critical reading st helier vts 2008 rcgp curriculum core statement domain 3 as

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CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

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Page 1: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

CRITICAL READING

ST HELIER VTS 2008RCGP Curriculum Core Statement Domain 3

AS

Page 2: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

What is expected….

• Hierarchy of evidence• Statistical terms• Data Presentation• Seminal trials

Page 3: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

What is expected….

• Mean, median, mode• Normal distribution curve, std deviation• ARR, RRR• NNT, NNH• P value, confidence intervals• Sensitivity, specificity• PPV, NPV

Page 4: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Critical Reading

• Critical Appraisal– Look at the specific objectives, methods, and

results of the study

• Critical reflection– Judge and discuss the implications for the world

outside the study

Page 5: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Critical Appraisal

• Title, author, institute, journal

• Ethics

• References

• Conflicts of interests

Page 6: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Critical Appraisal

• Introduction– Background– Aims– Relevance– Originality

• Methods– Design– Outcome measures– Subjects

Page 7: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Design

• Time Frame• Prospective• Cross-Sectional• Retrospective

• Observational / Interventional• Controlled / Uncontrolled• Randomised / Non-randomised

Page 8: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Bias

• Selection Bias– Typical sample?– Exclusions (numbers and reasons) clear?– Same conditions for both groups

• Measurement Bias– Observer error– Validity– Reliability

Page 9: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Bias

• Validity – closeness to true measure– Internal – Can I believe the results?– External – If I can, do they apply to the real world?

• Reliability – repeatability of the measurements

Page 10: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Implications

• Generalisation• Consequences

• PPeople and ethics• RResources• AAudit protocols and quality• TTime and training• SSafety and society

Page 11: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Critical Appraisal

• Presentation• Experimental Design• Numbers• Information Bias• Selection Bias

Page 12: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Summarising A Paper

• General aim – one sentence why the study was done

• Objective – what was the specific aim of the study?

• Design• Setting – where was the study done?

Page 13: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Summarising a Paper

• Population• Target• Sampling frame• Study population

• Methods• Intervention• Baseline• Outcome

• Results• Author’s conclusions – main points

Page 14: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Does treatment work?

• Consider the DCCT Trial

• Incidence of Neuropathy is 9.6% in control group (CER)

• Intervention group (6yrs very tight control) is 2.8% (EER)

Page 15: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Does treatment work?

• Relative risk reduction is:

9.6%-2.8% 9.6% equals 71%

• Absolute risk reduction is:

9.6% - 2.8% equals 6.8%

Page 16: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

RRR

• Same result if 96% got neuropathy in the control group and 28% in intervention group

• Fails to show baseline risk or size of effect• Tiny effect can look impressive

Page 17: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

NNT

• Inverse of ARR• 100/6.8%=14.7, i.e. treat 15 patients for 6

years to prevent one extra neuropathy

• Practical result• Easier to compare treatments• Beware intention to treat figures

Page 18: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Screening

• Sensitivity %age with +ve test result• High if few missed

• Specificity %age with true negative result• High if few false alarms

• Predictive value proportion of +ve results who have condition

• Depends on prevalence

Page 19: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Odds Ratios

• Ratio of events in intervention group v control group

• Forest plot• 1 means no effect• CI including 1 – no effect• Further away from 1, more likely a true effect

Page 20: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

PPV and NPV

• Positive Predictive Value

• Ability of test to pick out disease

– Eg 160 positive results from a diseased population of 200:

160/200 = 80% PPV

• Negative Predictive Value

• Ability of test to pick out those who do not have disease– Eg 70 negative results

from a healthy population of 100:70/100 = 70% PPV

Page 21: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Qualititive studies

• Studying ideas and concepts• Narrative based medicine• Understanding patient• Turns anecdotes into data/observations

• Passive observation of behaviour• Participation Groups• One to One interviews• Focus Groups• Document Studies

Page 22: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Systematic Reviews

• Does the review examine an important clinical question

• Was there a substantial effort to search all relevant literature

• Was methodological quality assessed and trials weighted accordingly

• How sensitive are the results to the way the review has been done

• Have the results been interpreted with common sense and due regard to the broader issues

Page 23: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

RCT

• Expensive• Time-consuming• Small numbers (usually)• Subjects and settings limit generalisation of

results• Random allocation cannot overcome bias –

Intention to treat, drop-out rates etc

Page 24: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Audit

• Systematic survey with a purpose that requires repeating

• More than a survey as part of process of change– Uncontrolled observational study that may

become an uncontrolled prospective interventional study

Page 25: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

ASCOT

Page 26: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Summary of all end points

The area of the blue square is proportional to the amount of statistical information

Amlodipine perindopril better Atenolol thiazide better0.50 0.70 1.00 1.45

Primary

Non-fatal MI (incl silent) + fatal CHD

SecondaryNon-fatal MI (exc. Silent) +fatal CHDTotal coronary end pointTotal CV event and proceduresAll-cause mortalityCardiovascular mortalityFatal and non-fatal strokeFatal and non-fatal heart failure

Tertiary Silent MIUnstable anginaChronic stable anginaPeripheral arterial diseaseLife-threatening arrhythmiasNew-onset diabetes mellitusNew-onset renal impairment

Post hoc Primary end point + coronary revasc procsCV death + MI + stroke

2.00

Unadjusted Hazard ratio (95% CI)

0.90 (0.79-1.02)

0.87 (0.76-1.00)0.87 (0.79-0.96)0.84 (0.78-0.90)0.89 (0.81-0.99)0.76 (0.65-0.90)0.77 (0.66-0.89)0.84 (0.66-1.05)

1.27 (0.80-2.00)0.68 (0.51-0.92)0.98 (0.81-1.19)0.65 (0.52-0.81)1.07 (0.62-1.85)0.70 (0.63-.078)0.85 (0.75-0.97)

0.86 (0.77-0.96)0.84 (0.76-0.92)

Page 27: CRITICAL READING ST HELIER VTS 2008 RCGP Curriculum Core Statement Domain 3 AS

Adverse events leading to treatment discontinuation

Adverse eventAmlodipine perindopril

(%)

Atenolol thiazide(%)

Total 2358 (24.5) 2402 (25.0)

Serious 162 (1.7) 254 (2.6)*

* p<0.0001