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

[log in to unmask]

 

 


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