Grading evidence and recommendations The GRADE approach - PowerPoint PPT Presentation

grading evidence and recommendations the grade approach n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Grading evidence and recommendations The GRADE approach PowerPoint Presentation
Download Presentation
Grading evidence and recommendations The GRADE approach

play fullscreen
1 / 56
Grading evidence and recommendations The GRADE approach
194 Views
Download Presentation
candid
Download Presentation

Grading evidence and recommendations The GRADE approach

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Grading evidence and recommendationsThe GRADE approach Holger Schünemann, MD, PhD for the GRADE Working Group

  2. Professional good intentions and plausible theories are insufficient for selecting policies and practices for protecting, promoting and restoring health. Iain Chalmers

  3. How can we judge the extent of our confidence that adherence to a recommendation will do more good than harm?

  4. GRADE Grades of Recommendation Assessment, Development and Evaluation

  5. What do you know about GRADE? • Have prepared a guideline • Read the BMJ paper • Have prepared a systematic review and a summary of findings table • Have attended a GRADE meeting, workshop or talk

  6. About GRADE • Began as informal working group in 2000 • Researchers/guideline developers with interest in methodology • Aim: to develop a common system for grading the quality of evidence and the strength of recommendations that is sensible and to explore the range of interventions and contexts for which it might be useful* • 13 meetings (~10 – 35 attendants) • Evaluation of existing systems and reliability* • Workshops at Cochrane Colloquia, WHO and GIN since 2000 *Grade Working Group. CMAJ 2003, BMJ 2004, BMC 2004, BMC 2005

  7. David Atkins, chief medical officera Dana Best, assistant professorb Peter A Briss, chiefc Martin Eccles, professord Yngve Falck-Ytter, associate directore Signe Flottorp, researcherf Gordon H Guyatt, professorg Robin T Harbour, quality and information director h Margaret C Haugh, methodologisti David Henry, professorj Suzanne Hill, senior lecturerj Roman Jaeschke, clinical professork Gillian Leng, guidelines programme directorl Alessandro Liberati, professorm Nicola Magrini, directorn James Mason, professord Philippa Middleton, honorary research fellowo Jacek Mrukowicz, executive directorp Dianne O’Connell, senior epidemiologistq Andrew D Oxman, directorf Bob Phillips, associate fellowr Holger J Schünemann, associate professorg,s Tessa Tan-Torres Edejer, medical officer/scientistt Helena Varonen, associate editoru Gunn E Vist, researcherf John W Williams Jr, associate professorv Stephanie Zaza, project directorw a) Agency for Healthcare Research and Quality, USA b) Children's National Medical Center, USA c) Centers for Disease Control and Prevention, USA d) University of Newcastle upon Tyne, UK e) German Cochrane Centre, Germany f) Norwegian Centre for Health Services, Norway g) McMaster University, Canada h) Scottish Intercollegiate Guidelines Network, UK i) Fédération Nationale des Centres de Lutte Contre le Cancer, France j) University of Newcastle, Australia k) McMaster University, Canada l) National Institute for Clinical Excellence, UK m) Università di Modena e Reggio Emilia, Italy n) Centro per la Valutazione della Efficacia della Assistenza Sanitaria, Italy o) Australasian Cochrane Centre, Australia p) Polish Institute for Evidence Based Medicine, Poland q) The Cancer Council, Australia r) Centre for Evidence-based Medicine, UK s) National Cancer Institute, Italy t) World Health Organisation, Switzerland u) Finnish Medical Society Duodecim, Finland v) Duke University Medical Center, USA w) Centers for Disease Control and Prevention, USA GRADE Working Group

  8. Why guidelines? Guideline users look for different things • just tell me what to do (recommendation) • what to do, and on strong or weak grounds • recommendation and grade • recommend, grade, evidence summary, values • systematic review, value statement • evidence from individual studies

  9. When to make a recommendation? • never • patient values differ • just lay out benefits and risks • when evidence strong enough • when very weak, too uncertain • clinicians need guidance • intense study demands decision

  10. Why bother about grading? • People draw conclusions about the • quality of evidence • strength of recommendations • Systematic and explicit approaches can help • protect against errors • resolve disagreements • facilitate critical appraisal • communicate information • However, there is wide variation in currently used approaches

  11. Evidence Recommendation II-2 B C+ 1 Strong Strongly recommended Organization USPSTF ACCP GCPS Who is confused?

  12. EvidenceRecommendation B Class I C+ 1 IV C Organization AHA ACCP SIGN Still not confused? Recommendation for use of oral anticoagulation in patients with atrial fibrillation and rheumatic mitral valve disease

  13. Guidelines development process

  14. Quality of evidence The extent to which one can be confident that an estimate of effect or association is correct. It depends on the: • study design (e.g. RCT, cohort study) • study quality/limitations (protection against bias; e.g. concealment of allocation, blinding, follow-up) • consistency of results • directness of the evidence including the • populations (those of interest versus similar; for example, older, sicker or more co-morbidity) • interventions (those of interest versus similar; for example, drugs within the same class) • outcomes (important versus surrogate outcomes) • comparison (A - C versus A - B & C - B)

  15. Quality of evidence The quality of the evidence (i.e. our confidence) may also be REDUCEDwhen there is: • Sparse or imprecise data • Reporting bias The quality of the evidence (i.e. our confidence) may be INCREASEDwhen there is: • A strong association • A dose response relationship • All plausible confounders would have reduced the observed effect • All plausible biases would have increased the observed lack of effect

  16. Quality assessment criteria

  17. Categories of quality • High: Further research is very unlikely to change our confidence in the estimate of effect. • Moderate: Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate. • Low: Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate. • Very low: Any estimate of effect is very uncertain.

  18. Judgements about the overall quality of evidence • Most systems not explicit • Options: • strongest outcome • primary outcome • benefits • weighted • separate grades for benefits and harms • no overall grade • weakest outcome • Based on lowest of all the critical outcomes • Beyond the scope of a systematic review

  19. Strength of recommendation The extent to which one can be confident that adherence to a recommendation will do more good than harm. • trade-offs (the relative value attached to the expected benefits, harms and costs) • quality of the evidence • translation of the evidence into practice in a specific setting • uncertainty about baseline risk

  20. Values and preferences

  21. Where would you prefer to live?

  22. ← Option 1 Option 2 →

  23. ← Option 1 (pink card) Option 2 → (green card)

  24. You are hiking.Which of the following animals would you prefer to encounter?

  25. ← Option 1 (pink card) Option 2 → (green card)

  26. You are buying an ice cream.Which flavor do you prefer?

  27. Strawberry ← Option 1 (pink card) Chocolate Option 2 → (green card)

  28. You are buying a new car.Which one would you buy?

  29. ← Option 1 (pink card) Red Ferrari Option 2 → (green card) Yellow fox

  30. Judgements about the balance between benefits and harms • Before considering cost and making a recommendation • For a specified setting, taking into account issues of translation into practice

  31. Clarity of the trade-offs between benefits and the harms • the estimated size of the effect for each main outcome • the precision of these estimates • the relative value attached to the expected benefits and harms • important factors that could be expected to modify the size of the expected effects in specific settings; e.g. proximity to a hospital

  32. Balance between benefits and harm • Net benefits: The intervention does more good than harm. • Trade-offs: There are important trade-offs between the benefits and harms. • Uncertain net benefits: It is not clear whether the intervention does more good than harm. • Not net benefits: The intervention does not do more good than harm.

  33. Judgements about recommendations This should include considerations of costs; i.e. “Is the net gain (benefits-harms) worth the costs?” • Do it • Probably do it No recommendation • Probably don’t do it • Don’t do it

  34. Will GRADE lead to change? Should healthy asymptomatic postmenopausal women have been given oestrogen + progestin for prevention in 1992? • Quality of evidence across studies for • CHD • Hip fracture • Colorectal cancer • Breast cancer • Stroke • Thrombosis • Gall bladder disease • Quality of evidence across critical outcomes • Balance between benefits and harms • Recommendations

  35. Evidence profile: Quality assessmentOestrogen + progestin for prevention in 1992 (before WHI and HERS) Oestrogen + progestin versus usual care

  36. Oestrogen + progestin for prevention after WHI and HERS

  37. Further developments • Diagnostic tests • Complexity • Costs • (Equity) • Empirical evaluations

  38. GRADE Profiler

  39. GRADE profiler (GRADEpro)

  40. Empirical evaluations • Critical appraisal of other systems • Pilot test + sensibility • “Case law” + practical experience • Guidance for judgements • Single studies • Sparse data or imprecise data • Agreement • Validity? • Comparisons with other systems • Alternative presentations

  41. Comparison of GRADE and other systems • Explicit definitions • Explicit, sequential judgements • Components of quality • Overall quality • Relative importance of outcomes • Balance between health benefits and harms • Balance between incremental health benefits and costs • Consideration of equity • Evidence profiles • International collaboration • Software • Consistent judgements? • Communication?

  42. Who is interested in GRADE • WHO • American Endocrine Society • American College of Chest Physicians (ACCP) • Italian National Cancer Institute • Clinical Evidence • Norwegian Centre for Health Services • UpToDate • Close relationship with Cochrane Collaboration • American Society of Clinical Oncology (ASCO) • Urology Associations • American Thoracic Society

  43. Case scenario and clinical question • 70 year old men with history of hypertension presents to the ED with right upper and lower extremity weakness and slurred speech for approximately two hours. A head CT is not showing signs of intracranial bleeding. Workup for contraindication to intravenous fibrinolysis (rTPA is used in your hospital) is negative. • In elderly men with acute stroke and treated hypertension,does thrombolytic therapy administered within 3 hours compared to no thrombolysisreduce death?

  44. Questions?