South African Guidelines Excellence (SAGE): Clinical practice guidelines - quality and credibility

Abstract

PICO: P = patient, population, problem; I = intervention (or exposure); C = comparator (or control); O = outcome.*The table only lists common domains with agreement from at least four/five instruments. †The relevant item in each instrument, and its item number, are mapped against each AGREE II domain, hence item numbers of instruments other than the AGREE II may be out of numerical order.

South African Guidelines Excellence (SAGE): Efficient, effective and unbiased clinical practice guideline teams

“…Project SAGE is funded by a South African Medical Research Council Flagship Grant (2014 2017). In our two previous editorials we discussed the critical components of a goodquality CPG [6] and the work being undertaken by Project SAGE to explore and better understand the development, implementation and use of CPGs in the South African (SA) primary care setting. [7] In this editorial we outline steps for effective, efficient and outcomefocused CPG team membership, roles and management.…”

South African Guidelines Excellence (SAGE): Adopt, adapt, or contextualise?

“…[7] The need for evidence-informed and cost-efficient healthcare is urgent, and CPGs produced for local needs in these countries may have compromised quality and credibility and fail to meet international reporting standards for CPGs. [8] We have previously examined critical components of good-quality CPGs, [9] the potential of dedicated projects such as South African Guidelines Excellence (SAGE) to better understand the development, implementation and use of CPGs in SA primary care settings, [10] and the construction and management of effective, efficient and outcome-focused CPG teams. [11] An alternative approach to CPG development is proposed that involves adopting, contextualising or adapting existing CPGs to suit local purposes.…”

International and Unifying Standards of Pre-hospital Care

“…As well as the various models of care there is a growing need to develop an international standard of paramedic and all of the associated grades. There are many examples of standards of education and of paramedic competencies (22)(23)(24)(25)(26) and guidelines (27)(28)(29). The profession has made significant strides over the years but there are many different standards of practitioner with different skills and scope of practice.…”