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Preparing future healthcare professionals for evidence-based decision-making using health technology assessment as an experiential learning tool. | LitMetric

AI Article Synopsis

  • The evolving healthcare landscape, driven by new technologies and emphasis on evidence-based care, necessitates that health professionals develop skills in evidence evaluation and utilization for effective decision-making.
  • Health Technology Assessments (HTAs) can help train these skills, but there is limited literature on teaching HTAs to health professionals and their alignment with medical competencies.
  • An experiential project was created where students conducted mini-HTAs for community partners, enhancing their evidence synthesis abilities and preparing them for future healthcare roles, while aligning the project with the CANMEDS framework of medical competencies.

Article Abstract

The rapid evolution of healthcare, driven by the rise of new health technologies and the growing emphasis on evidence-based care, requires health professionals skilled in assessing and utilizing evidence to support decision-making. Health technology assessments (HTAs), which involve evidence synthesis and appraisal, analysis across various domains, and tailoring evidence to local contexts, can develop these skills. These skills are also part of medical competencies. However, there is a dearth of literature on teaching HTAs to health professionals and on how the skills learned through HTA align with medical competencies. We developed an innovative experiential project that had students conduct mini-HTAs for community partners considering new technologies. Students worked in teams to evaluate and synthesize evidence, delivering a website and brief to our partners justifying their recommendations. Success was achieved by providing authentic tasks and using supportive learning strategies. The project engaged students deeply, offering them valuable skills for post-graduation work and education. In this article, we demonstrate how the learning outcomes of the project align with the CANMEDS framework of medical competencies. Secondly, we demonstrate an effective, adaptable, and unique approach of using mini-HTAs to equip students with the knowledge and skills needed to navigate the rapidly evolving landscape of evidence and technologies, preparing them as our future healthcare professionals.

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Source
http://dx.doi.org/10.1080/0142159X.2024.2436449DOI Listing

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