department of epidemiology and biostatistics designing clinical research session #1 about this...

53
Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 •About this course •Chapters 1 & 2 •Examples

Upload: randall-montgomery

Post on 03-Jan-2016

214 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Department of Epidemiology and Biostatistics

DESIGNING CLINICAL RESEARCH

Session #1

• About this course

• Chapters 1 & 2

• Examples

Page 2: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Course Objectives

1. Acquire research skills

2. Produce a protocol for a study

3. Help others in the workshop

4. Provide feedback on the workshop

5. Have a multiplier effect

Page 3: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Course Ingredients

July 29- Lectures (9:00 - 9:50)Sept 9 Selected issues from DCR 3 text

Sections (10:00 - 11:50)Protocol componentsMore issues from the text

Sept 16 5-page protocols due

Oct 7, 14 Protocol review sessions In pairs, new faculty

Page 4: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Types of Study

• Not the best choice for this course– Mice, molecules without humans– Cost-effectiveness, meta-analysis– Secondary data analysis– Qualitative research

• Ideal– A new observational study or clinical trial

involving humans (+ molecules) that you will do this year

Page 5: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Computer skills

• You need to know how to– Word process, use Pubmed – Use a reference program such as Endnote

• You can learn by– Getting a mentor or friend to show you– Taking a course in the UCSF Library

Page 6: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Certificate

• For satisfactory performance in all 3 TICR Summer Workshop courses, including:– Turning in your 5-page protocol on time– Turning in your ethics project on time– Turning in your career plan on time

Page 7: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Faculty for sections

Christian Apfel MD, PhD AnaesthesiaHeidi Bauer MD, MPH Public HealthValerie Flaherman MD, MPH PediatricsAri Green MD, MAS-CR NeurologyJohn Inadomi MD, MPH GastroenterologySteve Hulley MD, MPH Cardiovascular

EpidemiologyMichael Kohn MD, MPP Emergency MedicineKathleen Liu MD, PhD, MAS-CR Nephrology/Pulm Crit CareChris Madsen MD, MPH PediatricsMark Pletcher MD, MPH General Internal MedicineTravis Porco PhD Mathematical ModelingJoel Simon MD, MPH General Internal Medicine

Page 8: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Faculty for sections

Christian Apfel MD, PhD Clinical Research MethodsHeidi Bauer MD, MPH Clinical Research MethodsValerie Flaherman MD, MPH Clinical Research MethodsAri Green MD, MAS-CR Clinical Research MethodsJohn Inadomi MD, MPH Clinical Research MethodsSteve Hulley MD, MPH Clinical Research MethodsMichael Kohn MD, MPP Clinical Research MethodsKathleen Liu MD, PhD, MAS-CR Clinical Research MethodsChris Madsen MD, MPH Clinical Research MethodsMark Pletcher MD, MPH Clinical Research MethodsTravis Porco PhD Clinical Research MethodsJoel Simon MD, MPH Clinical Research Methods

Page 9: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Course Coordinator

Olivia DeLeon

[email protected]

514-8231 (tel)

514-8150 (fax)

(Please let her know if your email address has changed by sending her an email)

Page 10: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Anatomy of research: What it’s made of

• Research question– Significance

• Design• Subjects

– Population– Sample

• Variables– Predictor– Outcome

Page 11: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Physiology of research: How it works

Using measurements in a sample

to draw inferences about

phenomena in a population

Page 12: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Page 13: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Hulley’s Research Question (1993)

Should postmenopausal women receive hormones?

Subjects: postmenopausal women

Predictor: “hormones”

Outcome: ?

Page 14: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Improved Research Question

Does estrogen treatment prevent heart attacks in postmenopausal women?

Subjects: postmenopausal women Predictor: estrogen treatment vs none Outcome: heart attacks

Page 15: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Is RQ FINER?

Feasible

Interesting

Novel

Ethical

Relevant

Page 16: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Is RQ FINER?

Need to specify the design

of the study

Page 17: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Designs

• Observational study– Cohort – Cross-sectional– Case control

• Randomized clinical trial– Surrogate endpoints– Endpoints of primary interest

Page 18: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Cohort design

Subjects– 5000 post-menopausal women living in the

Bay Area

Predictor:– Taking estrogen?

Outcome:– Subsequent 5-year incidence of MI

Page 19: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Cross-sectional design

Subjects– 2000 PM women seen at SFGH

Predictor:– Taking/took estrogen?

Outcome:– History of MI?

Page 20: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Case-control design

Subjects– Cases: 50 PM women with MI in the SFGH ED– Controls: 50 PM women with trauma in the SFGH ED

Predictor:– Taking/took post-menopausal estrogen?

Outcome:– Cases vs controls

Page 21: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Author (year) Relative riskLafferty (1985) 0.2*Sullivan (1990) 0.2*Hammond (1979) 0.3*Nachtigall (1979) 0.3*Stampfer (1991) 0.3*Bush (1987) 0.4*Pettiti (1987) 0.5*Grodstein (1996) 0.6*Henderson (1991) 0.7*Psaty (1994) 0.7Wolf (1991) 0.7*Falkeborn (1992) 0.7*Criqui (1988) 1.0Wilson (1985) 1.9

Combined 0.7*

Observational Studies of Estrogen and CHD

Barrett-Connor, Public Health Reviews, 1997 * p < .05

Page 22: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

NB, when choosing a research question and design

Importance of thorough literature review and scholarship

Page 23: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Randomized blinded trial design: Surrogate outcomes

Subjects– 60 Post-menopausal women

Predictor:– Randomized to estrogen vs placebo

Outcome 4 weeks later:– LDL-C decreased by 10%, p<.01– HDL-C increased by 10%, p<.01

Page 24: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Randomized blinded trial design:Disease event outcomes

Subjects– Post-menopausal women

Predictor:– Randomized to estrogen vs placebo

Outcome:– Subsequent incidence of MI

Page 25: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Feasible?

Clinical trial of estrogen vs placebo to prevent MI/CHD death in 10,000 women with prior hysterectomy

Page 26: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

More feasible

Secondary prevention trial of estrogen + progestin vs placebo to prevent MI/CHD death in 2500 women with a uterus and prior CHD

• Participants willing, available in 20 centers

• Wyeth-Ayerst willing to fund, with UCSF controlling the science

Page 27: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

HERS trial(Heart and Estrogen/progestin Replacement Study)

• Subjects– 2763 women; age < 80 (mean age = 67)– postmenopausal, with a uterus– documented coronary disease

• Predictor– .625 mg Premarin + 2.5 mg MPA (E+P)

vs blinded placebo, randomly assigned

• Outcome – 4-year rate of non-fatal MI and CHD death

Page 28: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Interesting?

Page 29: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

QuickTime™ and aTIFF decompressor

are needed to see this picture.

Page 30: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Novel?

First randomized blinded trial with disease endpoints of whether estrogen treatment prevents CHD

Page 31: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Ethical?

• Equipoise (uncertain whether benefits or harms predominate)

– Benefits of hormone Rx • Reduce menopausal symptoms• ? Prevent CHD• ? Prevent fractures• ? Prevent Alzheimer’s Disease• ? Improve quality of life

– Harms • ?Venous thrombo-embolism• ? Breast cancer

Page 32: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Relevant?

• Premarin/Prempro: #1 in sales• Decision faced by half the population

Page 33: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Please notice the changes in research question

Observational RQ:

Is estrogen associated with heart attacks in postmenopausal women?

Intended clinical trial RQ:

Does estrogen prevent CHD events in postmenopausal women?

HERS RQ:

Does estrogen + progestin prevent new CHD events in postmenopausal women with coronary disease?

Page 34: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

HERS findings

All primary CHD events 290 293 .99 .99

Hulley et al JAMA 1998;280:605-13

Treatment GroupTreatment Group

E + PE + P PlaceboPlacebo RHRH p p

Page 35: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Why the null CHD result?Three possibilities

1. HERS got the wrong answer

2. The observational and other studies got the wrong answer

3. They answered different questions

Page 36: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

1. HERS got the wrong answer

• Random error?

• Systematic error?

Page 37: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Random error?

All primary CHD events 290 293 .99 .84-1.17

Hulley et al JAMA 1998;280:605-13

Treatment GroupTreatment Group

E + PE + P PlaceboPlacebo 95% CI95% CIRHRH

Page 38: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

HERS got the wrong answer: Systematic error?

• Randomization

• Blinding– Co-intervention– Biased outcome ascertainment

• Adherence to treatment

• Loss to follow-up

Page 39: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

2. The observational studies got the wrong answer

• Random error?

• Systematic error?

• Confounding?

Page 40: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Confounding

• Big problem in observational studies of drugs for preventive medicine – Women who take hormones are inherently healthier

• Statistical adjustment is only a partial solution– Only a randomized trial can solve the problem

Page 41: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

3. HERS answered a different question

• Other populations more responsive?– Primary prevention earlier in menopause

• Other interventions better benefit/harm ratio?– Estrogen only– Different E, different P– Lower doses

Page 42: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Three possibilities

Physiology:

1. HERS got the wrong answer

2. The observational studies got the wrong answer

Anatomy:

3. They answered different questions

Page 43: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

How to decide?

Page 44: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Replication:The primary prevention Women’s Health Initiative

WHI E+P Trial• Subjects:16,608 women with a uterus, mean age 63

• Predictor: E+P vs placebo (as in HERS)

• Outcome: MI + CHD death (as in HERS)

WHI Estrogen-only Trial• Subjects:10,739 women with no uterus, mean age 64

• Predictor: E vs placebo

• Outcome: MI + CHD death

Page 45: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Disease outcomes in HERS and WHI

Outcome HERS E+P WHI E+P WHI E-alone

MI+CHD death 1.0 (0.8-1.2) 1.3 (1.0-1.6) 0.9 (0.8-1.1)

Stroke 1.2 (0.9-1.7) 1.4 (1.1-1.8) 1.4 (1.1-1.8)

Pulm Embolism 2.1 (1.3-3.4) 2.1 (1.6-2.8) 1.3 (0.9-2.1)

Breast cancer 1.3 (0.8-1.9) 1.3 (1.0-1.6) 0.8 (0.6-1.0)

Hip fracture 1.1 (0.5-2.5) 0.7 (0.5-1.0) 0.6 (0.4-0.9)

Dementia* 2.0 (1.2-3.5) 1.5 (0.8-2.7)

Hulley, JAMA 2004;291:1769 (editorial)

*Schumaker, JAMA 2004;291:2947

RH (95% CI)

Page 46: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Ethical?

• Equipoise (uncertain whether benefits or harms predominate)

– Benefits of hormone Rx • Reduce menopausal symptoms• ? Prevent CHD• ? Prevent fractures• ? Prevent Alzheimer’s Disease• ? Improve quality of life

– Harms • ?Venous thrombo-embolism• ? Breast cancer

Page 47: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Bottom lines

• HERS did get the right answer– If properly designed and carried out,

experiments trump observational studies

– Observational studies of drugs are often confounded

• Practice guidelines on hormones after menopause– Do not use for prevention of CHD, dementia

• This applies to any regimen, pending further trials

– Can use for treating menopausal symptoms

• Low dose, short duration

Page 48: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Source: IMS Health NPA Plus

0

10

20

30

40

50

60

1995 1996 1997 1998 1999 2000 2001 2002 2003Year

An

nu

al

Pre

sc

rip

tio

ns

by

Fo

rmu

lati

on

(m

illi

on

s)

Oral E Oral E/P Trnd/Vag

Annual Number of US Prescriptions for Hormone Therapy

HERSWHI

Hersh, JAMA 2004;291:47

Page 49: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

NB

HERS and WHI were very large studies.

How about something bite-sized?

Page 50: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

The research cycle

Develop research question

Design study

Implement studyAnalyze results

Infer conclusions

Page 51: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

Next …

Page 52: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

One sentence describing anatomy of your study

• Research question• Design• Subjects• Variables

– Predictor– Outcome

Page 53: Department of Epidemiology and Biostatistics DESIGNING CLINICAL RESEARCH Session #1 About this course Chapters 1 & 2 Examples

FINER?

Feasible

Interesting

Novel

Ethical

Relevant