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Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient?
BACKGROUND: Surgical interventions are complex. Key elements of this complexity are the surgeon and their learning curve. They pose methodological challenges in the design, analysis and interpretation of surgical RCTs. We identify, summarise, and critically examine current guidance about how to inco...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10127059/ https://www.ncbi.nlm.nih.gov/pubmed/37095568 http://dx.doi.org/10.1186/s13063-023-07265-5 |
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author | Corrigan, Neil Brown, Julia M. Emsley, Richard Jayne, David G. Walwyn, Rebecca E. A. |
author_facet | Corrigan, Neil Brown, Julia M. Emsley, Richard Jayne, David G. Walwyn, Rebecca E. A. |
author_sort | Corrigan, Neil |
collection | PubMed |
description | BACKGROUND: Surgical interventions are complex. Key elements of this complexity are the surgeon and their learning curve. They pose methodological challenges in the design, analysis and interpretation of surgical RCTs. We identify, summarise, and critically examine current guidance about how to incorporate learning curves in the design and analysis of RCTs in surgery. EXAMINING CURRENT GUIDANCE: Current guidance presumes that randomisation must be between levels of just one treatment component, and that the evaluation of comparative effectiveness will be made via the average treatment effect (ATE). It considers how learning effects affect the ATE, and suggests solutions which seek to define the target population such that the ATE is a meaningful quantity to guide practice. We argue that these are solutions to a flawed formulation of the problem, and are inadequate for policymaking in this setting. REFORMULATING THE PROBLEM: The premise that surgical RCTs are limited to single-component comparisons, evaluated via the ATE, has skewed the methodological discussion. Forcing a multi-component intervention, such as surgery, into the framework of the conventional RCT design ignores its factorial nature. We briefly discuss the multiphase optimisation strategy (MOST), which for a Stage 3 trial would endorse a factorial design. This would provide a wealth of information to inform nuanced policy but would likely be infeasible in this setting. We discuss in more depth the benefits of targeting the ATE conditional on operating surgeon experience (CATE). The value of estimating the CATE for exploring learning effects has been previously recognised, but with discussion limited to analysis methods only. The robustness and precision of such analyses can be ensured via the trial design, and we argue that trial designs targeting CATE represent a clear gap in current guidance. CONCLUSION: Trial designs that facilitate robust, precise estimation of the CATE would allow for more nuanced policymaking, leading to patient benefit. No such designs are currently forthcoming. Further research in trial design to facilitate the estimation of the CATE is needed. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13063-023-07265-5. |
format | Online Article Text |
id | pubmed-10127059 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-101270592023-04-26 Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? Corrigan, Neil Brown, Julia M. Emsley, Richard Jayne, David G. Walwyn, Rebecca E. A. Trials Commentary BACKGROUND: Surgical interventions are complex. Key elements of this complexity are the surgeon and their learning curve. They pose methodological challenges in the design, analysis and interpretation of surgical RCTs. We identify, summarise, and critically examine current guidance about how to incorporate learning curves in the design and analysis of RCTs in surgery. EXAMINING CURRENT GUIDANCE: Current guidance presumes that randomisation must be between levels of just one treatment component, and that the evaluation of comparative effectiveness will be made via the average treatment effect (ATE). It considers how learning effects affect the ATE, and suggests solutions which seek to define the target population such that the ATE is a meaningful quantity to guide practice. We argue that these are solutions to a flawed formulation of the problem, and are inadequate for policymaking in this setting. REFORMULATING THE PROBLEM: The premise that surgical RCTs are limited to single-component comparisons, evaluated via the ATE, has skewed the methodological discussion. Forcing a multi-component intervention, such as surgery, into the framework of the conventional RCT design ignores its factorial nature. We briefly discuss the multiphase optimisation strategy (MOST), which for a Stage 3 trial would endorse a factorial design. This would provide a wealth of information to inform nuanced policy but would likely be infeasible in this setting. We discuss in more depth the benefits of targeting the ATE conditional on operating surgeon experience (CATE). The value of estimating the CATE for exploring learning effects has been previously recognised, but with discussion limited to analysis methods only. The robustness and precision of such analyses can be ensured via the trial design, and we argue that trial designs targeting CATE represent a clear gap in current guidance. CONCLUSION: Trial designs that facilitate robust, precise estimation of the CATE would allow for more nuanced policymaking, leading to patient benefit. No such designs are currently forthcoming. Further research in trial design to facilitate the estimation of the CATE is needed. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13063-023-07265-5. BioMed Central 2023-04-25 /pmc/articles/PMC10127059/ /pubmed/37095568 http://dx.doi.org/10.1186/s13063-023-07265-5 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Commentary Corrigan, Neil Brown, Julia M. Emsley, Richard Jayne, David G. Walwyn, Rebecca E. A. Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
title | Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
title_full | Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
title_fullStr | Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
title_full_unstemmed | Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
title_short | Surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
title_sort | surgical trial design for incorporating the effects of learning: what is the current methodological guidance, and is it sufficient? |
topic | Commentary |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10127059/ https://www.ncbi.nlm.nih.gov/pubmed/37095568 http://dx.doi.org/10.1186/s13063-023-07265-5 |
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