Tips for Teachers of Evidence-Based Medicine: Understanding Odds Ratios and Their Relationship to Risk Ratios
Notice bibliographique
Résumé
Odds ratios (OR) commonly appear in the medical literature summarizing the comparative effects of interventions and exposures in observational studies, randomized trials, and meta-analyses. Clinicians find it difficult to understand odds and odds ratios as measures of association, although they may be comfortable with the parallel concepts of risk and risk ratios. Probably, no one (with the possible exception of certain statisticians) intuitively understands a ratio of odds.1,2 Nevertheless, odds ratios are frequently encountered in research reports as the principal measure of association.3–5 Odds and risk constitute parallel statistical metrics for measuring frequency and ratios of frequency. Their relationship might be compared to the use of different scales such as Fahrenheit and Centigrade to report absolute values of and relationships between different temperatures. Until recently, the choices between the odds and risk metrics were determined largely on the basis of their statistical properties rather than on the basis of their usefulness as means of communicating the results of research to clinicians and their patients. In a previous article, we have demonstrated approaches to helping teachers and learners to master the concepts of risk, relative risk, and risk reduction as the preferred framework for the purposes of clinical application.6 The content of that article may be regarded as pre-requisite knowledge for the purposes of the present discussion and demonstration. This article presents an approach in helping clinician understand what odds and odds ratios mean and when can they numerically substitute risk and risk ratio for odds and odds ratios. Odds ratios may be chosen as the measure of association by authors of studies conforming to a variety of designs, only some of which mandate their use in preference to risk ratios. These include randomized trials, systematic reviews, case control studies, and studies involving the use of logistical regression. In teaching clinical learners who are not familiar with this measure of outcome, we have found it important to concentrate initially on the conceptual understanding of odds and odds ratios and to avoid combining this with discussion of study design issues. We have correspondingly not included discussion of these issues in this article. We will present interactive approaches that educators have developed to overcome ‘stumbling blocks’ among learners. To help the reader envision these approaches, we present sequenced advice for teachers and characteristic learner responses. The “tips” in this article are adapted from approaches developed by educators with experience in teaching evidence-based medicine skills to clinicians. We present a full description of the development of the tips in this series and pertinent background information elsewhere.7 Each tip includes section on “when to use the tip,” “The script,” the “bottom line,” and a “summary card.” The first tip helps learners to understand the relationship between odds and probability (risk) and to define circumstances when odds and risks are similar. The second tip builds on the first and helps learners understand what an odds ratio is and when it is similar to the risk ratio.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,083 | 0,162 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,011 | 0,003 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».