Towards CR 2 evaluation: Culturally -reflexive and -responsive evaluation in crises times and beyond.

More than ever, health services evaluators are in high demand. In such context, evaluation deliverables are time- and/or culturally-sensitive. For the target communities or for those with an interest in the evaluation, the priority is to make sure their voice is prominently featured in evaluation deliverables. This priority coincides with a context where evaluators need to negotiate their positionality, in a context where evaluation deliverables are time- and/or culturally-sensitive. Beyond the mere inclusion of health service users as evaluation stakeholders, how do evaluators position themselves in these discussions? How do they meaningfully navigate this new paradigm in health services evaluation? This issue refers to intangible processes, which can be supported through both natural predisposition and the acquisition of specific skills. Core competencies for credentialled evaluators now all feature the importance of self-awareness and reflexive thinking; as well as the demonstration of appropriate and respectful verbal and non-verbal communication skills, and the capacity to identify practice communities' needs and capacity to participate, while recognising, respecting, and responding to aspects of diversity. Culturally-responsive evaluation is a promising approach to reconcile the world of evaluators and diverse practice communities. Recently, the concept of cultural humility-a reflexive learning process initially designed for frontline workers-has also gained important traction. In this perspective paper, we reflect on the added-value of combining these two approaches (hence, CR 2 evaluation-reflexive and responsive) to fulfil the promise of patient and community-centeredness in health service evaluation.