Abstract
BackgroundHealth-related quality of life is increasingly recognised as an important outcome measure that complements existing measures of clinical effectiveness. The education available on this subject for different healthcare professionals is varied. This article describes the design, implementation and evaluation of a Special Study Module on Health-Related Quality of Life for undergraduate medical students at the University of Birmingham.MethodsThe course involves 10 hours of "guided discovery learning" covering core concepts of Health-Related Quality of Life assessment including methodological considerations, use in clinical trials, routine practice and in health policy followed by self-directed learning. The taught components aim to provide students with the skills and knowledge to enable them to explore and evaluate the use of quality of life assessments in a particular patient group, or setting, through self-directed learning supported by tutorials.ResultsThe use of case studies, recent publications and research, and discussion with a research oncology nurse in task-based learning appeared to provide students with a stimulating environment in which to develop their ideas and was reflected in the diverse range of subjects chosen by students for self-directed study and the positive feedback on the module. Course evaluation and student assessment suggests that quality of life education appears to integrate well within the medical curriculum and allows students to develop and utilise skills of time-management and independent, self-directed learning that can be applied in any context.ConclusionWe suggest that education and training initiatives in quality of life may improve the quality of studies, and help bridge the gap between research and clinical practice. Resources for curriculum development on health-related quality of life have been developed by the International Society for Quality of Life Research and may prove a useful tool to educators interested in this area.
Highlights
Health-related quality of life is increasingly recognised as an important outcome measure that complements existing measures of clinical effectiveness
Courses organised by the European Organization for the Research and Treatment of Cancer and the Eastern Cooperative Oncology Group in response to such findings, and conferences such as those organised by the International Society for Quality of Life Research (ISOQOL), aim to improve the quality of studies and to bridge the gap between Health-related quality of life (HRQoL) research and clinical practice[5,7,8,9]
The course evaluation sheets and informal discussion with the students were positive (Table 2) and revealed that they felt that the course complemented other aspects of the curriculum, including concepts covered in their ethics and behavioural science courses such as euthanasia, health care rationing and patient-centred consultation
Summary
Health-related quality of life is increasingly recognised as an important outcome measure that complements existing measures of clinical effectiveness. Despite detailed guidance on methodological considerations for implementation and reporting of HRQoL the comparison of treatment effects on HRQoL between two groups is often complicated by missing data and the quality of reporting of many clinical trials assessing HRQoL inadequate[5,6] This lack of information hampers the appraisal of such trials and brings into question the validity and generalizability of the results. Courses organised by the European Organization for the Research and Treatment of Cancer and the Eastern Cooperative Oncology Group in response to such findings, and conferences such as those organised by the International Society for Quality of Life Research (ISOQOL), aim to improve the quality of studies and to bridge the gap between HRQoL research and clinical practice[5,7,8,9] Such educational initiatives are primarily aimed at postgraduates, clinical investigators or researchers
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