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American Thoracic Society & Turkish Thoracic Society
Level 2 Course Syllabus
Methods in Epidemiologic, Clinical & Operations Research (MECOR)
- Cesmi, Turkey
Monday 17.November.2014 – Saturday 22.November.2014
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ACKNOWLEDGMENTS
The American Thoracic Society is the primary sponsor of the 2014 MECOR Turkey Course in
Cesme, Turkey
The Turkish Thoracic Society has provided the principle support for MECOR Turkey 2014.
Our sincere thanks to all who have shared the vision and support this program
The American Thoracic Society acknowledges and gratefully thanksFüsun Eyüboğlu, country coordinator of MECOR Turkey 2014 and her
colleagues who assisted in its organization.
MECOR Turkey 2014 Course Staff
A. Sonia Buist, ATS MECOR Program Director Füsun Eyüboğlu, MECOR Turkey Country Course Director
Fran Du Melle, Sr. Director, International Activities, American Thoracic Society
E-mail: [email protected]
“Improving global lung health through development oflocal, country and regional lung disease research capacity”
Table of ContentsPage
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Acknowledgments 2
Introduction 4
Competencies 5
Course Outline 6-8
Protocol Outline 9
Course Faculty 10-14
Schedule 15
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Faculty
Damon ScalesTim WatkinsSibel KiranBegum Ergan (TA)Refika Ersu (TA)
Welcome to Level 2! This course is an extension of what you learned in Level 1, but it will also introduce you to many new topics. The course is taught in a very interactive fashion – the lectures will be short and we expect you to ask and answer questions during all of the sessions. The course has 4 major goals:
(1) To build on the principles of clinical research and epidemiology you learned in the introductory course,
(2) To provide you with additional tools to critically appraise the literature using principles of clinical epidemiology,
(3) To discuss your clinical research proposal using a scholarly approach(4) To enhance your research communication skills.
In addition to the large group sessions, there will be various types of smaller group sessions:
Design Groups Meet: you will have time to work on your personal research project – you should at least bring one or two ideas for projects to work on at the course. The instructors will work with you in small groups to make improve your proposals.
Design Groups Present: You will present your work in progress and get feedback from your colleagues.
Discuss Paper: Your group will have 30 min to discuss the questions posed, then faculty will join for another 30 min to help with the discussion. If there is an article that you find interesting that covers the diagnosis, prognosis, therapy, or surveys of attitudes in pulmonary or critical care medicine, bring it along and we can consider using it to teach from at one of the sessions.
What you need to do before you come to the course
1) Read the original articles Paper 1 through Paper 5, pay more attention to methodology and results than to introduction and discussion.
2) Do the Homework for these sections – we will review these together so don’t worry if there are questions you can’t answer.
3) Send us the research question or questions that you will be working on during Level 2. Please send this in a word document to Damon ([email protected]) as soon as possible before the course starts.
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Level 2 Competencies
Research Design Describe the basis of clinical epidemiology as an approach to diagnosis, prognosis, and treatment of disease.Describe the application of study design to clinical studies
Research Question Apply and adapt epidemiologic questions to clinical and health services problemsPopulation Selection Develop feasible & valid approaches to population sampling
Measurement Procedures
Describe the balance between precision & accuracy in measurementDesign and pre-test a study questionnaire.
Quality Control Describe effective approaches to monitoring quality of data gathering and data entry
Ethics & Informed Consent
Describe current standards of ethical treatment of human subjectsDescribe the role of Internal Review Boards.
Descriptive Statistics Apply descriptive statistics to characterize study populations.
Measures of Association Recognize and calculate common measures of association used in clinical research.
Sources of Error Describe the concepts of bias, confounding chance; type I and II errors, reliability, validity, accuracy and precisionIdentify and describe possible sources of error when critically appraising the literature.
Sample Size and Power Calculate the sample size for diverse types of research questions using standardized methods.
Multivariate Analysis Describe the underlying paradigm of statistical inference and statistical models. Select the appropriate statistical model for a specific research question.
Reading a scientific paper
Critically appraise of randomized controlled trial, a survey study, a prognosis study and a diagnostic study using standardized methodology.
Evidence-Based-Medicine
Describe roles and methods of systematic review, meta-analysis
Protocol Develop a research protocol outline.
Communication Participate during interactive lectures given by the faculty.Discuss the original articles with your designated discussion group.Present a research protocol using a power-point format and in English.
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Course Outline
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1) Elements of a research proposal This module will orient you to the basic elements of well written research proposal
- Research question - Hypotheses - Study design - Study population - Variables and measurements - Sample size - Data analysis - Limitations - Implications
2) Feasible study designs for limited funds Good research is not necessarily expensive – in this module you will learn how to get the most out of the lease expensive study designs and methods. - Surveys - Chart review - Secondary data analyses of existing databases
3) Diagnosis This module will take the student through the concepts necessary to understand how diagnostic tests are evaluated and how information about test performance is applied at the bedside. Read the attached article and homework for this section. - How accurate is this test? All around the 2x2 table: sensitivity, specificity, accuracy, predictive values. ROC and its area as single overall measure of test discrimination. - If doctors think in terms of predictive values, why are tests reported as sensitivity and specificity? - From information to decisions: how accurate a test needs to be depends on the decision. - Evaluating studies of diagnostic tests - Generalizability
expertise and experience of test setting spectrum bias
- Chance with particular reference to the confidence interval around zero and 100% - How to evaluate tests when there is no criterion standard or when continuous results are provided.
Categorical results: kappa and measures of inter-observer variability. Continuous results: Bland-Altman plots.
4) Prognosis Making prognoses is an important and difficult clinical task. This module will teach you the basic concepts behind prognostication, how to use prognostic data, and the pitfalls of prognostic studies. Read the
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attached article and homework for this section. - Many different types of prognostic information available to clinicians:
Disease staging (cancer) Risk models (APACHE) Clinical prediction rules
- Differences between clinical prognosis and risk adjustment.
- What is the role of confounding and causal inference in studies of prognosis? Differences between multivariate modeling when the goal is generate an unbiased estimate of one of the
coefficients (that is, when the goal is determine the unconfounded “effect” of the exposure) versus multivariate modeling for prediction when the goal is a model that is accurate (calibration and/or discrimination) and generalizable.
- Identifying relevant prognostic variables.
- Generalizability - a key factor in assessing the use of prognostic data. - Expressing prognosis
Rates, relative rates, hazards and hazard ratios. Median survival Probability of event
5) Assessing attitudes and behaviors Understanding patients and clinician’s knowledge, attitudes, and behavior is an important area of research. Read the attached article and homework for this section.
- Survey design and validation - Existing instruments versus developing your own - Available population versus target population - Response rates and bias - Limitations of cross-sectional data and associations
6) Therapy Ultimately, questions about therapy are questions about causation. Does the treatment cause the improved outcome? Causality is hard to prove and this module will teach you how to think about studies about treatment. Read the attached article and homework for this section.
- Inference from randomized experiment What is the purpose of randomization? Reducing confounding to chance. The purpose of Table 1. Do the P values in Table 1 mean anything? What is the purpose of blinding? To reduce bias. Do randomization and blinding serve any role in enhancing generalizability? What are the limitations of experiments? Efficacy and Effectiveness
- Inference from observational studies What are the advantages of observational studies in evaluating medical treatments? Potential for confounding - particularly confounding by indication. Advanced techniques for addressing confounding in observational studies of med ical treatments. Confounder scores Propensity scores Instrumental variables
- Expressing the effect of a therapy Relative risk Risk reduction
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Attributable risk, Number Needed to Treat
- Identifying relevant prognostic variables.
- Generalizability - a key factor in assessing the use of prognostic data.
- Expressing prognosis Rates, relative rates, hazards and hazard ratios. Median survival Probability of event
Protocol Outline
Title:
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Clear and descriptive
Research Question: One sentence concisely stating your question
Significance:One to several paragraphs indicating why the question is important
Study Design:Cross-sectional vs. case-control, vs. cohort, etc.
Participants:
Entry and exclusion criteria:
Recruitment strategy:
Variables:
Outcome (dependent variable, response variable):
Exposure (risk factor, independent variable, predictor, explanatory variable, treatment):
Potential confounders:
Method of data collection and quality control:E.g., questionnaire, medical record review, etc.
Statistical issues:
Hypothesis:
Sample size and power:
Limitations
Funding
Implications
(Adapted from Hulley et al.: Designing Clinical Research: An Epidemiologic Approach, Appendix 1.1, page 15)
LEVEL 2- Course Faculty
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Damon C. Scales MD PhDAssociate ProfessorInterdepartmental Division of Critical Care MedicineUniversity of TorontoDepartment of Critical Care MedicineSunnybrook Health Sciences Centre2075 Bayview Avenue, Room D108, Toronto, ONCanada M4N 3M5E-mail: [email protected]@gmail.com
Dr. Scales obtained his MD from the University of Toronto (UofT,1997). He then completed residencies in Internal Medicine and Critical Care Medicine (CCM) and a PhD in Clinical Epidemiology. He is an Associate Professor of Medicine (UofT) and an Intensivist at Sunnybrook HSC. He is also the Program Director of the UofT Adult CCM Residency program.
His research evaluates interventions and system-factors that influence outcomes of critically ill patients. He has also conducted several large quality improvement randomized trials (RCT). Most recently, he was the co-Principal Investigator of the SPARC (Strategies in Post Arrest Resuscitation Care) stepped-wedge cluster RCT to improve the use of therapeutic hypothermia in cardiac arrest survivors (funded by CIHR & Heart and Stroke Foundation (HSF)). He is now conducting (as PI) a stepped-wedge cluster RCT to improve the application of evidence-based neuroprognostication for cardiac arrest survivors (PremaTOR; funded by HSF) and also an individual patient RCT (as PI) of pre-hospital cooling by paramedics of cardiac arrest victims (ICE-PACS, funded by CIHR). He has taught MECOR courses since 2010 (Brazil, Columbia, Turkey, Indonesia).
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Timothy R. Watkins, MD MScAssistant Professor,Division of Pulmonary and Critical Care MedicineAssistant Member, Research DivisionPuget Sound Blood Centre
Harborview Medical CenterCampus Box 359762 325 - 9th AvenueSeattle, WA [email protected]
Dr Timothy Watkins holds an undergraduate degree in Biology from Ohio University, a medical degree from Ohio State University and a Master’s degree in Public Health from the University of Washington.
Dr. Watkins performs clinically-oriented translational research, studying outcomes following critical illness and injury, examining specifically how blood product transfusions might contribute to adverse clinical outcomes. His research areas of interest include examining the clinical and biologic relationships between blood product transfusions and the development of lung injury, sepsis, and multiple organ failure. He is focusing on elements of blood product processing, storage, and even blood donor health-related factors in order to identify mechanisms to improve transfusion safety in critically ill and injured populations. These groups seem especially vulnerable to transfusion-associated complications.
Sibel Kiran, MD PhD Associate Professor, Public Health Institute of Hacettepe University of AnkaraProfessional Social network: tr.linkedin.com/pub/sibel-kiran/29/34/67a/e- mail: [email protected]
Sibel Kiran graduated from Dokuz Eylul University School of Medicine in 1996. She received her PhD in Occupational Health from the Public Health Department as a residence of Dokuz Eylul University Health Science Institute in 2003. Between 2003-Ocober 2013 she had worked in Public Health Department and Health Science Institute of Bulent Ecevit University (former
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Zonguldak Karaelmas University). Currently, she is working as an Associate Professor at the Public Health Institute of Hacettepe University of Ankara.
She is certified as Occupational physician, Occupational physician trainer, ILO pneumoconiosis reader, sleep medicine physician, problem based learning and tutors’ trainer, Basic Occupational Health Services Trainer of Health care Workers', and for advanced epidemiology, mental health education and management in occupational medicine.She is a Member of ICOH and three scientific committees of ICOH, Society of Public Health Specialists, Occupational Health Study Group, Turkish Thoracic Society scientific advancement committee, Turkish Sleep Society epidemiologic advisory board, Cancer coordination board and Training of trainers commission of Bulent Ecevit UniversityShe is currently involved in occupational epidemiological studies on sleep, shift work, health care workers and exposure assessment. She has been teaching MECOR courses since 2011 (Turkey).
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Begum Ergan, MDDirector of Critical Care UnitDokuz Eylul University, Department of Pulmonary and Critical Care,İzmir, Turkeye- mail: [email protected]
Dr. Ergan received her medical degree from Hacettepe University School of Medicine, Ankara, Turkey. After completing her residency in the Department of Chest Diseases in the same hospital, she did started the critical care fellowship programme between 2006 and 2010. In 2009 she visited Harvard Medical School Brigham and Womens Hospital Lung Transplant Unit for 6 months. She was then assigned to Diskapi Yildirim Beyazit Education and Research Hospital, as part of her obligatory duty for Turkish Ministry of Health, where she took an active role in establishment of the medical intensive care unit in that hospital. After finishing her obligatory work for Turkish Ministry of Health in May 2014, she started working in intensive care unit of Dokuz Eylul University Pulmonary and Critical Care Department. Her research interests include critical care, chronic respiratory failure, end-stage COPD and noninvasive ventilation. Her non-medical interests include travelling and jogging. She has participated in MECOR since 2008.
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Refika Ersu, MD Professor of PediatricsDivision of Pediatric PulmonologyMarmara UniversityIstanbul-TurkeyE-mail: [email protected]
Dr. Ersu obtained her MD from the University of Istanbul. She then completed her residency in Pediatrics at Marmara University. She worked as a research fellow in Pediatric Respiratory Division at Royal Brompton Hospital for a year. She then worked as a pediatric pulmonology fellow at Childrens Hospital Los Angeles in California between 1998 and 2001. She is a Professor of Pediatrics at Marmara University and is also the Director of Pediatric Sleep Laboratory.
Her research interests are sleep disordered breathing in children including obstructive sleep apnea, sleep disordered breathing in children with chronic lung disease and cystic fibrosis. She is an active member of the Pediatric Respiratory Physiology and Sleep group in Pediatrics Section in European Respiratory Society. She also works in the Educational Committee of American Thoracic Society Sleep and Respiratory Neurobiology Assembly.
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Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Module 1 (08:30-09:00)
Welcome and Introductions (08:00-09:00)Selecting a Good Research Question (Sonia; 09:00-09:30)
Daily Review Quiz Daily Review Quiz Daily Review Quiz Final Review Quiz Design groups present
(09:00 – 10:30)
Overview of study designs.SOPs, Registration, Reporting of Results (Damon; 09:30-10:30) Hulley Ch 1
Diagnosis (Tim)Hulley Ch 12 ROC Review Bewick Diagnosis Handout Diagnosis A and B
Prognosis (Tim) ROC Review – Bewick Prognosis
Data Management and Collection (Begum)Paper (P4) (Refika) Treatment
Design Groups Meet
Morning Break Module 2 (10:45-12:45)
Developing your research proposal (Sibel) Hulley Ch 2
Paper (P1):Bias, Confounding, Chance (Damon)
Approaches to confounding: matching, stratification, randomization, and models (Damon)Hulley Ch 9 Multivariate analysis review - Katz
Survival analysis (Damon) Survival Review – Bewick Survival - Stolberg
Learning from your own mistakes: instructors present their biggest research mistakes (ALL)
Design groups present
Building your research proposal: measuring variables (Outcome, Exposure, Covariates) (Tim) Hulley Ch 3 and 4
Quick Review: Basic Statistics p values and bivariate statistics (Refika or Begum) Stat Reviews 1-5
Paper (P2) Diagnosis:(Tim)
Design Groups Meet Design Groups Meet
Lunch Module 3 (13:45-15:45)
Bias, confounding, chance (Damon)Hulley Ch 9
Sample Size and Power (Damon) Hulley Ch 6 Power Calculations
Assessing attitudes and behavior- (Sibel) Survey Review - Burns
Paper (P5): Survey (Sibel)
Design groups meet
Treatment (Refika) Hulley Ch 10 Therapy A and B
Paper (P3) Prognosis (Tim) OR Design Groups Meet
Design groups meet
Afternoon Break Module 4 (16:00-
Design Groups Meet: Elaborate your question and
Design Groups Meet: Define your statistical
Design Groups Meet: Design Groups Meet Design groups meet
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18:00) study design. Clarify your subjects and variables.
analysis and calculate your sample size
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