Hi Teresa.
Here is a first pass at operationalization:
--More than 80% of the physicians derive more than 90% of their income
from direct patient care.
--RNs, case managers, nutritionists, etc. do not comprise a
higher-than-normal proportion of the support staff, unless that is an
explicit intervention.
--Patients represent a population-standard range of income, education,
locus of control.
--Clinicians do not spend a higher proportion of their time addressing
an issue (e.g., depression) than is available in similar non-research
settings, unless time spent is an explicit intervention.
Please send along your final list.
Jim
James M. Walker, MD, FACP
Chief Health Information Officer
Geisinger Health System
If the human mind was simple enough to understand, we'd be too simple
to understand it.
- Emerson Pugh
>>> "Benson, Teresa" <[log in to unmask]> 9/29/2009 9:42 AM
>>>
The FCC*s report to the President (June 2009) emphasizes that
comparative effectiveness research, by their definition, must be
conducted in *real world* settings. However, I have been unsuccessful
in finding a more specific definition for *real world,* either from AHRQ
or from anyone else. Has anyone seen anything that lists the essential
elements of a *real world* setting, or specific elements that would make
it definitively NOT *real world*? (Not necessarily an official
government definition, I*ll take anything at all.)
I*m guessing it might include things like sample characteristics (not
all college sophomores), provider characteristics, logistical issues, or
even the physical setting...Any help would be appreciated, thanks.
Teresa Benson, M.A., Licensed Psychologist
Senior Clinical Content Specialist, InterQual Products
McKesson Health Solutions
18211 Yorkshire Avenue
Prior Lake, MN 55372 USA
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