Payers recognize the value of RWE, but use of such studies to inform P&T decisions varies from organization to organization and is limited. Relevance to payers, timeliness, and transparent methods were key concerns with RWE. Participants recognized the need for continuing education on evaluating and using RWE to better understand the study methods, findings, and applicability to their organizations.
Intangible assets have grown in size and importance to individual firms and to the economy as a whole. Many have examined and written about ways to value the intangible assets of firms and the overall economy. Professor Baruch Lev of New York University has developed an approach to measure intangibles performance for any company, or division of a company, that uses GAAP financial reporting and that has publicly traded equity. Professor Lev has also established how intangibles performance is linked to stock returns. The collaborative research of the co-authors has extended this linkage by identifying certain management practices as drivers of intangibles performance. The culmination of this work is a breakthrough ± for the first time, specific management practices can be linked to stock returns.
Two questions motivated this study: (a) Does test familiarity influence teachers' judgments of their students' test performance? and (b) Does the disability status of students influence their teachers' judgments? Teachers (n ϭ 19) judged item performances for one student with disabilities and one student without disabilities (n pairs ϭ 19) from their fourth-grade classrooms. Teachers made judgments using (a) a mathematics test from the research version of the TerraNova CTBS Multiple Assessments edition, which is similar to the large-scale achievement test administered in numerous states, and (b) classroom-based math tests. Judgment accuracy was higher (a) on classroom tests and (b) for students without disabilities. Among less accurate judgments, teachers consistently underestimated the performances of students with disabilities. Students with disabilities performed lower on both types of tests. Student test performance accounted for a significant proportion of the variance in teacher judgment accuracy. Implications of these findings for future research and practice are discussed.
This project was funded by the National Pharmaceutical Council. Hurwitz, Brown, Peters, and Malone have nothing to disclose. Graff is employed by the National Pharmaceutical Council Part of this study was presented as a poster presentation at the AMCP Managed Care & Specialty Pharmacy 2016 Annual Meeting; April 19-22, 2016; San Francisco, CA. Study concept and design were primarily contributed by Malone and Graff, along with Hurwitz and Brown. All authors participated in data collection, and data interpretation was performed by Malone, Hurwitz, and Graff, with assistance from Brown and Peters. The manuscript was written primarily by Hurwitz and Malone, along with Graff, Brown, and Peters, and revised by Malone, Brown, Peters, Hurwitz, and Graff.
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