How to use this appraisal tool: Three broad issues need to be considered when appraising a clinical prediction rule study:

Similar documents
Innovation of communication technology to improve information transfer during handover

Tun your everyday simulation activity into research

Intro to Systematic Reviews. Characteristics Role in research & EBP Overview of steps Standards

Systematic reviews in theory and practice for library and information studies

Information and Instructions

University of Cincinnati College of Medicine. DECISION ANALYSIS AND COST-EFFECTIVENESS BE-7068C: Spring 2016

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse

Executive Guide to Simulation for Health

Institutional repository policies: best practices for encouraging self-archiving

Section 3.4 Assessing barriers and facilitators to knowledge use

Providing Feedback to Learners. A useful aide memoire for mentors

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Instructions and Guidelines for Promotion and Tenure Review of IUB Librarians

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

Cardiovascular Sonography/Adult Echocardiography (Diploma)

ACADEMIC AFFAIRS GUIDELINES

Response to the Review of Modernising Medical Careers

ACADEMIC AFFAIRS GUIDELINES

MEDICAL COLLEGE OF WISCONSIN (MCW) WHO WE ARE AND OUR UNIQUE VALUE

ScienceDirect. Noorminshah A Iahad a *, Marva Mirabolghasemi a, Noorfa Haszlinna Mustaffa a, Muhammad Shafie Abd. Latif a, Yahya Buntat b

Evidence for Reliability, Validity and Learning Effectiveness

Netsmart Sandbox Tour Guide Script

Surgical Residency Program & Director KEN N KUO MD, FACS

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE

Early Warning System Implementation Guide

THE USE OF TINTED LENSES AND COLORED OVERLAYS FOR THE TREATMENT OF DYSLEXIA AND OTHER RELATED READING AND LEARNING DISORDERS

Chapter 9 The Beginning Teacher Support Program

5 Early years providers

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

warwick.ac.uk/lib-publications

Major Milestones, Team Activities, and Individual Deliverables

Brief Home-Based Data Collection of Low Frequency Behaviors

COLLEGE OF BUSINESS AND ECONOMICS DEPARTMENT OF MARKETING CLINICAL FACULTY POLICY AND PROCEDURES

Mcgraw Hill Financial Accounting Connect Promo Code

TU-E2090 Research Assignment in Operations Management and Services

Achievement Testing Program Guide. Spring Iowa Assessment, Form E Cognitive Abilities Test (CogAT), Form 7

Duke University. Trinity College of Arts & Sciences/ Pratt School of Engineering Application for Readmission to Duke

CLINICAL TRAINING AGREEMENT

Practical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio

COOPERATIVE WORK EXPERIENCE - OVERVIEW

ATW 202. Business Research Methods

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon

Multiple Measures Assessment Project - FAQs

Joint Board Certification Project Team

UDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt

Library services & information retrieval

Use of the Kalamazoo Essential Elements Communication Checklist (Adapted) in an Institutional Interpersonal and Communication Skills Curriculum

Professor Christina Romer. LECTURE 24 INFLATION AND THE RETURN OF OUTPUT TO POTENTIAL April 20, 2017

Stakeholder Engagement and Communication Plan (SECP)

International Conference on Education and Educational Psychology (ICEEPSY 2012)

PR:EPARe: a game-based approach to relationship guidance for adolescents.

Using SAM Central With iread

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences

Thank you letters to teachers >>>CLICK HERE<<<

Bayley scales of Infant and Toddler Development Third edition

ESC Declaration and Management of Conflict of Interest Policy

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District

THE BROOKDALE HOSPITAL MEDICAL CENTER ONE BROOKDALE PLAZA BROOKLYN, NEW YORK 11212

Sample Iep Goals For Anxiety

Telekooperation Seminar

Tutor s Guide TARGET AUDIENCES. "Qualitative survey methods applied to natural resource management"

Laurie Mercado Gauger, Ph.D., CCC-SLP

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL?

WE GAVE A LAWYER BASIC MATH SKILLS, AND YOU WON T BELIEVE WHAT HAPPENED NEXT

Pharmaceutical Medicine as a Specialised Discipline of Medicine

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

BHA 4053, Financial Management in Health Care Organizations Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes.

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION

Procedia - Social and Behavioral Sciences 98 ( 2014 ) International Conference on Current Trends in ELT

Implementation Science and the Roll-out of the Head Start Program Performance Standards

SOFTWARE EVALUATION TOOL

HOSA 106 HOSA STRATEGIES FOR EMERGENCY PREPAREDNESS: COMPETITIVE EVENTS

Administrative Services Manager Information Guide

Primary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION

Assessment System for M.S. in Health Professions Education (rev. 4/2011)

Blended Learning: Overview and Recommendations for Successful Implementation

Interprofessional educational team to develop communication and gestural skills

Qualification handbook

Pharmacy Technician Program

Study Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence?

An ICT environment to assess and support students mathematical problem-solving performance in non-routine puzzle-like word problems

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007

Space Travel: Lesson 2: Researching your Destination

A Pilot Study on Pearson s Interactive Science 2011 Program

Building our Profession s Future: Level I Fieldwork Education. Kari Williams, OTR, MS - ACU Laurie Stelter, OTR, MA - TTUHSC

Evaluation Off Off On On

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7

Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS

SECTION 12 E-Learning (CBT) Delivery Module

ED 294 EDUCATIONAL PSYCHOLOGY

Assessment. the international training and education center on hiv. Continued on page 4

Characteristics of Collaborative Network Models. ed. by Line Gry Knudsen

DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT

Demystifying The Teaching Portfolio

Patient/Caregiver Surveys

Appendix. Journal Title Times Peer Review Qualitative Referenced Authority* Quantitative Studies

Application of Virtual Instruments (VIs) for an enhanced learning environment

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER

Who s Reading Your Writing: How Difficult Is Your Text?

Houghton Mifflin Online Assessment System Walkthrough Guide

Transcription:

CASP Checklist: 11 questions to help you evaluate a clinical prediction rule How to use this appraisal tool: Three broad issues need to be considered when appraising a clinical prediction rule study: Are the results of the study valid? (Section A) What are the results? (Section B) Will the results help locally? (Section C) The 10 questions on the following pages are designed to help you think about these issues systematically. The first two questions are screening questions and can be answered quickly. If the answer to both is yes, it is worth proceeding with the remaining questions. There is some degree of overlap between the questions, you are asked to record a yes, no or can t tell to most of the questions. A number of italicised prompts are given after each question. These are designed to remind you why the question is important. Record your reasons for your answers in the spaces provided. About: These checklists were designed to be used as educational pedagogic tools, as part of a workshop setting, therefore we do not suggest a scoring system. The core CASP checklists (randomised controlled trial & systematic review) were based on JAMA 'Users guides to the medical literature 1994 (adapted from Guyatt GH, Sackett DL, and Cook DJ), and piloted with health care practitioners. This material has been developed by CASP España (CASPe) http://redcaspe.org it was translated into English and tested by the Critical Appraisal Skills Programme, Oxford, UK (CASP) Referencing: we recommend using the Harvard style citation, i.e.: Critical Appraisal Skills Programme (2018). CASP (insert name of checklist i.e. Clinical Prediction Rule) Checklist. [online] Available at: URL. Accessed: Date Accessed. CASP this work is licensed under the Creative Commons Attribution n- Commercial-Share A like. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ www.casp-uk.net Critical Appraisal Skills Programme (CASP) part of Better Value Healthcare Ltd www.casp-uk.net

Section A: Are the results of the study valid? 1. Is the CPR clearly defined? is the type of patients to whom the CPR will be applied clearly defined are the variables included in the rule clearly defined is the outcome relevant and is it clinically reasonable (the outcome can be expressed as a probability or as a course of action) 2. Did the population from which the rule was derived include an appropriate spectrum of patients? Consider Is it adequate the way the patients were selected The spectrum of patient, to whom the rule will apply, is represented well 3. Was the rule validated in a different group of patients? it s not good enough that the rule had a good performance on the patient group used to derive it. The rule should be validated in a different set of patients the validation was done in a group of patients similar to the one used to derive it Is it worth continuing? 2

4. Were the predictor variables and the outcome evaluated in a blinded fashion? did people evaluating the outcome know the predictor variables did people evaluating the predictor variables know the outcome 5. Were the predictor variables and the outcome evaluates in the whole sample selected initially? are exclusions and drop outs well described and do the authors discuss the reasons for them sometimes the outcome cannot be measured in the same way in all patients 6. Are the statistical methods used to construct and validate the rule clearly described? were all important variables included and the positivity criteria explained is the statistical method adequately described was the reliability of the rule considered Section B: What are the results? 3

7. Can the performance of the rule be calculated? performance results can be presented as: Sens, Sp, +LR, -LR, ROC curve, calibration curves etc. sensitivity = a/(a+c) specificity = d/(b+d) LR+ = sens/(1-sp) LR- = (1-sens)/sp Outcome + Outcome - Rule + a b Rule - c d 8. How precise was the estimate of the treatment effect? (did they try to refine the rule with other variables to see whether the precision could be improved or the rule simplified?) Think about the sample size and the number of variables included in the CPR is the rule robust, has there been any attempt to refine it Section C: Will the results help locally? Are the findings applicable to the scenario? 4

9. Would the prediction rule be reliable and the results interpretable if used for your patient? Consider is your setting too different from that of the study 10. Is the rule acceptable in your case? Consider the ease of use and the availability of the rule and the costs if the rule is reasonable from a clinical point of view 11. Would the results of the rule modify your decision about the management of the patient, or the information you can give to him/her? Consider in addition to your opinion, might there be studies analysing the impact (in monetary terms or health results) of the rule if nothing will change, the rule is at best useless in terms of benefit to the patients how the initial estimation has changed after applying the rule, and the effect it has had on the action threshold 5

6