Linguistic strategies for improving informed consent in clinical trials among low health literacy patients
Evidence-based guidance on how to improve informed consent processes for patients being invited to participate in clinical research.
| 0 Comments | EvaluatedInformed Health Choices Podcasts
Each episode includes a short story with an example of a treatment claim and a simple explanation of a Key Concept used to assess that claim
| 1 Comment | EvaluatedInformed Health Choices Primary School Resources
A textbook and a teachers’ guide for 10 to 12-year-olds. The textbook includes a comic, exercises and classroom activities.
| 0 Comments | EvaluatedEbm@school – a curriculum of critical health literacy for secondary school students
A curriculum based on the concept of evidence-based medicine, which consists of six modules.
| 0 Comments | EvaluatedConfidence Intervals – CASP
The p-value gives no direct indication of how large or important the estimated effect size is. So, confidence intervals are often preferred.
| 0 Comments | EvaluatedKnow Your Chances
This book has been shown in two randomized trials to improve peoples' understanding of risk in the context of health care choices.
| 0 Comments | EvaluatedPhilosophy for Children (P4C)
P4C promotes high-quality classroom dialogue in response to children’s own questions about shared stories, films and other stimuli.
| 0 Comments | EvaluatedThinking, talking, doing science
An experimental educational intervention in teaching science at primary schools.
| 0 Comments | EvaluatedMcMaster Evidence-Based Clinical Practice Workshop Resources – Therapy module
This is the therapy module resources provided to the attendees at the McMaster Evidence-Based Clinical Practice Workshop.
| 0 CommentsMcMaster Evidence-Based Clinical Practice Workshop Resources – Systematic review module
The Systematic review module resources provided to the attendees at the McMaster Evidence-Based Clinical Practice Workshop.
| 0 CommentsHow well is the clinical importance of study results reported?
How well is the clinical importance of study results reported?
| 0 CommentsWhat is meant by intention to treat analysis? Survey of published randomised controlled trials
Results of a survey to document the meaning of ‘intention to treat’ analysis.
| 0 CommentsBlinding in clinical trials and other studies
Simon Day and Doug Altman discuss blinding in clinical trials.
| 0 CommentsDistinguishing between “no evidence of effect” and “evidence of no effect” in randomised controlled trials and other comparisons
Distinguishing between “no evidence of effect” and “evidence of no effect” in randomised controlled trials and other comparisons.
| 0 CommentsTips for learners of evidence-based medicine: 1. relative risk reduction, absolute risk reductions and number needed to treat
Relative risk reduction, absolute risk reduction and number needed to treat.
| 0 CommentsBasic statistics for clinicians: 1. Hypothesis testing
The statistical concepts of hypothesis testing and p values.
| 0 CommentsBasic statistics for clinicians: 2. Interpreting study results: confidence intervals
Interpreting study results: confidence intervals.
| 0 CommentsBasic statistics for clinicians: 3. Assessing the effects of treatment: measures of association
Assessing the effects of treatment: measures of association.
| 0 CommentsTips for teachers of evidence-based medicine: Relative risk reduction, absolute risk reduction and numbers needed to treat
Tips for teachers of evidence-based medicine: 1. Relative risk reduction, absolute risk reduction and number needed to treat.
| 0 CommentsTips and tricks in performing a systematic review
Why do, and what to do when starting a systematic review.
| 0 CommentsMeta-analysis: Its strengths and limitations
The strengths and limitations of meta-analysis.
| 0 CommentsMeta-analysis, collaborative overview, systematic review: what does it all mean?
Mike Clarke’s 9-minute read on meta-analysis, collaborative overview, systematic review.
| 0 CommentsThe interpretation of clinical trials
Peter Greenberg’s 9-minute read on the interpretation of clinical trials.
| 0 CommentsEvidence Based Drug Therapy: What Do the Numbers Mean?
Strengths and limitations of different measures of the effects of treatments.
| 0 CommentsTherapy
A University of Massachusetts Medical School text discussing the strengths and limitations of different measures of the effects of treatment
| 0 CommentsEvidence for the frontline: A report for the Alliance for Useful Evidence
Jonathan Sharples’ introduction to evaluation in education, policing and other public services.
| 0 CommentsThe DIY evaluation guide
The Educational Endowment Foundation’s DIY Evaluation Guide for teachers introduces the key principles of educational evaluation.
| 0 CommentsUsing research evidence: a practice guide
NESTA’s guide to using research evidence to inform decisions in policy and practice.
| 0 CommentsLearning from research: systematic reviews for informing policy decisions
The EPPI Centre’s guide to using systematic reviews to inform policy decisions.
| 0 CommentsCritical Appraisal of Research Evidence 101
Ontario Public Health Libraries Association guide to critical appraisal of research evidence.
| 0 CommentsPolicy: twenty tips for interpreting scientific claims
This list will help non-scientists to interrogate advisers and to grasp the limitations of evidence.
| 0 CommentsWhat makes a good systematic review?
What makes a good systematic review from Oxford University’s Centre for Evidence-Based Intervention?
| 0 CommentsUnderstanding Health Research: evidence-based medicine, practice and policy
Evidence-based medicine, practice and policy are terms used to describe making decisions using scientific evidence.
| 0 CommentsUnderstanding Health Research, a tool for making sense of health studies: use of statistics
In health research, researchers typically use statistics to determine statistical significance and effect size.
| 0 CommentsUnderstanding Health Research: are some types of evidence better than others?
Understanding Health Research, a tool for making sense of health studies: are some types of evidence better than others?
| 0 CommentsUnderstanding Health Research: how science media stories work
Understanding Health Research, a tool for making sense of health studies: how science media stories work.
| 0 CommentsUnderstanding Health Research: A tool for making sense of health studies
An interactive online tool designed to help anybody to understand scientific health research evidence.
| 0 CommentsAssessing Risk of Bias in Included Studies
An introduction to assessing risk of bias using the Cochrane ‘Risk of Bias Tool’.
| 0 CommentsSystematic Review X Narrative Review
Describing the distinct characteristics and goals of systematic and narrative reviews of the literature.
| 0 CommentsReading the Medical literature
American College of Obstetricians and Gynaecologists (ACOG) introduction to critical appraisal and evidence-based medicine.
| 0 CommentsUniversity of Western Australia: Bias Minimisation, were the right patients included?
University of Western Australia’s explanation of the importance of involving the right people in treatment comparisons.
| 0 CommentsUniversity of Western Australia: Bias Minimisation, randomisation and blinding
University of Western Australia’s explanation of why random allocation to comparison groups and blinding (if possible) are important.
| 0 CommentsSun Downstate; The Double Blind Method
Suny Downstate’s explanation of why blinding is important in assessing the effects of treatments.
| 0 CommentsSuny Downstate; Randomized Controlled Studies
Suny Downstate’s explanation of why random allocation to treatment comparison groups is important.
| 0 CommentsSuny Downstate; Systematic Reviews and Meta-analysis
Suny Downstate’s explanation of why it is important to consider all studies addressing a specific question.
| 0 CommentsWhat is a meta-analysis? How to use a systematic review
Oxford University’s Centre for Evidence-Based Intervention guide on how to use evidence from systematic reviews.
| 0 CommentsWhat is a meta-analysis?
An explanation of meta-analysis from Oxford University’s Centre for Evidence-Based Intervention.
| 0 CommentsDo the statistics back up the claim?
‘Ask for Evidence’ introduction to the interpretation and assessment of statistics.
| 0 CommentsIs the therapy clinically useful?
An article from the PEDro database on whether a treatment is useful.
| 0 CommentsIs the trial valid?
An article from the PEDro database on assessing the validity of a study.
| 0 CommentsEvidence-Based medicine in Pharmacy Practice
An article by Suzanne Albrecht on Evidence-Based Medicine in Pharmacy Practice.
| 0 CommentsGoals and tools in Meta-analysis
Meta-analysis in Michigan State University’s Evidence-Based Medicine Course.
| 0 CommentsGoals and tools in Prognosis evaluation
How to assess prognosis in Michigan State University’s Evidence-Based Medicine Course.
| 0 CommentsEvaluating relevance
How to evaluate relevance of research in Michigan State University’s Evidence-Based Medicine Course.
| 0 CommentsEvidence-based medicine
The European Patients’ Academy web-based introductory course on Evidence-Based Medicine.
| 0 CommentsCommon pitfalls with studies and things to look out for
‘Ask for Evidence’ introduction to the need for critical appraisal of research studies.
| 0 CommentsWhat are the results?
A Duke Univ. tutorial explaining how to address the questions: How large was the treatment effect? What was the absolute risk reduction?
| 0 CommentsEvaluating the validity of a therapy study
A web-based Duke University tutorial explaining how to address the question: are the results of the study valid?
| 0 CommentsDelfini: Critical appraisal matters
A 20-minute slide cast discussing how reliable evidence and critical appraisal can help to improve health outcomes.
| 0 CommentsRandomisation explained in 1 minute
A 1 minute animation produced by Cancer Research UK, explaining the term ‘randomised trial’.
| 0 CommentsEvidence-Based and Shared-Informed Decision-Making According to Homer (Simpson)
With help from Homer Simpson, James McCormack uses a 17-minute slide cast to explain the principles of thoughtful treatment.
| 0 CommentsTeaching Tips: randomisation for trials
Chris Del Mar describes a group exercise that enables students to appreciate how trials work, and how they can go wrong.
| 0 CommentsTeaching Tip: Understanding Regression to the mean in preparation for teaching EBM
Chris Del Mar uses dice to simulate the natural fluctuations in pain, and to illustrate regression-to-the mean by re-testing the outliers.
| 0 CommentsEvidence for everyday health choices
A 17-min slide cast by Lynda Ware, on the history of EBM, what Cochrane is, and how to understand the real evidence behind the headlines.
| 0 CommentsSunn Skepsis
Denne portalen er ment å gi deg som pasient råd om kvalitetskriterier for helseinformasjon og tilgang til forskningsbasert informasjon.
| 0 CommentsDancing statistics: Explaining variance
A 5-minute film demonstrating the statistical concept of variance through dance.
| 0 CommentsDancing statistics: sampling & standard error
A 5-minute film demonstrating the statistical concept of sampling and standard error through dance.
| 0 CommentsDon’t jump to conclusions, #Ask for Evidence
An introduction to the ‘Ask for Evidence’ initiative launched by ‘Sense about Science’ in 2016.
| 0 CommentsHow can you know if the spoon works?
Short, small group exercise on how to design a fair comparison using the "claim" that a spoon helps retain the bubbles in champagne.
| 0 CommentsEnglish National Curriculum vs Key Concepts – Key Stage 3
A linked spreadsheet showing how the Key Concepts map to the Science National Curriculum in England at Key Stage 3 (ages 11-14).
| 0 CommentsCalling Bullshit Syllabus
Carl Bergstrom's and Jevin West's nice syllabus for 'Calling Bullshit'.
| 0 CommentsTom Hanks and Type 2 Diabetes
A 50-minute illustrated talk by James McCormack prompted by Tom Hanks’ announcement that he had been diagnosed with Type 2 diabetes.
| 0 Comments‘Tricks to help you get the result you want from your study (S4BE)
Inspired by a chapter in Ben Goldacre’s ‘Bad Science’, medical student Sam Marks shows you how to fiddle research results.
| 0 CommentsReporting the findings: Absolute vs relative risk
Absolute Differences between the effects of two treatments matter more to most people than Relative Differences.
| 0 CommentsIt’s just a phase
A resource explaining the differences between different trial phases.
| 0 CommentsStrictly Cochrane: a quickstep around research and systematic reviews
An interactive resource explaining how systematic and non-systematic reviews differ, and the importance of keeping reviews up to date.
| 0 CommentsThe Princess and the p-value
An interactive resource introducing reporting and interpretation of statistics in controlled trials.
| 0 CommentsTeach Yourself Cochrane
Tells the story behind Cochrane and the challenges finding good quality evidence to produce reliable systematic reviews.
| 3 CommentsExplaining the mission of the AllTrials Campaign (TED talk)
Half the clinical trials of medicines we use haven’t been published. Síle Lane shows how the AllTrials Campaign is addressing this scandal.
| 0 CommentsBuilding evidence into education
Ben Goldacre explains why appropriate infrastructure is need to do clinical trials of sufficient rigour and size to yield reliable results.
| 0 CommentsDodgy academic PR
Ben Goldacre: 58% of all press releases by academic institutions lacked relevant cautions and caveats about the methods and results reported
| 0 CommentsOver there! An 8 mile high distraction made of posh chocolate!
Ben Goldcare illustrates strategies used by vested interests to discredit research with ‘inconvenient’ results.
| 0 CommentsBrain imaging studies report more positive findings than their numbers can support. This is fishy.
Ben Goldacre explores how twice as many positive findings as could realistically have been expected from the data reported may have occurred
| 0 CommentsWhat if academics were as dumb as quacks with statistics?
Ben Goldacre introduces a statistical error that appears in about half of all the published papers in academic neuroscience research.
| 0 CommentsThe strange case of the magnetic wine
Ben Goldacre shows how claims for the wine-maturing effects of magnets could be assessed with 50 people in an evening.
| 0 CommentsSampling error, the unspoken issue behind small number changes in the news
Ben Goldacre stresses the importance of taking account of “sampling variability” and confidence intervals.
| 0 CommentsThe certainty of chance
Ben Goldacre reminds readers how associations may simply reflect the play of chance, and describes Deming’s illustration of this.
| 0 CommentsHow myths are made
Ben Goldacre draws attention to Steven Greenberg’s forensically based illustration of citation biases.
| 0 CommentsCherry picking is bad. At least warn us when you do it.
Ben Goldacre illustrates how biased ‘cherry picking’ and choosing from the relevant evidence can result in unreliable conclusions.
| 0 CommentsThe Man Who Swallowed The Pea, and Other Tall Tales
Tamara Ingamells’ lesson plan using the claim that MMR vaccination causes autism to help teenagers understand the importance of biases.
| 0 CommentsDragon Lesson Plan to investigate multivariate categorical data
Investigating multivariate data by sorting and organising a set of dragon cards to uncover information about the set.
| 0 CommentsFast Stats to explain absolute risk, relative risk and Number Needed to Treat (NNT).
A 15-slide presentation on ‘Fast Stats’ to explain absolute risk, relative risk and Number Needed to Treat (NNT) prepared by PharmedOut.
| 0 CommentsUnsubstantiated and overstated claims of efficacy
A 32-slide presentation on misleading advertisements and FDA warnings prepared by PharmedOut.
| 0 CommentsCritical appraisal
University of New South Wales Medical Statistics Tutorial 4 addresses Critical Appraisal.
| 0 CommentsProbability and tests of statistical significance
University of New South Wales Medical Statistics Tutorial 6 addresses ‘Probability and tests of statistical significance’.
| 0 CommentsBias – the biggest enemy
University of New South Wales Medical Stats Online Tutorial 5 addresses ‘Bias - the biggest enemy’.
| 0 CommentsGeneration R – Pictionary research activity
GenerationR’s version of Pictionary using research concepts instead of usual game cards, allocated in different levels of difficulty.
| 0 CommentsGeneration R – Clinical trials card-sorting exercise
Card-sorting exercise developed by GenerationR to familiarise children and young people with jargon terms used by clinical researchers.
| 0 CommentsClinical Research Workshop
‘Clinical Research Workshop’ developed for young people by the Centre of the Cell.
| 0 CommentsIntroduction to Evidence-Based Medicine
Bill Caley’s 26 slides with notes used as an ‘Introduction to Evidence-Based Medicine’.
| 0 Comments2×2 tables and relative risk
A 10-min talk on ‘2x2 tables and Relative Risk’, illustrated by 14 slides, with notes.
| 0 CommentsAppraisal of evidence and interpretation of results
A 14-min talk on ‘Appraisal of the Evidence and Interpretation of the Results’, illustrated by 19 slides, with notes.
| 0 CommentsBasic principles of randomised trials, and validity
A 8-min talk on ‘Basic principles of Randomised Trials, and Validity’, illustrated by 15 slides, with notes.
| 0 CommentsDefining clinical questions
An 8-min talk on ‘Defining Clinical Questions’ illustrated by 10 slides, with notes.
| 0 CommentsA way to teach about systematic reviews
81 slides used by David Nunan (Centre for Evidence-Based Medicine, Oxford) to present ‘A way to teach about systematic reviews’.
| 0 CommentsApplying the evidence
Six key slides produced by the University of Western Australia on applying evidence in practice.
| 0 CommentsAppraising the evidence
Six key slides produced by the University of Western Australia to introduce critical appraisal.
| 0 CommentsThe power of the placebo effect
Emma Bryce’s video presents information about placebo effects: treatments not supposed to have an effect but which make people feel better.
| 0 CommentsDetectives in the classroom
Five modules of materials for promoting epidemiology among high school students.
| 0 CommentsNot all scientific studies are created equally
David Schwartz dissects two types of studies that scientists use, illuminating why you should always approach claims with a critical eye.
| 1 CommentTaking account of the play of chance
Differences in outcome events in treatment comparisons may reflect only the play of chance. Increased numbers of events reduces this problem
| 0 CommentsQuantifying uncertainty in treatment comparisons
Small studies in which few outcome events occur are usually not informative and the results are sometimes seriously misleading.
| 0 CommentsBringing it all together for the benefit of patients and the public
Improving reports of research and up-to-date systematic reviews of reliable studies are essential foundations of effective health care.
| 0 CommentsApplying the results of trials and systematic reviews to individual patients
Paul Glasziou uses 28 slides to address ‘Applying the results of trials and systematic reviews to individual patients’.
| 0 Comments10 Components of effective clinical epidemiology: How to get started
PDF & Podcast of 1-hr talk by Carl Heneghan (Centre for Evidence-Based Medicine, Oxford) on effective clinical epidemiology.
| 0 CommentsMaking the most of the evidence in education
A pamphlet to guide people using research evidence when deliberating about educational policies.
| 0 CommentsCritical appraisal of clinical trials
Slides developed by Amanda Burls for an interactive presentation covering the most important features of well controlled trials.
| 0 CommentsCaffeine Soft Drinks affect Human Heart Rate. Lesson Plan
A lesson to illustrate how medical researchers study the effects of drugs on people.
| 0 CommentsLife saving maths: How does vaccination work?
Vaccinating a large enough proportion of children means everyone is protected, including those who can't be vaccinated.
| 0 Comments