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Evidence in Practice The EvidenceBased Cycle

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On a diuretic. Can't take a beta blocker because of co-existent problem ... major trials and is also on a diuretic and cannot take a Beta-blocker because of ... – PowerPoint PPT presentation

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Title: Evidence in Practice The EvidenceBased Cycle


1
Evidence in PracticeThe Evidence-Based Cycle
  • Poole House Thursday 15th June 2006
  • John Blenkinsopp (with thanks to Tony McKenna)
  • Clinical Effectiveness Advisor
  • University Hospital of North Tees
  • Evidence in Practice Group
  • Amanda McGough, John Blenkinsopp, Tony Roberts,
    Ann Lister
  • www.teesebp.net

2
Evidence-Based PracticeThe cycle of evidence
3
The Alternative EBP Cycle
4
EBP Cycle
  • This is not just an academic exercise try
    putting the skills you have learned in this
    course into a real life evidence-based cycle
  • Imagine a real problem that you have or may face
    with a patient or a work related issue how
    would you search for information, appraise it and
    deal with that information in the real world?

5
Sacketts Figure of Eight
  • In a truly knowledge-based health system the flow
    of knowledge would form a virtuous circle or a
    figure of eight. (Sackett)

6
The Figure of Eight
  • Healthcare providers and patients generate
    questions during consultations.
  • You do a search for published materials
  • If there aren't ready answers in evidence-based
    guidelines or handbooks, questions should be
    assessed by systematic review of the literature

7
The Figure of Eight
  • Good evidence to support clinical decisions are
    (hopefully) found which can then be fed into
    practice.
  • If a systematic review finds insufficient
    evidence to support a clinical decision, this
    represents a gap in our knowledge base, which
    should be fed back into the research agenda
  • Ultimately, new research should be incorporated
    into further systematic reviews and the results
    of these used to guide practice

8
The Figure of Eight
  • You review your practice and move on
  • Healthcare providers and patients generate more
    questions during more consultations.
  • .and on and on

9
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10
One students Evidence-Based Cycle
  • A GP based in Tees Valley
  • Looking for an example from practice
  • Has a patient who has heart failure
  • Issues specific to her
  • Lives alone
  • Doesnt want to lose her independence
  • On a diuretic
  • Cant take a beta blocker because of co-existent
    problem

11
One students Evidence-Based Cycle
  • E.A. is an 80y old woman who lives independently
    but alone, who has heart failure but is also
    hypotensive and is still mildly symptomatic. She
    is on less than half the ACE-I dose used in the
    major trials and is also on a diuretic and cannot
    take a Beta-blocker because of co-existing
    respiratory disease.
  • When I increase her ACE-I dose her BP falls
    further and she is at risk of falling and can
    become bed bound and/or at risk of losing her
    independence. Would she benefit from remaining on
    her low dose ACE-I in terms of risk of death and
    hospital admission or will she only gain these
    benefits if the dose is up-titrated to the
    trial ACE-I dose level?

12
PICO
13
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17
The most relevant papers
  • Selection of key papers- no meta-analysis of this
    sub-group of heart failure patients.
  • Three Key papers found
  • 1. Milton Packer et al Comparative effects of low
    and high doses of the ACE-I Lisinopril on
    mobidity and mortality in chronic heart failure-
    Circulation. 19991002312.

18
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19
The Method
  • Double blind, RCT between 1992-97 , 3164
    randomised from 3793 patients with class II-IV
    heart failure were allocated to Lisinopril low
    dose (2.5-5mg/d- n1596) or high doses
    (32.5-35mg/d, n1568)

20
Other Key Papers
  • Key paper 2 . Kittleson-Michelle et al.
    Development of Circulatory-Renal Limitation (CRL)
    to ACE-I identifies patients with severe heart
    failure and early mortality Journal of American
    College of cardiology 2003 Jun 4, VOL41(11)
    P2029-35
  • 259 heart failure patients were followed up an
    average of 8.5 months and 23 couldnt tolerate
    ACE-I because of symptomatic hypotension and or
    renal impairment
  • Key paper 3 meta-analysis Flather MD Longterm
    ACE-I in patients with Heart failure or LVD-
    Systematic overview of data from individual
    patients. Lancet 2000 3551575-81
  • Benefits from high dose ACE-I treatment of
    Heart failure
  • Mortality- Absolute Risk for untreated HF
    27, Relative Risk Reduction 15

21
The Bottom line from the three papers
  • Treating HF with full dose/ trial dose ACE-I
    reduces mortality and morbidity more than low
    dose treatment.
  • Patients with Symptomatic Hypotension (or CRL)
    have a higher risk of dying in the next 8.5months
    and are generally older but their quality of
    remaining life may be higher more research
    needed
  • Between 23 and 27 of patients couldnt tolerate
    full dose ACE-I if they had symptomatic
    hypotension and or renal impairment

22
Implications for our patient
  • Patient seems to have an approximate doubling of
    mortality absolute risk if she is on a low dose
  • The patients choice is against increasing her
    ACE-I dose because of her social situation and
    concerns of losing independence/ falling. Because
    she feels relatively fit she is willing to remain
    on her low dose ACE-I unless her Systolic BP
    falls further as her disease progresses.

23
Implications for my learning
  • The printed articles did not always identify the
    exact problem that my patient had, but my ability
    to find and appraise the right ones had meant
    that my research was Evidence-Based
  • I found it interesting to pursue the themes of my
    searches but frustrating as even when I
    identified a recent article I found it hard to
    track down the full text

24
Summary
  • Look at an issue in your practice
  • Plan a PICO
  • Do the search
  • Appraise the evidence for validity and outcomes
  • Look for a bottom line
  • Implications for your patient (you are a health
    professional not Fanny Craddock!)
  • Implications for your learning
  • Ask your Tutor for help and to read it through
    with you
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