Context / probleemstelling of aanleiding

Context/probleemstelling of aanleiding:

There is an increasing demand to update and scale-up health professions education (HPE) due to profound changes in the healthcare sector and the growing, global shortage of healthcare workers (1). Concurrently, institutions of higher education are facing resource scarcity and choice to invest or divest in differing educational alternatives must be cost-conscious. This has led to interest in incorporating economic evidence, such as cost information, into the HPE decision-making process. However, economic evidence in HPE is rare, the methodology inconsistent and little is known regarding which costs are relevant and important to consider in HPE. To address this knowledge gap, we aim to scope the literature and gain a better understanding of which costs are relevant to whom and in which situations. Results from this study will be used to develop a standard set of costs to be included in economic evaluations of HPE and contribute to uniformity in scientific research.

Beschrijving van de interventie/innovatie:

A scoping review was chosen for this investigation, as costs in HPE remain relatively unexplored. The iterative nature of this review allows for the concept of costs in HPE to be refined and adapted as evidence emerges. Evidence was scoped from PubMed, ERIC, CINAHL, PsycInfo for English language articles published from 2012 to the present that pertain to cost(s) and HPE. Two independent reviewers conduct article screening and data extraction, with an independent third party retained for dispute resolution. Data extracted includes: bibliographic details, study characteristics, cost perspective and cost categories, types, and components.

Ervaringen/analyse van de implementatie:

Initial results returned 1,037 potential publications. After removal of duplicates, titles and abstracts of 846 publications were screened for inclusion. Currently 424 publications are undergoing full-text screening. Preliminary results reveal a high level of heterogeneity in the data. Cost perspectives range from individuals (learner, educator) and institutions (academic, clinical) to the societal level (patient, healthcare system and government). Cost categories and types vary greatly within these perspectives according to the educational setting (academic vs clinical), the educational aspect under investigation (simulation-based education vs residency training program) and the methodological approach used by the authors to identify costs (budget and financial statements vs micro-costing).

Lessons learned (implicaties voor de praktijk):

Identification of a standard set of relevant costs to be included in economic evaluations of HPE is challenged by the vastness and diversity of HPE, which involves multiple stakeholders, occurs in two distinct settings and utilizes innumerous educational methods. Therefore, it is expected that the results from this study will be best represented according to stakeholder perspective and educational setting.

Referenties (max. 2):

Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923-58.

Foo J, Cook DA, Walsh K, Golub R, Abdalla ME, Ilic D, et al. Cost evaluations in health professions education: a systematic review of methods and reporting quality. Med Educ. 2019;53(12):1196-208.