- •Foreword
- •Contents
- •Contributor Current and Past Positions: Association for Academic Surgery
- •Contributors
- •Academic Surgeons as Bridge-Tenders
- •Types of Surgical Research
- •Going Forward
- •Selected Readings
- •Introduction
- •Preparation Phase
- •Assistant Professor
- •Job Search
- •The First Three Years
- •Career Development Awards (CDAs)
- •Contemplating a Mid-Career Move?
- •Approaching Promotion
- •Associate Professor and Transition to Full Professor
- •Conclusion
- •Selected Readings
- •Introduction
- •Reviewing the Literature
- •Developing a Hypothesis
- •Study Design
- •Selected Readings
- •Introduction
- •The Dual Loyalties of the Surgeon-Scientist
- •Human Subjects Research
- •Informed Consent
- •Surgical Innovation and Surgical Research
- •Conflict of Interest
- •Publication and Authorship
- •Conclusion
- •References
- •Sources of Error in Medical Research
- •Study Design
- •Inferential Statistics
- •Types of Variables
- •Measures of Central Tendency and Spread
- •Measures of Spread
- •Comparison of Numeric Variables
- •Comparison of Categorical Values
- •Outcomes/Health Services Research
- •Steps in Outcomes Research
- •The Basics of Advanced Statistical Analysis
- •Multivariate Analysis
- •Time-to-Event Analysis
- •Advanced Methods for Controlling for Selection Bias
- •Propensity Score Analysis
- •Instrumental Variable (IV) Analysis
- •Summary
- •Selected Readings
- •Transgenic Models
- •Xenograft Models
- •Noncancer Models
- •Alternative Vertebrate Models
- •Selected Readings
- •Overview
- •Intellectual Disciplines and Research Tools
- •Comparative Effectiveness Research
- •Patient-Centered Outcomes Research
- •Data Synthesis
- •Overview
- •Intellectual Disciplines and Research Tools
- •Disparities
- •Quality Measurement
- •Implementation Science
- •Patient Safety
- •Optimizing the Health Care Delivery System
- •Overview
- •Intellectual Disciplines and Research Tools
- •Policy Evaluation
- •Surgical Workforce
- •Conclusion
- •References
- •Introduction
- •What Is Evidence-Based Medicine?
- •Evidence-Based Educational Research
- •Forums for Surgical Education Research
- •Conducting Surgical Education Research
- •Developing Good Research Questions
- •Beginning the Study Design Process
- •Developing a Research Team
- •Pilot Testing
- •Demonstrating Reliability and Validity
- •Developing a Study Design
- •Data Collection and Analysis
- •Surveys
- •Ethics
- •Funding
- •Conclusions
- •Selected Readings
- •Genomics
- •Gene-Expression Profiling
- •Proteomics
- •Metabolomics
- •Conclusions
- •References
- •Selected Readings
- •Introduction
- •Why Write
- •Getting Started
- •Where and When to Write
- •Choosing the Journal
- •Instructions to Authors
- •Writing
- •Manuscript Writing Order
- •Figures and Tables
- •Methods
- •Results
- •Figure Legends
- •Introduction
- •Discussion
- •Acknowledgments
- •Abstract
- •Title
- •Authorship
- •Revising Before Submission
- •Responding to Reviewer Comments
- •References
- •Selected Readings
- •Introduction
- •Origins of the Term
- •Modern Definition and Primer
- •Transition from Mentee to Colleague
- •Mentoring Risks
- •Conclusion
- •References
- •Selected Readings
- •The Career Development Plan
- •Choosing the Mentor
- •Writing the Career Development Plan
- •The Candidate
- •Research Plan
- •Final Finishing Points About the Research Plan
- •Summary
- •References
- •Introduction
- •Decisions, Decisions!
- •Mission Impossible: Defining a Laboratory Mission or Vision
- •Project Planning
- •Saving Money
- •Seek Help
- •People
- •Who Should I Hire?
- •Advertising
- •References
- •Interviews
- •Conduct a Structured Interview
- •Probation Period
- •Trainees
- •Trainee Funding
- •Time Is on Your Mind
- •Research Techniques
- •Program Leadership
- •Summary
- •Selected Readings
- •Introduction
- •Direct Evidence
- •Indirect Evidence
- •Burnout
- •Prevention of and Recovery from Work–Life Imbalance
- •Action Plan for Finding Balance: Personal Level
- •Action Plan for Finding Balance: Professional Level
- •Conclusion
- •References
- •Introduction
- •Time Management Strategies
- •Planning and Prioritizing
- •Delegating and Saying “No”
- •Action Plans
- •Activity Logs
- •Scheduling Protected Time
- •Eliminating Distractions
- •Buffer Time
- •Goal Setting
- •Completing Large Tasks
- •Maximizing Efficiency
- •Get Organized
- •Multitasking
- •Think Positive
- •Summary
- •References
- •Selected Readings
- •Index
74 T.S. Riall
Age
Race
Gender
SES Comorbidity
Admission for |
Cholecystectomy |
Outcomes: |
|
gallstone |
|
vs. no |
• Readmissions |
pancreatitis |
|
|
• Subsequent |
|
|
|
cholecystectomy |
|
|
|
• Survival |
Admitting |
|
|
Hospital |
service |
|
|
teaching status |
|
Hospital |
Days of week |
|
|
size |
of admission |
|
FIGURE 5.3 Conceptual model for study evaluating outcomes in Medicare beneficiaries admitted for gallstone pancreatitis. The out- comes include receipt of cholecystectomy and gallstone-related readmissions. The factors thought to influence each outcome are shown in the model
size, day of the week, hospital teaching status, and patient characteristics would affect cholecystectomy rates and that receipt of cholecystectomy as well as patient characteristics would influence gallstone-related readmission rates.
The Basics of Advanced Statistical Analysis
Before you jump to complex statistical methods, you need to understand your data by performing simple descriptive statis- tics including the frequencies of categorical variables, means, medians, and distributions of continuous data, and univariate comparisons between groups. You then need to consult with a statistician. You must make sure you are using correct sta- tistical methods, understand the assumptions of the statistical methods you are using, and make sure you do not violate the assumptions.
Chapter 5. Analyzing Your Data |
75 |
Multivariate Analysis
Multivariate analysis is a method of obtaining a mathematical relationship between an outcome variable and multiple pre- dictor variables. Various forms of regression are commonly used to control for confounding and establish independent associations among predictor variables and outcomes. Multiple regression fits data into a model that defines the outcome (Y) as a function of multiple predictor variables (x1, x2, …, xi), and the regression equation takes many forms depending on whether the outcome variable is categorical or numerical. Its general form is: Y (Outcome) = b0 + b1x1 + b2x2 + … + bjxj + e, where Y is the outcome, x1 through xj are the covariates (predictors), b0 is the intercept, b1 through bj are coefficients describing the effect of the specific covariate on the outcome, and e is the error term.
Linear regression is used to study the relationship of a continuous variable to a single predictor variable. In an example given by Afifi et al. in Computer-Aided Multivariate Analysis (see selected references), the researcher is evaluat- ing the effect of height on forced expiratory volume (FEV1). The basic regression equation is: FEV1 = b0 + b1 (height in inches).TherelationshipdiscoveredwasFEV1 = −4.087 + 0.118 (height in inches). So for each inch of increased height, FEV1 increases by a factor of 0.118.
However,we know that other factors such as age also affect FEV1. Multiple linear regression allows these variables to be added to the model providing a less biased estimate. When age is added to the model, the result is FEV1 = −2.761 – 0.027 (age) + 0.114 (height). After controlling for age, the FEV1 increases 0.114 with each increase in height.The independent predictor variables in a multiple linear regression can be con- tinuous or categorical.
Logistic regression is commonly used when an outcome variable is categorical. Again, the predictor variables can be continuous or categorical. Logistic regression models model the log of the odds of the outcome variable. The equation is in the form:Logit [odds] = b0 + b1x1 + b2x2 + … + bjxj.In this case,
76 T.S. Riall
TABLE 5.3 Factors predicting cholecystectomy in Medicare benefi- ciaries admitted for gallstone pancreatitis
Factor (reference group) |
Odds ratio |
95% CI |
Age (per 5-year increase) |
0.83 |
0.80–0.85 |
Black race (white) |
0.67 |
0.56–0.79 |
ERCP at admission (no) |
1.53 |
1.36–1.74 |
Admitting physician – medicine |
0.48 |
0.43–0.55 |
(surgeon) |
|
|
³3 comorbidities (no comorbidities) |
0.68 |
0.60–0.77 |
odds ratios for each factor can be obtained by exponentiating the beta coefficient: OR = ebx. If the OR is equal to one or the 95% confidence interval includes 1, the associated predictor variable does not have a statistically significant association with the outcome variable. Table 5.3 shows a logistic regres- sion model which models the odds of cholecystectomy in patients admitted with gallstone pancreatitis from the previ- ous example.The outcome is dichotomous – receipt of chole- cystectomy vs.no cholecystectomy.Since we are modeling the odds of cholecystectomy, factors with an OR > 1 predict increased patient odds of receiving cholecystectomy and an OR < 1 predicts decreased odds.Age is a continuous variable. For each 5-year increase in age, patients had 17% decreased odds to undergo cholecystectomy.When compared to patients who didn’t have an ERCP, those who did had 53% higher odds of receiving cholecystectomy. Both are statistically sig- nificant since the 95% confidence intervals do not include the null value of 1. The model also controlled for gender, race, comorbidities, regional differences, and hospital characteris- tics, not all shown.
For regression models to control for confounding and selection bias, the predictors and confounders must be known and included in the model. When constructing a regression model, you can put all the factors in your conceptual model in the statistical model and eliminate factors that are not significant in stepwise fashion based on statistical tests
Chapter 5. Analyzing Your Data |
77 |
(hypothesis is that the b = 0, or the OR = 1). Conversely, you can start with only your relationship of interest (simple regres- sion) and add factors in stepwise fashion. Your model should be based on your conceptual model. Some factors, while not significant,might be known confounders and should be forced into the model (not removed even if not significant).
Time-to-Event Analysis
Time-to-event analyses are used when the time to a specific event, and not only the occurrence of the event, is important. Survival analysis is the most common example. It is not enough to know if a patient died, but how long they lived before the event occurred,as there is a big difference between dying 1 month and 10 years after cancer surgery. The end point of a time-to-event analysis can be any endpoint such as readmission to the hospital, death, reoperation, etc. The Kaplan–Meier product limit method allows patients to enter the cohort at different points in time and have variable follow-up.This method is used when the exact date of an end point is known and event-free survival is calculated at each time point where an event occurs. Once the event occurs, the time from onset of the study to the event is recorded. A patient is censored if the event of interest does not occur during the follow-up period. In Kaplan–Meier analysis, a “survival” curve (time without an event) can be plotted to illustrate the percentage of event-free patients on the y-axis and follow-up time on the x-axis. Fig. 5.4 shows the Kaplan– Meier “survival” curve for patients readmitted after an initial hospitalization for gallstone pancreatitis. Ninety-six percent of patients in the cholecystectomy group did not require readmission over the first 2 years, while only 56% in the no cholecystectomy group did not require readmission. In other words, the gallstone-related readmission rate was higher (44% vs. 4%) in the no cholecystectomy group. Log-rank tests are used to compare differences in survival between two groups of patients.
78 T.S. Riall
Proportion Surviving without Readmission
1.00
Cholecystectomy
0.75
0.50 |
No Cholecystectomy |
|
|
0.25 |
|
0.00 |
|
|
0 |
90 |
180 |
270 |
360 |
450 |
540 |
630 |
720 |
|
|
|
|
|
Time (days) |
|
|
|
|
|
Number at Risk: |
90 |
180 |
270 |
360 |
450 |
540 |
630 |
720 |
|
Cholecystectomy |
4528 |
4448 |
4385 |
4320 |
4240 |
4170 |
4120 |
4056 |
|
No Cholecystectomy |
2224 |
2039 |
1903 |
1809 |
1738 |
1651 |
1589 |
1537 |
FIGURE 5.4 Kaplan–Meier time to readmission in patients who did and did not undergo cholecystectomy during initial hospitalization for gallstone pancreatitis. The 30-day, 90-day, 1-year, and 2-year readmission rates were 24.2%, 33.9%, 40.5%, and 43.5%, respec- tively, in patients not undergoing cholecystectomy and 1.8%, 2.2%, 2.9%, and 3.8%, respectively, in patients who did undergo cholecys- tectomy (P < 0.0001)
Cox proportional hazards models are multivariate models using time-to-event information and allow for determination of independent predictors of a time-dependent outcome. For example, in evaluating survival, one may want to control for age, race, and stage when determining the effect of a specific treatment on survival. The results are reported as hazard ratios or the risk of death relative to a comparison group
(i.e., death in patients: resected patients with pancreatic can- cer compared to unresected patients). Similar to odds ratios, hazard ratios equal to one are not significant. Hazard ratios greater than one implies increased risk of death with a specific covariate while hazard ratios less than one implies decreased risk.