Economic Evaluation 2

This subject is not offered in 2013.

Students will be expected to undertake additional study (i.e. outside the stated contact hours) of at least two hours for each hour of contact in this subject.

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website.

This subject is aimed at: consolidating student knowledge and skills of conventional microeconomic evaluation techniques covered in Economic Evaluation I; and giving students an understanding of the key issues in moving from economic evaluation to priority setting and health service planning.

On completion of this subject, students should:

• have developed skills in critical appraisal of the economic literature through a greater awareness of key issues in economic evaluation methods;
• have developed skills in writing protocols for the design and conduct of an economic evaluation (to provide a firmer basis for a Masters or Doctorate thesis involving economic evaluation);
• have a clearer appreciation of the role and usefulness of decision-tree analysis and associated modelling techniques in undertaking economic evaluation;
• have an understanding of the protocol design issues in undertaking economic evaluations alongside clinical trials; be able to appraise critically PBMA studies and other approaches to economic evaluation (such as discrete choice modelling and cost value analysis);
• be able to appraise the relative strengths of both economic and non-economic approaches to priority setting; and
• be able to appraise which approach to priority setting might be appropriate for different decision contexts.

Class participation in discussion demonstrating knowledge of prescribed readings (10%), one major essay of up to 3,000 words (60%), and four exercises (30%).

Gray, et.al. Applied Methods of Cost Effectiveness Analysis in Health Care, Oxford University Press 2011.

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This subject is not available as a breadth subject.

Upon completion of this subject a student should obtain the following skills:

• Critical thinking and analytical skills
• Finding, evaluating and using relevant information
• Problem-solving
• Written and oral communication skills
• Persuasion and argument skills