knowledge dissemination. This suggests a need for diversified offerings in Institutions and fostering broader accessibility.
Objectives: To map the currently available courses of evidence synthesis, economic evaluation, and clinical practice guidelines offered in Brazil.
Methods: We performed a broad search strategy for educational courses on the main health technology assessment (HTA) agencies in Brazil and in Google by using the isolated or combination of keywords: “course”, “health technology assessment”, “clinical guidelines”, and “economic evaluation in health” in portuguese. Two independent reviewers conducted the online screening process that included online courses with a time frame of 5 years and a limit of 50 results in the search website for each combination. Protocol registration: 10.17605/OSF.IO/3E7DQ.
Results: From 258 results identified, we included 34 courses. The majority of courses were launched in 2023 (47%). Regarding the subject, 55.8% courses focused on evidence synthesis and evidence to decision, 26,5% on economic evaluation, and 17.6% on CPG. The target audience varies mainly among professionals from public service (32.4%), health professionals from public service working with HTA (17.6%), health professionals from public or private service working with HTA (26.5%), people interested in HTA (17.6%). The median workload was 66 (45 - 125) hours and 52.9% courses had evaluation activities. The number of vacancies was unlimited in 44.1% courses, but 64.7% had access limited to specific audiences. The majority of courses were not paid (73.5%). The main topics approached in the courses are illustrated in Figure 1. Most of the educational initiatives were financed by the Brazilian Ministry of Health.
Conclusions: The courses available in Brazil focused on evidence synthesis rather than other topics. Publicly offered courses play a crucial role, but access for specific audiences could limit knowledge dissemination. This suggests a need for diversified offerings in Institutions and fostering broader accessibility.