The skills and experience of GRADE methodologists can be assessed with a simple tool |
| |
| Affiliation: | 1. Department of Clinical Epidemiology & Biostatistics, McMaster University, Health Sciences Centre, Room 2C14, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;2. Division of the National Toxicology Program, National Institute of Environmental Health Sciences, National Institutes of Health, Department of Health and Human Services, P.O. Box 12233, Mail Drop K2-02, Research Triangle Park, NC 27709, USA;3. Charles Perkins Centre, The University of Sydney, D17, The Hub, 6th floor, New South Wales, 2006, Australia;4. Department of Public Health and Policy, University of Liverpool, L69 3GB, United Kingdom;5. Division of Gastroenterology, Case Western Reserve University and Louis Stokes VA Medical Center, 10701 East Blvd., Cleveland, OH 44106, USA;6. Sydney Medical School, University of Sydney, New South Wales 2006, Australia;7. National Health and Medical Research Council, 16 Marcus Clarke Street, Canberra City, ACT 2601, Australia;8. Departments of SYRCLE and Anesthesiology, Radboud University Medical Centre, Geert Grooteplein-Noord 29, Route 231, 6525 GA Nijmegen, The Netherlands;9. Department of Clinical Epidemiology, Biostatistics and Bioinformatics, Academic Medical Center, University of Amsterdam, Room J1B-211, P.O. Box 22660, 1100 DD Amsterdam, The Netherlands;10. Cesare Maltoni Cancer Research Center, Ramazzini Institute, Via Saliceto 3, Bentivoglio, Bologna, P.O. Box 40133, Italy;11. Departments of Medicine/Nephrology and Biomedical & Health Informatics, University of Missouri-Kansas City, School of Medicine, M4-303, 2411 Holmes St., Kansas City, Missouri 64108-2792, USA;12. Institute for Medical Informatics, Biometry and Epidemiology, University of Munich, Marchioninistr. 15, 81377 Munich, Germany;13. Bruyere Research Institute and Ottawa Hospital Research Institute, University of Ottawa, Ottawa, ON, Canada;14. Department of Environmental Health Sciences, Johns Hopkins Bloomberg School of Public Health, 615 N. Wolfe Street, E6644, Baltimore, MD 21205, USA;15. Program on Reproductive Health and the Environment, University of California-San Francisco, 550 16th Street, San Francisco, CA 94143, USA;p. Finnish Institute of Occupational Health, Cochrane Work, PO Box 310, 70101 Kuopio, Finland;q. Department of Obstetrics and Gynecology, McMaster University, Health Sciences Centre, Room 3N52A, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;r. Department of Medicine, McMaster University, Health Sciences Centre, Room 2C14, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;1. Department of Health Research Methods, Evidence, and Impact, McMaster University, Health Sciences Centre, Room 2C14, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;2. Integrated Risk Information System (IRIS) Division, National Center for Environmental Assessment (NCEA), Office of Research and Development, US Environmental Protection Agency, Building B (Room 211i), Research Triangle Park, NC 27711, USA;3. Department of Obstetrics and Gynecology, McMaster University, Health Sciences Centre, Room 3N52A, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;4. ICF International Inc., 9300 Lee Highway, Fairfax, VA, USA;5. School of Epidemiology and Public Health, Faculty of Medicine, University of Ottawa, ON K1H 8M5, Canada;6. Department of Internal Medicine, Faculty of Health Sciences, American University of Beirut, P.O. Box: 11-0236, Riad-El-Solh Beirut 1107 2020, Lebanon;7. Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Italy;8. MRC-PHE Centre for Environment and Health, Imperial College London, St Mary''s Campus, Praed St, Paddington, London W2 1PG, UK;9. Public Health Directorate, Imperial College Healthcare NHS Trust, St Mary''s Hospital, Paddington, London, W2 1PG, UK;10. Centre for Environmental Health and Sustainability, University of Leicester, George Davies Building, University Road, Leicester LE1 7RH, UK;11. Institute for Evidence in Medicine (for Cochrane Germany Foundation), Medical Center - University of Freiburg, Breisacher Strasse 153, 79110 Freiburg, Germany;12. Division of Nephrology and Hypertension, Department of Medicine, University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA;13. Finnish Institute of Occupational Health, Cochrane Work, Neulaniementie 4, 70701 Kuopio, Finland;14. Department of Epidemiology, Boston University School of Public Health, Boston, MA, USA;15. Lancaster Environment Centre, Lancaster University, Lancaster LA1 4YQ, UK;p. Department of Medicine, McMaster University, Health Sciences Centre, Room 2C14, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;1. Department of Orthodontics, Faculty of Dentistry, Oral & Craniofacial Sciences, King''s College London, London, UK;2. Department of Periodontology, Faculty of Odontology, University of Malmö, Sweden;3. Division of Oral Surgery, University Clinic of Dentistry, Medical University of Vienna, Austria;4. Department of Periodontology and Operative Dentistry, Faculty of Dentistry, University Hospital Münster, Münster, Germany;5. Department of Orthodontics and Dentofacial Orthopedics, Dental School/Medical Faculty, University of Bern, Freiburgstrasse, 7 CH-3010, Bern, Switzerland |
| |
| Abstract: | ObjectivesTo suggest approaches for guideline developers on how to assess a methodologist's expertise with Grading of Recommendations Assessment, Development and Evaluation (GRADE) methods and tasks and to provide a set of minimum skills and experience required to perform specific tasks related to guideline development using GRADE.Study Design and SettingWe used an iterative and consensus-based process involving individuals with in-depth experience with GRADE. We considered four main tasks: (1) development of key questions; (2) assessment of the certainty of effect estimates; (3) development of recommendations; and (4) teaching GRADE.ResultsThere are three basic approaches to determine a methodologist's skill set. First, self-report of knowledge, skills, and experience with a standardized “GRADE curriculum vitae (CV)” focused on each of the GRADE-related tasks; second, demonstration of skills using worked examples; third, a formal evaluation using a written or oral test. We suggest that the GRADE CV is likely to be useful and feasible to implement. We also suggest minimum training including attendance at one or more full-day workshops and familiarity with the main GRADE publications and the GRADE handbook.ConclusionsThe selection of a GRADE methodologist must be a thoughtful, reasoned decision, informed by the criteria suggested in this article and tailored to the specific project. Our suggested approaches need further pilot testing and validation. |
| |
| Keywords: | GRADE Clinical practice guidelines Guidelines Systematic reviews Quality Training |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
