Table 1 Criteria of the GRADE evidence-to-decision framework and where qualitative evidence might be useful in relation to these criteria
Criteria that are typically considered in GRADE evidence-to-decision frameworks | Where qualitative evidence may be useful and what type |
|---|---|
How large are the positive (desirable) effects of the intervention? | Not applicable |
How large are the negative (undesirable) effects of the intervention? | Not applicable |
What is the overall certainty of the evidence of effects? | Not applicable |
Is there important uncertainty about or variability in how much people value the outcomes and/or interventions? | QES at the scoping stage of the guideline or decision processa |
What is the overall balance of effects? | QES findings on how the key stakeholder groups, including citizens, service users and service providers, value different outcomes |
How large are the resource requirements? | Not applicable |
What would be the impacts on gender, health equity and human rights? | QES findings on equity issues such as barriers and facilitators to accessing the option |
Is the option acceptable to key stakeholders? | QES findings on the acceptability of the option |
Is the option feasible to implement? | QES findings on the feasibility of the option |
What are the implementation considerations? | QES findings that informed the other framework criteria can be used to develop or infer implementation considerationsb |