Engaging Stakeholders in the Effective Health Care ProgramEngaging Stakeholders in the Effective Health Care Program

Information and tools for researchers and investigators

Full Course Outline

Module IModule IAHRQ’s Vision for Stakeholder Engagement

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

Stakeholder Engagement in Research

Defining Stakeholder Engagement

AHRQ’s Vision for Stakeholder Engagement

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:

Knowledge Transfer vs. Knowledge Exchange

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 Cited

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.

Works Cited