03845nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001200153072001600165072002300181072001500204245018200219250001800401264007500419300004300494336002600537337002600563338003600589347002400625505060500649520163501254650001402889650002702903650001202930650003302942650001902975650003202994650004103026650002303067700008303090710003403173773002603207776003603233776003603269776003603305856004603341978-3-031-25859-6DE-He21320251030112241.0cr nn 008mamaa240530s2024    sz |    s    |||| 0|eng d  a97830312585967 a10.1007/978-3-031-25859-62doi 4aQH323.5 7aPBT2bicssc 7aMED0900002bisacsh 7aPBT2thema12aA Medical Educator's Guide to Thinking Critically about Randomised Controlled Trials: Deconstructing the "Gold Standard"h[electronic resource] /cedited by Margaret MacDougall.  a1st ed. 2024. 1aCham :bSpringer International Publishing :bImprint: Springer,c2024.  aXX, 180 p. 10 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aRCTs from within: The influence of scientific rigour, randomisation and chance on the credibility of reported findings -- Answering criticisms of randomised controlled trials -- Logical fallacies and the misuse of RCT findings: Lessons from diagnostic statistics -- Increasing the Positive Predictive Value in RCTs: Lessons from Bayes’ Rule -- What do randomised trials tell us, and could they tell us more? Looking within and beyond the study sample -- What can comparisons of randomised and non-randomised studies tell us? -- Multi-studies: A novel approach to addressing irreplicability in RCTs.  aDrawing on the statistical and philosophical expertise of its authors, this book is designed to improve understanding and use of randomised controlled trials (RCTs) among health professionals. It is intended for use primarily by medical educators involved in teaching statistics and evidence-based medicine (EBM) to medical students, junior doctors and other health professionals. However, each of the chapters serves a wider range of interests, including the practical needs of physicians in interpreting research evidence to support clinical decision making and the teaching needs of philosophers of medicine who want to more fully appreciate how RCTs work in practice and provide engaging examples for their students. Rather than compete with the proliferating methodological literature on RCT designs, this book focuses on cultivating a healthy skepticism among developing health professionals to support critical appraisal of their own and published work on RCTs at a fundamental level, including through a more informed understanding of the place of subgroup analyses in sound statistical inference. Management of the positive predictive value in the statistical analysis of RCT findings is included as an important topic for contemporary medical curricula. In comparing RCTs with non-randomised studies, a search for empirical evidence for the superiority of RCTs is initiated, pointing to the need for further work to confirm what form this evidence should take. Medical educators will find a wealth of reasons to encourage their students to think more critically about how the RCT operates in practice as a gold standard. 0aBiometry. 0aQuantitative research. 0aEthics. 0aClinical medicinexResearch.14aBiostatistics.24aData Analysis and Big Data.24aMoral Philosophy and Applied Ethics.24aClinical Research.1 aMacDougall, Margaret.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303125858908iPrinted edition:z978303125860208iPrinted edition:z978303125861940uhttps://doi.org/10.1007/978-3-031-25859-6