{Reference Type}: Journal Article
{Title}: [GRADE equity guidelines 3: considering health equity in GRADE guideline development: rating the certainty of synthesized evidence].
{Author}: Ebenberger A;Nussbaumer-Streit B;Teufer B;Langer G;Schwingshackl L;Töws I;Gartlehner G;
{Journal}: Z Evid Fortbild Qual Gesundhwes
{Volume}: 153
{Issue}: 0
{Year}: Aug 2020
暂无{DOI}: 10.1016/j.zefq.2020.06.001
{Abstract}: OBJECTIVE: The aim of this paper is to describe a conceptual framework for how to consider health equity in the Grading Recommendations Assessment and Development Evidence (GRADE) guideline development process.
METHODS: Consensus-based guidance developed by the GRADE working group members and other methodologists. This is a German translation of the original paper published in English.
RESULTS: We developed consensus-based guidance to help address health equity when rating the certainty of synthesized evidence (i.e., quality of evidence). When health inequity is determined to be a concern by stakeholders, we propose five methods for explicitly assessing health equity: (1) include health equity as an outcome; (2) consider patient-important outcomes relevant to health equity; (3) assess differences in the relative effect size of the treatment; (4) assess differences in baseline risk and the differing impacts on absolute effects; and (5) assess indirectness of evidence to disadvantaged populations and/or settings.
CONCLUSIONS: The most important priority for research on health inequity and guidelines is to identify and document examples where health equity has been considered explicitly in guidelines. Although there is a weak scientific evidence base for assessing health equity, this should not discourage the explicit consideration of how guidelines and recommendations affect the most vulnerable members of society.