Drug companies (and the FDA) undermining EBM

This is a nice TED talk on the problem of publication bias. The FDA is complicit in this problem because they dont force drug companies to publish their studies. Consumers (doctors and patients) never get the whole story. No amount of critical appraisal skills can overcome this problem.

Ben Goldacre: What doctors don’t know about the drugs they prescribe

Truly sad… Not sure what any of us can do though short of going to the FDA website for every drug we prescribe (or at least the new ones) and seeing what was submitted for approval.

Know Thy Limitations

Recently I tried something new for our resident journal club. I am using Edmodo (wwww.edmodo.com) to post the readings and the protocol (boring) and to stimulate learning by posting “Homework Questions” that require learners to digest the background information and relay how they might use it (exciting). One resident had a great insight that many of us dont think about—- the limitations of our tools. She pointed out that a clinical prediction rule she uses (the CHADS2 score for afib) wasnt as good as she thought.

For some reason, as doctors, we assume tests are really good….prediction rules are accurate…..treatments always help. These tools are better than nothing (some of the time) but they arent perfect. This resident pointed that out in an insightful way. Bravo to her. I challenged our journal club group to look at things they use regularly and review their development. Know their limiations.

I see rules used improperly all the time (for example reporting a TIMI score for a patient with nonanginal chest pain) and when I call the resident or student out for using it improperly I usually get a blank stare. They dont realize the tool cant be used in that situation.  They are using tools in ways they werent developed for. Who knows if they work or not in this application.  We as educators, especially as EBM educators, need to challenge ourselves and our learners to get know (how they were developed and validated) the tools we rely on and know their limitations.

Critical Appraisal of Studies is Really Important

This week in the Annals of Internal Medicine another study (http://annals.org/article.aspx?articleid=1359238)  has been published showing that biases in studies can lead to inaccurate results. Thus its really important to critically appraise primary studies. Unfortunately few doctors take the time to do so (I suspect, though I don’t have empiric proof to cite) and, despite EBM skills being taught for a decade now, few probably even remember how to do so.

Savovic and colleagues have done the most comprehensive attempt to quantify the effect of 3 design elements on the outcomes of randomized controlled trials: random-sequence generation, allocation concealment, and double blinding. First, what the heck do those terms even mean? In a randomized trial participants are assigned to study groups in a random fashion, akin to a coin flip. No one actually flips a coin but researchers usually use a computer program to generate a random number (random sequence generation) and this number determines the group to which a patient is assigned. For example, if the number is odd the patient goes into the control arm, if the number is even the intervention arm. The number generation needs to be unpredictable (ie random) and not just alternating odd and even numbers.  Authors of studies should give enough information on how the random sequence generation was undertaken. As of 2006, only 34% of PubMed indexed trials did this adequately.

We don’t want those trying to enroll a patient into a study to be able to figure out to which arm the patient will be allocated or assigned. We want the allocation concealed.  This is blinding of the randomization order or scheme. Concealed allocation helps guard against someone getting preferentially placed in one arm of a trial or another based on their prognosis. We don’t want sicker patients preferentially put in one arm and  healthier ones in another. This would clearly bias the findings of the study. In a 2005 study, only 18% of randomized trials indexed in PubMed reported any allocation concealment.

Most doctors understand blinding. What they don’t understand is who should be blinded– everyone possible is the short answer. Blinding the trial participants and trial personnel avoids participants from being treated differently based on the arm of the study they are in. But what if you can’t blind the patients or the study personnel (for example in a study of a surgical procedure vs medical mgmt)? You blind the outcomes assessors. Statisticians should also be blinded. Interestingly, Benjamin Franklin is credited with being the first person to blind participants in a scientific study.  Blinding is especially important if the outcomes are subjective (for example quality of life).  Conversely, blinding is less important for objective outcomes like death.

Back to the study by Savovic and colleagues. The authors used some sophisticated techniques to acquire and analyze the data and I won’t bore you with the details. Just accept that they did a good job (dont all authors of studies want us to trust them and they usually disappoint us?).  What did they find?  Inadequately or unclear random sequence generation, allocation concealment and blinding led to exaggeration of intervention effects by an average of 11%. As expected, the effect was greatest for subjective outcomes.  The greatest overestimate of treatment effect was seen with inadequate blinding (23% overestimation) followed by inadequate allocation concealment (18% overestimation).

These kind of findings always bother me for 2 reasons:

  1. We come to the conclusion that interventions are better than they are. We are falsely led to believe in much greater benefit than there likely is. We offer things to patients with the promise of more benefit than they will likely offer.
  2. Why do these flawed studies get published? Why dont reviewers and editors reject the publication of these studies or at least put a black box warning that the results are biased? I still can’t understand why we publish flawed research without labelling it as such.  Why can’t researchers just design the study properly in the first place? It’s not like the elements of good study design are a secret.

What should doctors do to avoid using biased information?

  • Read the pre-appraised literature like ACP Journal Club. The articles published in ACPJC are structured summaries of critically appraised articles. To be published in ACPJC a study has to be methodologically sound and clinically important. Articles with important methodological weaknesses will not be published.
  • Find answers to questions in evidence-based textbooks, like Dynamed (https://dynamed.ebscohost.com/)
  • If you have to read primary studies CRITICALLY APPRAISE THEM! It’s not hard. Each study design has its own set of questions against which you should judge the quality of the study (http://ktclearinghouse.ca/cebm/practise/ca). If you find the study is flawed either throw it away and find another one or realize biases almost always result in overestimation of treatment benefits and adjust your expectations accordingly.

Flipping Medical Education

As I am thinking about and developing a web course on EBM I have come to the conclusion we need to change the way we educate medical students. Medical schools need to be schooled on education innovation. Yes we change curriculums to be problem based or whatever the latest buzz word is but they are still mired in the one true impediment to lifelong learning—- the hour-long lecture. Perhaps it’s because medicine has such tradition that we are stuck in the teaching methodology of the last century. It’s time to flip it on its head.

WE (emphasis added by me) can’t fit it all in the curriculum. It’s just not possible

This quote is from a dean of a Canadian medical school. It reflects the problem with the current paradigm.  His focus (“WE”) is on what educators want to cover and not what the students need or want. We have this sense at medical schools that WE must lecture about everything. But that’s not possible.

Flipping is doing traditional classwork  at home and doing homework in class. What this means is that students would do online background course work (ie short videos developed by faculty) at home and class time would be spent on discussion and interactive exercises that support knowledge retention. Why do we (meaning medical educators….or any educators for that matter) force students to learn at our pace during the traditional 1 hour lecture (which is actually 50 min at my medical school)? How can we make sure students (all students!) understand the information? What if a few don’t understand a concept? Do we stop the whole class? Usually not, we just trudge along giving our lecture usually leaving some time at the end for questions which few have because their brains are numb from being lectured at.

With online learning each student can proceed at his or her own pace, taking more time on a harder topic if needed. She can also skip a topic if she has already mastered that information. Students can take time to link to other material to get an even deeper understanding if needed.

This generation of students (the millenials) are different from us older educators (I’m a gen x’er). They use technology (and to them email isnt technology!) much more than we do to communicate and learn. They prefer social, group based education. They like to learn by solving problems and don’t like as much lecture. It’s time we adapt our teaching to their learning.

This isnt easy as I am learning. Schools will have to invest in infrastructure and protect time for faculty to develop and maintain these interactive materials. The biggest obstacle though is us….we have to change our ways…..leave our comfort zone of the hour lecture.  As I am finding it has been incredibly intellectually satisfying  to develop material for a “new” teaching platform. I am hoping my course will be the sentinel event that stimulates my medical school to seriously  revamp the curriculum in a meaningful way, not just a name change but a paradigm change.

COURAGE and FAME

This post is not about desirable personal characteristics but about 2 studies that have attempted to determine if PCI combined with optimal medical therapy (OMT) is better than OMT alone in patients with stable angina. This is an important question because a lot of costly PCIs are done on patients with stable angina. I am not a cardiologist so I will not comment on the technical aspects of these studies but will instead focus on design issues that I think temper the results of these important studies, especially FAME2.

FAME2 was released online this week by the New England Journal of Medicine (http://www.nejm.org/doi/full/10.1056/NEJMoa1205361?query=featured_home) while COURAGE was published in 2007 (http://www.nejm.org/doi/full/10.1056/NEJMoa070829). COURAGE was the first trial to combine state of the art (at the time) PCI with state of the art medical therapy (which still holds true today) for CAD. COURAGE has been criticized because many of the patients were VA patients and for the use of mostly bare metal stents. Critics have ignored the fact that bare metal stents are similar to drug eluting stents (DES) in most outcomes except for restenosis.

FAME2 enrolled patients with stable angina, who had one coronary vessel with at least 50% stenosis that was suitable for PCI. Inherent in these inclusion criteria is the angiographic knowledge of the patient’s coronary anatomy. Often in clinical practice we make decisions on treatment without this knowledge; but based on symptoms and noninvasive assessments alone.  Study design quality was generally good: randomization was used, randomization scheme was concealed, intention to treat analysis was used, the 2 study groups were similar at the start of the study, and the groups were treated equally other than the treatment under study. Patients and clinicians were not blinded but this is less important in this study as the outcomes were fairly objective.

So what problems do I have with FAME2? Whenever you read a study and identify a limitation you should always ask yourself what impact that limitation could have on the results of the study. I am especially trying to identify design issues that bias the results towards one group over the other.

  1. The endpoint of the trial is a composite of death from any cause, nonfatal MI or unplanned hospitalization leading to urgent revascularization.  Patients would consider each component equally important in a good composite and clearly death would be much less preferred than urgent revascularization. Each of the components of the composite should have a similar biological mechanism and clearly they don’t. Finally the components of a good composite should be affected fairly equally by the intervention and here they aren’t (death is insignificantly reduced by 67%, MI is increased insignificantly by 5%, and revascularization is reduced by 87%). This doesn’t mean we reject the trial it just means you should look at each individual component instead of using the composite.
  2. All stenoses with a fractional flow reserve (FFR) <0.8 were treated with the current state of the art DES. Sounds great…..fix everything you see. The problem is that this biases the study positively toward the PCI group because if you fix everything and not just lesions that cause ischemia by functional testing you will leave fewer lesions to cause any problems in the future and thus need less revascularization.
  3. The trial was stopped early. Too early considering there were no formal stopping rules. Furthermore the trial was stopped because the PCI group needed less urgent revascularizations than the OMT group….a finding that was predictable as I mention in #1 above. By stopping a trial early you never know what the longer term effects of your study will be (both good and bad) .
  4. The landmark analysis using day 7 as the landmark point seems arbitrary and its rationale isn’t explained in the manuscript. This will also bias findings positively towards PCI because PCI has immediate effects whereas medications take more time to work.
  5. The study wasnt blinded and knowledge of the treatment arm could definitely influence treatment decisions. Knowing a patient was in the OMT arm and still having angina might lead to the recommendation of PCI more often than intensifying OMT.

So what should readers of FAME2 take away from the study? In patients with stable angina PCI only reduces angina and the need for future “urgent” revascularizations and this reduction is likely overestimated. PCI doesn’t prevent death and it doesn’t prevent MIs. COURAGE showed us the same thing.   Optimal medical therapy works and we should strive to get patients on OMT as outlined by COURAGE and FAME2. Finally, all studies have limitations; there is no perfect study but understanding what effect the limitations would be expected to have on the outcomes can help us better temper the results.

And so it begins….

I have been thinking about blogging for some time but never took the plunge. Well I just plunged.

This blog will be devoted to interesting bits about the limitations of evidence, how to use evidence in the care of patients, an occasional summary of the evidence itself, and about teaching EBM.

I am embarking on an interesting journey to develop an online course on evidence based medicine for UAB medical students. I previously taught a standard lecture course on EBM but when the curriculum changed my course became a “theme” and thus was mostly dropped from the curriculum (despite it being a theme of the curriculum– go figure!). “Surprisingly” the students’ step 1 scores on EBM type material plummeted. Who would have thought that if they didn’t learn the material they wouldn’t score well on a test? I recently received a fairly large grant to develop an online course to guide the students in learning how to be an EBM practitioner.

This has been an amazing experience so far. I have learned a lot about teaching and learning (though I have been a medical educator for over a decade I keep realizing I don’t know as much as I thought about teaching), curriculum design, and the future I think (and hope) of medical education. I hope my course can become a demonstration project for UAB so that more courses will develop online components and get away from the silly idea of lecturing at medical students and making them learn at our (the teachers) pace and not their own.