CONTINUING HEALTH EDUCATION IN THE QUALIFICATION OF PROFESSIONALS FOR HEALTH TECHNOLOGY ASSESSMENT: INTEGRATIVE REVIEW

Health Technology Assessment (HTA) is a strategic tool for supporting evidence-based decision-making in health systems and requires qualified professionals for its proper application. However, undergraduate health education still presents gaps in HTA-related training, making Continuing Health Education (CHE) an important strategy for developing competencies in this field. This study aims to conduct an integrative literature review on continuing health education as a strategy for professional qualification in Health Technology Assessment. This integrative review follows the methodological steps proposed by Whittemore and Knafl and the recommendations of the Joanna Briggs Institute. The literature search was conducted in MEDLINE via PubMed, LILACS, and SciELO databases using MeSH and DeCS descriptors combined with Boolean operators. Studies addressing continuing education initiatives focused on HTA training for health professionals were included. The findings of this review are expected to identify educational strategies, competencies developed, and the impacts of training actions on professional practice and health decision-making, supporting the planning of capacity-building programs and strengthening HTA implementation within health services.