diagnostic research. lecture contents i. diagnostics in practice - explained with a case...

Diagnostic research

Lecture Contents

I. Diagnostics in practice

- Explained with a case

II. Scientific diagnostic research– Design– Data-analysis– Reporting

III. Exercises

IV. Summary

Diagnostics in practice

Diagnostics always start with a patient with a complaint/symptom

Case: neck stiffness • Child, 2 years-old, comes to ER with parents • Child turns out to have a very stiff neck

What is the physician’s aim?

Diagnostics in practice

Aim of the physician• Quickly and efficiently determine the correct

diagnosis

Why diagnose?• Basis medical handling • Determines treatment choice• Gives information about prognosis

What are possible diagnoses for neck stiffness?

Diagnostics in practice

Differential diagnosis (DD)• Bacterial meningitis • Viral meningitis• Pneumonia• ENT infection• Other (e.g. myalgia)

What is the most important diagnosis? Which one does the physician not want to miss?

Diagnostics in practice

Most important diagnosis• Bacterial meningitis (BM) • If missed: often fatal

Diagnostics in practice

Suppose: 20% of all children on the ER with neck stiffness has BM – 20% with disease in that population =

prevalence– Prior-probability

What is your decision for the child in this case?

Diagnostics in practice

Decision for child in case • Prior-probability too low to treat• Prior-probability too high to send home

Decision: reduce uncertainty diagnostics

What is the best test?

Diagnostics in practice

Best test

Lumbal punction (liquor culture)

Diagnostics in practice

Gold standard• True disease status; ‘truth’

– Never 24 karat• Reference standard/test• Decisive test with doubt

Perform reference test for everybody (=every child on ER with neck stiffness)?

Reference test for everybody?• Unethical too invasive/risky• Inefficient too expensive• Do not perform unnecessarily

How should we then determine the probability of disease presence and what would be ideal?

Diagnostics in practice

How then?• Simpler diagnostics:

– Usually anamnesis, physical exam, simple lab tests, imaging, etc.

– Ideal: diagnosis without reference test

• Diagnostic process in practice: – Stepwise process: less more invasive– Not one diagnosis based on 1 test – Each item: separate test

Diagnostics in practice

Diagnostics in practice

Suppose: after anamnesis & PE 10% probability of BM

• Probability of disease given test results = posterior-probability

• The bigger the difference between prior and posterior probability, the better the diagnostic value of the tests

Our decision for child in case: probability is too high to send home --> next step?

Diagnostics in practice

Next step– Additional research, e.g.

blood tests (leucocytes,

CRP, sedimentation, etc.)

Diagnostics in practice

Suppose: 1% posterior-probability after anamnesis, PE+ simple lab tests posterior probability low enough to send home

• Ideal diagnostic process: simple tests reduce posterior probability to 0 or 100% (without reference)• Most often physician continues testing until sufficiently sure (approximation of 0 or 100%)• Choose when sufficiently sure: depends on prognosis of disease if untreated + risks/costs treatment

Diagnostics in practice

Summarizing • What does diagnosing involve in practice?

– Estimation of probability of disease presence based on test results of the patient

When is the probability of disease best estimated? Why is this usually not done?

Diagnostics in practice

Why not all possible tests?– Invasive (for patient and budget)– Unnecessary: different test results give same info– However: In practice often more tested than

necessary!

What diagnostics truly necessary scientific diagnostic research

BREAK

Study design

Scientific diagnostic research– What tests truly contribute to probability estimation?– Has to serve practice follow practice

Study design

• Research question• Domain• Study population • Determinant(s): test(s) to study• Endpoint: presence/absence disease (outcome)• Study design: design• Data analysis, interpretation + reporting

Research question

• With as few as possible simple, safe, and cheap tests estimate the probability of the presence/absence of disease.

• Determinant-outcome relation:– probability of disease as a function of test results– outcome = probability of disease = % = prevalence– test results = determinants

Research question

Case• What tests contribute to probability estimation of

presence or absence of BM in children with neck stiffness at the ER?

• Or: Determinants of presence/absence disease (BM)?

• %BM = ƒ(age, gender, fever, blood leucocytes, blood CRP, etc)

Research population

Case: • All children with neck stiffness

in 2002 at ER Utrecht

Domain

• For whom domain, generalisation = type of patient with certain symptom/complaint +

setting• Research population = 1 sample from domain

Case: All children (e.g. in Western world) suspected of disease (BM) based on neck stiffness (characteristic) in secondary care (setting)

Determinants

= Tests to study

• Diagnostic determinants• All possible important tests (in domain)

CaseItems anamnesis, PE and lab (blood and urine)

tests

Endpoint

‘True’ presence/absence disease = Diagnostic outcome = Results reference test

NB: reference = not infallible but always best available test in practice at that moment

Case• Positive liquor culture

PICO EBM

• Population/ problem• Intervention• Comparison/ control• Outcome

• Domain• Determinant• Reference test• Outcome

Measure determinants/endpoint

• Determinants– Without knowledge (blinded) of the outcome – Same method in study and practice

never measure more precisely than in practice (overestimation information yield)

• Endpoint– Assessment blind for determinants– With the best possible test known in practice

Study design

• Observational and descriptive – Observational = no manipulation of determinants– Descriptive = not causal

– if the determinant only predicts– no hypothesis functional mechanism determinant-

outcome

• >1 determinant

Study design

• Cross-sectional= Simultaneously measure determinants and outcome

Data-analysis

After data collection, per patient– Value determinants (test results)– Diagnostic outcome (reference test)

Data-analysis• Data analysis: 3 steps

1) Estimation a priori probability (without test results)

2) Compare each test result separately with reference = univariate3) Compare combination of test results with reference = multivariate (via model)

- Following order in practice - Determine added value test result to already collected (previous) test results

Data-analysis

CaseData scientific research available:200 patients with neck stiffness at ER

Liquor culture positive (BM+) n=40Liquor culture negative (BM-) n=160

Step 1: A priori probability (prevalence) of BM?

= % BM+ = 40/ 200 patients = 20%

Data-analysis reading 2 by 2 table

Disease

Presence Absence

Test Positive True positiveA

False positiveB

Negative CFalse negative

DTrue negative

• Step 2: Analysis per determinant (univariate) • Use 2 by 2 table

Data-analysis reading 2 by 2 table

Horizontally• Positive predictive value (PV+)

= probability Disease + if test + PV+ = A / A + B

• Negative predictive value (PV-)= probability disease - if test -

PV- = D / C + DVertically• Sensitivity (SE) = probability test + if disease +

SE = A / A + C• Specificity (SP) = probability test - if disease -

SP = D / B + D

What numbers do you think are most useful in practice (PV+ and PV- or SE and SP)?

TP A

FN C

B FP

Gold standardDisease + Disease –

Test +

Test –D TN

Data-analysis

Perfect diagnostic testFalse Positive = 0 False Negative = 0

e.g. Fever > 380C as predictor for BM

20

40 160

70 90

200

20 90 110

BM+BM- tot.

Yes (+)Fever > 380C

No (-)

Data-analysis reading 2 by 2 table

Horizontally• probability BM+ if fever+ = 20/110 = 18%

PV+ = A / A + B• probability BM - if fever- = 70/90 = 78%

PV- = D / C + DVertically• probability fever+ if BM+ = 20/40 = 50%

SE = A / A + C• probability fever- if BM- = 70/160 = 44%

SP = D / B + D

What numbers do you think are most useful in practice (PV+ and PV- or SE and SP)?

20

TP A

FN C

20

90

B FP

Gold standardBM+ BM–

Fever +

Fever –D TN

70

BREAK

Exercise 1

Mercury thermometer or timpanic membrane infrared meter

Exercise 1

Ad question 1

Research question: Can fever be determined with the TIM?

Determinant: test under study = timpanic membrane infrared meter

Outcome: fever determined with rectal mercury thermometer (RMT)

Domain: Children in secondary/tertiary care (ER hospital)

Exercise 1

Ad question 2

77

TP A

FN C

19

9

B FP TIM >38°

TIM 38°D TN

108

GS RMTFever+ Fever–

Se = probability TIM+ if RMT+ = 77/96 = 80 %

SP = probability TIM- if RMT- = 108/117 = 92%

Exercise 1

Ad question 3

77

TP A

FN C

19

9

B FP TIM >38°

TIM 38°D TN

108

GS RMTFever+ Fever–

PV+ = probability RMT+ if TIM+ = 77/86 = 90 %

PV- = probability RMT- if TIM- = 108/127 = 85%

Exercise 1

Ad question 4– The prior probability of fever in the general practice is

lower, e.g. 20% (X/213=0,2 X=43)– For similar Se and SP:

(A/43=0,8 A=34)

(D/170=0,92 D=156)– PV+ becomes lower (34/48 = 70%)– PV – becomes higher (156/164 = 95%) 9

43 170

156 164

213

34 14 48 TIM+

TIM-

GS RMTFever+ Fever–

Exercise 1

Ad question 5

– In the general practice an unjustly referred or treated child is less of a problem than an unjust reassurance of the parents

– Especially the negative predictive value must therefore be sufficiently high

Data-analysis: combination of determinants

• In practice not one single diagnosis based on 1 test

– Tests together distinguish ill/non-ill– Method: statistical model

• Moreover: diagnostic process is hierarchical– (simple --> invasive/expensive) --> always start with

anamnesis model --> see case

Data-analysisCase: model with all anamnestic tests gender + age + fever + pain

%BM = ƒ(gender, age, fever, pain)

• Statistical model can be seen as 1 (composed) test

• Quantify diagnostic value model with area under ROC curve (Receiver Operating Characteristic =Area Under Curve (AUC))

Data-analysis

ROC Curve

1 - Specificity

1,00,75,50,250,00

Se

nsi

tivity

1,00

,75

,50

,25

0,00

Data-analysis

Case: AUC anamnesis model = 0,71

Informal interpretation AUC = % correctly diagnosed

The larger the ROC area the better the model AUC range: 0,5 1,0

AUC = 0,5 bad (Se = 1- Sp diagonal [coin])AUC > 0,7 reasonableAUC > 0,8 goodAUC > 0,9 excellent AUC = 1,0 perfect (Se=100% & 1-Sp=0%)

Data-analysis

Quantify added value additional tests to previous tests

• Extend previous model (follow order practice)• Quantify change in AUC

CaseModel 1 anamnesis model + physical exam (5 extra tests) -->

AUC = 0,72 interpretation?Model 2 anamnesis model + 3 blood tests ---> AUC = 0,90

interpretation?

Data-analysis

ROC Curve

1 - Specificity

1,00,75,50,250,00

Se

nsi

tivity

1,00

,75

,50

,25

0,00

Coin flip

Patient hisotry

Pat hist + test

Data-analysis

• The AUC does not directly say anything about individual patients and is therefore not directly applicable

Reporting

Research question

Study set-up• Research population, setting, determinants, outcome,

design

Results• Predictive values (new) test and/or ROC curve• ROC curve combination of tests• Added value new test --> ROC curve

Ad question 1- Cross-sectional study in patients suspected of a

stomach or duodenum ulcer

- For all patients anamnestic data were collected

- For all patients a gastroscopy was done

- Independent diagnostic value of anamnestic factors (determinant) for the diagnosis of ulcer (outcome: gastroscopy) were calculated

Exercise 2

Exercise 2

Ad question 2

Adults with stomach complaints referred to a gastro-enterology policlinic in a peripheral hospital

Exercise 2

Ad question 3

Score is 5, risk is 57%

Exercise 2

Ad question 4- Everybody above the cut-off point has the same risk

(and the same below the cut-off point)

- Of course this is not true and the score loses precision

- Preferably predictive values for score-categories and predictive values for more cut-off points

Exercise 2

Ad question 5

20

TP A

FN C

5

11

B FP Test +

Test -D TN

64

Peptic ulcus+ –

PV+ = 20/31 = 65%

PV- = 64/69 = 93%

Exercise 2

Ad question 6- Predictive values more favourable and therefore

preferred

- But it is not about the isolated predictive value but about the added diagnostic value given the results of the anamnestic score

Exercise 2

Ad question 7• Perform the anamnestic score and the breath test for a

population from the domain. Subsequently perform the reference test (endoscopy) for everybody

• Compare the next determinant-outcome relations: • P(ulcus) = ƒ (age, gender, anamnesis, ...)• P(ulcus) = ƒ (age, gender, anamnesis, ..., breath test)• Then compare the Receiver Operating Characteristic

(ROC)-curve of the models

Exercise 2

Ad question 8

- Breath test partially contains the same information as the score

- Suppose that the breath test is more often positive with age, then the breath test also measures age and therefore the added value is less than when the breath test would be completely independent of the score

Exercise 2

Ad question 9

- Preferably not, but if the assessor is informed of the data in the score in practice, than it should be the same in the study

Diagnostics Summary (1)

Diagnostics in practice– Uncertainty reduction– Determines prognosis & determines policy

Diagnostic research

Design– Observational– Descriptive

– Cross-sectional• Simultaneous measurement determinant

and outcome (reference standard) – Always study >1 determinant

Design– Assess determinants as in practice

– Assess disease status & determinant status with double blinding

Diagnostics Summary (2)

Analysis– Univariate (per determinant)– Multivariate: combination of test results in relation to

outcome • Endpoint = ƒ(combination of determinants)• Determine added value; first analyse least

invasive tests (as in practice)

Reporting– Mainly added value of test

Diagnostics Summary (3)