3GlobalHemophilia Grant – Equity in Therapeutic Patient Education

Pfizer Announces a new Independent Education Grant RFP
Competitive Grant Program - reviewed by an external panel of experts

Global Hemophilia Grant Equity in Therapeutic Patient Education
Thank you for your interest in applying for the Global Hemophilia Grant – Equity in Therapeutic
Patient Education, part of Pfizer’s Global Medical Grants (GMG) program.
This grant program seeks to champion patient learning and address both educational equity & quality
amongst people living with hemophilia (PLwH) to support them in making evidence-informed
decisions in a rapidly evolving treatment landscape.
This competitive grant program is open to Patient Advocacy Groups (PAGs) and non-profit
organizations - of all sizes and in all countries - that provide education to PLwH. Submissions fromapplicants in low-, middle-, and high-income countries will be given equal consideration.
Please read the How to Submit guidance below carefully before completing your application.
You will be required to complete and upload a Proposal Template to Pfizer’s GMG system.
Translations of this RFP in French, Spanish, Mandarin, and Arabic along with further information
on Pfizer’s Competitive Grants program can be found at the following link:
https://www.pfizer.com/about/programs-policies/grants/competitive-grants

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GlobalHemophilia Grant – Equity in Therapeutic Patient Education

About the Grant
Background

The roots of health advocacy lie in the desire to create positive change and improve
the outcomes for a defined population through health equity. A core pillar to this effort
is patient education.[1]It is through education that patients can be supported to cultivate self-awareness andbe empowered to take a more active role in making decisions about their treatment andhealth care.[2] Individuals with the knowledge, skills and confidence to manage their own
health and health care (hereafter referred to as “higher activated”) are more likely toengage in positive health behaviours and achieve better health outcomes, including
being more proactive in seeking out health information and using it in the decisionmaking process about their treatment.[3]The treatment landscape in hemophilia is evolving rapidly and “zero bleeds” areincreasingly becoming an achievable goal in some countries.[4] For others, access tolong-term prophylaxis – recognised as the standard of care for all people living withhemophilia (PLwH) [5] – and the latest therapeutic advances, remains a challenge.[6]PurposeTo reduce health inequalities in hemophilia, PLwH should have timely access totailored, developmentally appropriate and culturally sensitive education, to promotelearning and autonomy, while enhancing health literacy (i.e. degree to which
individuals have the ability to find, understand, and use information and services toinform health-related decisions and actions for themselves and others).[7] Moreover,
empowerment-based interventions must be developed to ensure less activated andmarginalized populations have equal or greater access to treatment information to help
them make evidence-informed decisions and help close the disparity gap.[2,3,8,9]
Recent studies show there are significant gaps in treatment engagement andcomprehension among PLwH, which require the delivery of robust accessible
education and support for novel therapies.[10,11] This is particularly evident for sociallydisadvantaged persons, where socio-economic factors along with health literacy areboth directly associated with clinical and behavioral risk factors, health service use andhealth-related outcomes.[12]As part of Pfizer’s long-established interest in health promotion strategies, the Global
Hemophilia Grant - Equity in Therapeutic Patient Education encourages Patient
Advocacy Groups (PAGs) to identify and overcome barriers to learning for PLwH.
Through this grant program, it is expected one component of the proposed project willaddress the cultural, socio-economic, geographic location and/or linguistic barriers andany other factors contributing to PLwH’s limited access to novel treatment information
and understanding of their clinical needs and role in the decision-making process.

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GlobalHemophilia Grant – Equity in Therapeutic Patient Education

Cross-sector partnership between PAGs and clinical and/or academic teams areencouraged (e.g. to conduct needs assessment or develop tools, resources andprograms) in order to provide optimal guidance and assistance to less activated andunderrepresented PLwH, as they encounter scenarios that may impede their access toinformation on the best possible treatment to fit their clinical and lifestyle goals.
Applicants are encouraged to consult PLwH and/or caregivers to ensure that theeducational projects will meet the needs of their community.

Competitive Grant Program Eligibility
Geographic
Scope
ApplicantEligibility Criteria•

Global: Organizations across the globe are eligible to apply for this grant.

•Eligible applicants include PAGs or other non-profit organizations that currently
provide or seek to provide therapeutic education to PLwH.
Organizations of all sizes and in all countries are encouraged to apply.
Accepted proposals from applicants in low-, middle- and high-income countries will
be given equal consideration.

••

Application Requirements
Date RFP Issued
Clinical Area
KeyConsiderations•••

November 17, 2022
Hemophilia A and B of all severities.
Accepted proposals should:
o Focus on PLwH across one or more life stages, specific to addressing theeducational needs, barriers and gaps (at a local level) for novel treatments forhemophilia.
o Leverage cross-sector partnerships, such as hemophilia multidisciplinary careteam members and/or academic representatives/institutions, to support thedesign, delivery and evaluation of the project.
o Incorporate the lived-experience and perspectives of PLwH and/or caregivers
in the project design where possible, ensuring the views are representative ofa cross-section of the local patient population (racial, ethnic and culturallydiverse).
o Be tailored to PLwH who are less activated (i.e. individuals who lack theknowledge, skills and confidence to manage their own health and health care
and are therefore less likely to play an active role in staying healthy).[3]3GlobalHemophilia Grant – Equity in Therapeutic Patient Education

Underpinning the program are a set of five guiding principles forming theframework of the grant application, as follows:
1. Problem: understanding what part of the novel treatment education‘puzzle’ is being tackled and for which group of PLwH.
2. Knowledge: knowledge of PLwH and their communities; drawing on
expertise and previous activities where possible.
3. Explanation: rationale of what will be done and how it might solve theproblem.
4. Evaluation: understanding of what a good result would be and how thatmight be observed.
5. Learning: a focus on how PLwH and those working with them can learn
from the project.
• Proposals requesting between USD $2,500-$25,000 for 12-18 months will beconsidered.
• A percentage of the budget for the proposed project may be allocated for training
and capacity building of the applicant, which will be assessed on the merit of theproject concept and organizational need.
• The budget should not exceed more than 50% of a PAG’s annual operating
budget• The amount of funding for accepted proposals will be subject to the external expert
review panel’s evaluation of the project concept, organizational need and costings.
• RFP launch date: November 17, 2022
• Application submission deadline: February 16, 2023
o Please note: the deadline is 23:59 Eastern Time (New York, GMT -5).
• Anticipated decision notification date: April 2023
• Project start date: May-July 2023
*Timelines are indicative only and subject to change.
•Approximate
Range of Funding& Project Length

Key Dates*

How to Submit•

Please go to www.cybergrants.com/pfizer/knowledge and sign in. First-timeusers should click “Create your password”.

•Requirements for submission:o Complete all required sections of the online applicationo Click here to access and download the Proposal Template. Please
complete the template and upload under the RFP Submission/Proposal
field in CyberGrants.
o All application materials must be in English.
o If you encounter any technical difficulties with the website, please click the“Technical Questions” link at the bottom of the page.
In the CyberGrants application:o For the question “What type of request are you submitting?” select‘Response to a Request for Proposal (RFP)’.
o For the question “Are you replying to a Request for Proposal as part of the•3Global
Hemophilia Grant – Equity in Therapeutic Patient Education

Questions

Grant Agreements

Competitive Grant Program?” select ‘Yes’.
o Select the following Competitive Grant Program name: 2023 RD G
Hemophilia Therapeutic Patient Education
IMPORTANT: Be advised applications submitted after the due date will not be
reviewed by the review panel.
• If you have questions regarding this RFP, please direct them in writing to theGrant Officer, Amanda Stein [amanda.j.stein@pfizer.com], with the subjectline, Global Hemophilia Grant - Equity in Therapeutic Patient Education.
• Please click here to view Frequently Asked Questions regarding the Competitive
Grant Program.
• If your grant is approved, your institution will be required to enter into a written
grant agreement with Pfizer. Please click here to view the core terms of theagreement.
• Pfizer has drafted the terms of these agreements to be balanced and reasonable
and to further the goals of both parties. Negotiating grant agreements requires
significant resources, so please ensure that your institution (including your legaldepartment) is able and willing to abide by these terms before proceeding withsubmission of your application as they will need to be accepted in their entirety.

Review andApproval Process•

Notifying
Applicants
References• All applicants will be notified via email as per the dates noted above.
• Applicants may be asked for additional clarification during the review period.
1. Farmer M. Advocacy in Action for Improved Health Outcomes. In: Barkley L, et al.
Promoting Health Equity Among Racially and Ethnically Diverse Adolescents.
Springer: Cham (Switzerland) 2019.
2. Simonsmeier BA, et al. What sixty years of research says about the effectivenessof patient education on health: a second order meta-analysis. Health Psychol Rev
2021:450-74.
3. Hibbard J. Patient activation and the use of information to support informed healthdecisions. Patient Educ Couns 2017;100(1):5-7.
4. Skinner M, et al. Achieving the unimaginable: Health equity in haemophilia.
Haemophilia 2020;26(1):17-24.
5. Srivastava A, et al. WFH Guidelines for the Management of Hemophilia, 3rdedition. Haemophilia 2020;26(6):1-158.

•Grant requests received in response to a specific RFP are reviewed by an external
panel of experts to make final grant decisions.
The panel for this grant program is comprised of professionals from diverse
backgrounds (physician, nurse, clinical psychologist, PLwH, rare disease PAG
leader and a social impact expert) and geographies (North and South America,Europe and Asia-Pacific) with expertise in hemophilia, education, advocacy and/orsocial impact.

3GlobalHemophilia Grant – Equity in Therapeutic Patient Education

6. Ghosh K, et al. Overcoming the challenges of treating hemophilia in resourcelimited nations: a focus on medication access and adherence. Expert Rev Hematol
2021;14(8):721-30.
7. Healthy People 2030. https://health.gov/healthypeople/priority-areas/healthliteracy-healthy-people-2030/history-health-literacy-definitions [AccessedNovember 2022]
8. Muscat DM, et al. Health Literacy and Shared Decision-making: Exploring theRelationship to Enable Meaningful Patient Engagement in Healthcare. J Gen
Intern Med 2020;36:521-24.
9. Zajacova A, Lawrence EM. The relationship between education and health:reducing disparities through a contextual approach. Annu Rev Public Health
2018;39:273- 89.
10. Woollard L, et al. Addressing patient education priorities in the era of gene therapy
for haemophilia: Towards evidence-informed shared decision-making.
Haemophilia. 2021;27:e302–e304.
11. Delhove J, et al. Public acceptability of gene therapy and gene editing for humanuse: a systematic review. Hum Gene Ther. 2020;31(1–2):20-46.
12. Stormacq C, et al. Does health literacy mediate the relationship between
socioeconomic status and health disparities? Integrative review. Health Promot Int
2019;34:e1-17.