TY - JOUR
T1 - GRADE Equity Guidelines 2
T2 - Considering health equity in GRADE guideline development: Equity extension of the Guideline Development Checklist
AU - Akl, Elie A
AU - Welch, Vivian
AU - Pottie, Kevin
AU - Eslava-Schmalbach, Javier
AU - Darzi, Andrea
AU - Sola, Ivan
AU - Katikireddi, Srinivasa Vittal
AU - Singh, Jasvinder A
AU - Murad, M. Hassan
AU - Meerpohl, Joerg
AU - Stanev, Roger
AU - Lang, Eddy
AU - Matovinovic, Elizabeth
AU - Shea, Beverley
AU - Agoritsas, Thomas
AU - Alexander, Paul E.
AU - Snellman, Alexandra
AU - Brignardello-Petersen, Romina
AU - Gloss, David
AU - Thabane, Lehana
AU - Shi, Chunhu
AU - Stein, Airton T.
AU - Sharaf, Ravi
AU - Briel, Matthias
AU - Guyatt, Gordon H.
AU - Schünemann, Holger J
AU - Tugwell, Peter
PY - 2017/10
Y1 - 2017/10
N2 - Objective: To provide guidance for guideline developers on how to consider health equity at key stages of the guideline development process. Study Design and Setting: Literature review followed by group discussions and consensus building. Results: The key stages at which guideline developers could consider equity include setting priorities, guideline group membership, identifying the target audience(s), generating the guideline questions, considering the importance of outcomes and interventions, deciding what evidence to include and searching for evidence, summarizing the evidence and considering additional information, wording of recommendations, and evaluation and use. We provide examples of how guidelines have actually considered equity at each of these stages. Conclusion: Guideline projects should consider the aforementioned suggestions for recommendations that are equity sensitive.
AB - Objective: To provide guidance for guideline developers on how to consider health equity at key stages of the guideline development process. Study Design and Setting: Literature review followed by group discussions and consensus building. Results: The key stages at which guideline developers could consider equity include setting priorities, guideline group membership, identifying the target audience(s), generating the guideline questions, considering the importance of outcomes and interventions, deciding what evidence to include and searching for evidence, summarizing the evidence and considering additional information, wording of recommendations, and evaluation and use. We provide examples of how guidelines have actually considered equity at each of these stages. Conclusion: Guideline projects should consider the aforementioned suggestions for recommendations that are equity sensitive.
KW - Disadvantaged
KW - GRADE
KW - Guidelines
KW - Health equity
KW - Special populations
KW - Underserved
UR - http://www.scopus.com/inward/record.url?scp=85020915981&partnerID=8YFLogxK
U2 - 10.1016/j.jclinepi.2017.01.017
DO - 10.1016/j.jclinepi.2017.01.017
M3 - Article
AN - SCOPUS:85020915981
SN - 0895-4356
VL - 90
JO - Journal of Clinical Epidemiology
JF - Journal of Clinical Epidemiology
ER -
