1. (First Annual) Learning to Practice and Teach Evidence-based Health Care An Intensive Workshop

2. Introductions Robert Wild & Dave Thompson Susan Hollingsworth Speakers Facilitators Participants

3. A true story A randomized trial of treating high blood pressure on the jobsite (a steel mill) vs. referral for treatment to primary care doctor Primary outcome: treatment compliance No difference in compliance between the groups Some patients who were referred with documented hypertension did not get treated

4. Determinants of the clinical decision to treat some, but not other, high blood pressure patients: 1The level of diastolic blood pressure. 2The patient’s age. 3_ 4The amount of target-organ damage.

5. Determinants of the clinical decision to treat some, but not other, hypertensive patients: 1The level of diastolic blood pressure. 2The patient’s age. 3The physician’s year of graduation from medical school. 4The amount of target-organ damage.

7. How we “know” observations in the world clinical experience –open to bias specious causal connections vividness and immediacy small samples laboratory and physiological research –systematic but generalization dangerous observational studies –non-comparable groups

8. What we (did) know that ain’t so: HRT to decrease cardiovascular risk –observational studies consistently suggest decreased risk –RCTs show increased risk High flow oxygen for RDS –My 6 th grade pen-pal was in the “gifted children” class at the Ohio state school for the blind Anti-arrythmics post-MI

9. Contrasting Reasoning Patho-physiologic reasoning –Depends on logic and knowledge of pathophysiology –This leads to a decision to prescribe flecainide to patients after heart attack Evidence from systematic studies in human subjects: –Randomized trial of flecainide after MI: 7.7% dead on flecainide 3.0% dead on placebo –Leads to a decision NOT to prescribe flecainide after MI

10. Medical decisions Clinical expertise: history, physical exam Information about diagnostic tests, treatments, and prognosis***** Patient’s values And preferences ***** Evidence Based Medicine informs this part of decision-making

11. Hierarchy of Evidence Meta-analysis of RCTs systematic review of RCTs Individual RCT Observational studies patient-important outcomes Basic research test tube, animal, human physiology Clinical experience

12. Why don’t we practice EBM? Exploding information supply Textbooks are out of date No time to read Traditional CME doesn’t work

14. Asking questions Practice identifying information needs: –Routinely question decisions –Question routine decisions Identify the specific issue at hand Do you need background or foreground information?

15. Identify the type of information that is needed Background information: What IS myelomonocytic leukemia?? Best source of information for background questions is recent textbooks or recent general review articles. Foreground information: Should patients with myelomonocytic leukemia be treated with methotrexate? The best information for foreground questions comes from original research in human subjects.

16. Asking Questions Design a focused clinical question that addresses the information need –Patient/population –Intervention –Comparison if relevant –Outcome The “PICO question” PCOS

17. Why bother with EBM? without EBM we are helpless in the face of –misguided experts –overenthusiastic experts –drug company hype without EBM our ability is limited –to understand difficult tradeoffs –to help our patients make difficult decisions with EBM comes –understanding and power –greater effectiveness in helping our patients

18. Seven Alternatives to Evidence Based Medicine Eminence Based Medicine (marked by radiance of white hair) Vehemence Based Medicine Eloquence Based Medicine Providence Based Medicine Diffidence Based Medicine Nervousness Based Medicine Confidence Based Medicine –(Isaacs and Fitzgerald, BMJ 1999;319:1618)

19. Structure of the Workshop Breakfast at 8:00am both days First plenary at 9:15 am on Friday and 9:00am Saturday Small group sessions –10:15-11:40 am Friday, 1:30-3:30 pm Friday –Saturday 10:15-11:30 adjourn Sat 11:30 am Box Lunches Friday and Saturday Lunchtime registrants hands - on searching session today –Sign up at registration table, limited space - facilitators go to room 251 Provost Conference PM Reception this afternoon after last plenary 4:45PM Please turn in your evaluations. CME can be obtained for an additional $25, slide presentations, and the library resource guide with links to many, many helpful websites will be posted on URL http://moon.ouhsc.edu/dthompso/cdm/ebhc1/ … in your packetttp://moon.ouhsc.edu/dthompso/cdm/ebhc1/

20. Goals of the workshop To learn and practice skills of critical appraisal of the research literature To learn techniques for teaching EBM

21. Your own goals You will have come with your own objectives for the workshop –Please share them with your group

22. Ground Rules Facilitators are there to facilitate and demonstrate Please arrive on time and prepared for each session Have a good time!