Economic Evaluation: Evaluation & Decision Making at Institutional Level

Department
  • Master's Program International Health & Social Management
Course unit code
  • IHCM2ECO1
Level of course unit
  • Master
Semester when the course unit is delivered
  • 2
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • Prof. Durand-Zaleski Isabelle, MD, PhD
Learning outcomes of the course unit
  • This course is about being able to make your own opinion about new health technologies in the context of your health care system. Students should be able to understand the medical and economic information that is presented (eg by healthcare professionals, manufacturers, patients’ advocates), to analyze it and to be critical about the data and the vested interests.
    The class is organized in groups in order to facilitate discussion and also to ensure that students without medical knowledge have access to the information they need. I suggest that students form groups of 5-6 persons, making sure that at least one person has a background in medicine, nursing, pharmacy or physical therapy.
Mode of delivery
  • face-to-face
Prerequisites and co-requisites
  • none
Course contents
  • - Methods for the economic evaluation of social & healthcare services & programs
    - Tools of economic evaluations: costing methodology, measures of outcomes, quality of life, societal values
    - Presentation of appraisal tools, use of appraisal tools on examples
    - Role of economic evaluation in promoting access to innovation
    - Mini-HTA and other methods for economic evaluation at institutional level


    Please be aware that this course requires high level of proficiency in English language. All local students have passed an English language test with at least 90 TOEFL points (internet based) or comparable tests.
Recommended or required reading
  • study EUNet HTA core model
    read the CHEERS statement and become familiar with the ISPOR website and its resources for economic evaluation
    watch http://www.lstmed.ac.uk/news-events/seminars-and-lectures/why-you-shouldnt-believe-what-you-read-in-medical-journals
    The self-study is based upon the video of Pr Godlee (link above) who explains why you should not believe everything you read. This is a most important conference by the former editor of a major medical journal.
    Students need to watch the video,


    You will be asked to write an essay about this video explaining:
    1) what are the key messages
    2) what information was new to you
    3) how could policy makers use this information at the country level
    4) you have selected one of the examples presented and researched the backgound story: provide a summary of your fndings
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures, discussions and individual and group work. In order to acquire the skills, students will perform exercises on published articles and present their assessments.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English