146 Chapter 4 Table 1. Characteristics of the interviewees Interviewee Background Expertise Country 1 Researcher and teacher Test evaluation The Netherlands 2 Researcher Involvement of the public in guideline development, including testing recommendations Germany 3 Guideline methodologist and teacher Guideline development and GRADE for tests Training about guideline development concerning tests The Netherlands 4 Patient representative Involvement of the public in guideline development, including testing recommendations The Netherlands 5 Researcher, clinician and teacher Guideline development and GRADE for tests Training about guideline development concerning tests USA 6 Researcher Using tests in clinical practice The Netherlands 7 Researcher, clinician and teacher Using tests in clinical practice Test evaluation The Netherlands 8 Researcher and teacher Test evaluation The Netherlands 9 Researcher and teacher Test evaluation Guideline development and GRADE for tests Training about guideline development concerning tests Canada There was no disagreement between the interviewees in their feedback on most of the components in the draft list. However, some components led to substantial feedback, particularly the components about Bayes’ theorem, test burden, the performance of a test in specific circumstances, diagnostic accuracy as a surrogate outcome for peopleimportant outcomes and the balance between desirable and undesirable consequences of a test. Feedback also concerned the importance of draft components, the formulation, combination or splitting of components and the required level of knowledge for guideline panel members. A summary of the interviewees’ feedback is provided in Appendix 5. Data analysis and creation of the final list Based on the results of the interview, we reformulated frequently used terms to be more inclusive. For instance, by formulating: (a) ‘guidelines’ instead of ‘clinical practice guidelines’ and ‘people-important outcomes’ instead of ‘patient important outcomes’ to include the public health domain; (b) ‘tests/testing’ instead of ‘diagnostic test’ or ‘medical test’ to include self-testing, screening and settings other than medical; and (c) ‘test-management pathway’ instead of ‘test-treatment pathway or strategy’ to include no treatment, reassurance, or additional tests as subsequent management. We also added a glossary of terms and definitions.
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