| Literature DB >> 31193887 |
Bradley C Johnston1,2, John L Seivenpiper3,4,5, Robin W M Vernooij1,6, Russell J de Souza3,4,7, David J A Jenkins3,4,8,9,5, Dena Zeraatkar2, Dennis M Bier10, Gordon H Guyatt2,11.
Abstract
The practice of evidence-based nutrition involves using the best available nutrition evidence, together with clinical experience, to conscientiously work with patients' values and preferences to help them prevent (sometimes), resolve (sometimes), or cope with (often) problems related to their physical, mental, and social health. This article outlines the 3 fundamental principles of evidence-based practice as applied to the field of clinical nutrition. First, optimal clinical decision making requires awareness of the best available evidence, which ideally will come from unbiased systematic summaries of that evidence. Second, evidence-based nutrition provides guidance on how to decide which evidence is more or less trustworthy-that is, how certain can we be of our patients' prognosis, diagnosis, or of our therapeutic options? Third, evidence alone is never sufficient to make a clinical decision. Decision makers must always trade off the benefits with the risks, burden, and costs associated with alternative management strategies, and, in so doing, consider their patients' unique predicament, including their values and preferences.Entities:
Keywords: EBN, evidence-based nutrition; GRADE, Grading of Recommendation Assessment, Development, and Evaluation; RCT, randomized clinical trial
Year: 2019 PMID: 31193887 PMCID: PMC6543447 DOI: 10.1016/j.mayocpiqo.2019.02.005
Source DB: PubMed Journal: Mayo Clin Proc Innov Qual Outcomes ISSN: 2542-4548
Clinical Practice Guideline Recommendations Regarding Probiotics for the Prevention of Clostridium difficile Infection
| Guideline | Year published | Recommendation | Strength | Evidence assessment by authors | Evidence assessment by reviewers |
|---|---|---|---|---|---|
| 2013 | Not recommended | Strong | Low quality | 2 | |
| Association of Professionals in Infection Control and Epidemiology | 2013 | Not mentioned | Not assigned | Not assessed | Not applicable |
| European Society for Clinical Microbiology and Infectious Diseases | 2014 | Unclear | Not assigned | Not assessed | 1, 2 |
| Health Protection Agency/Department of Health | 2008 | Not recommended | Not assigned | Not assessed | 1, 2 |
| Society for Healthcare Epidemiology of America | 2014 | Unclear | Not assigned | Not assessed | 1, 2 |
Level 1 signifies a systematic review of randomized controlled trials, and level 2 signifies a single randomized controlled trial.
Updated from the 2009 version without updating prevention strategies; however, a section on probiotics is updated. Evidence assessment is conducted using the Oxford levels of evidence-based medicine.
FigureProbiotics for the prevention of Clostridium difficile–associated diarrhea. M-H, Mantel-Haenszel.
Hierarchy of Evidence for Therapeutic Interventions
| Quality of evidence | Study design |
|---|---|
| Interventional studies | N-of-1 trials |
| Randomized controlled trials | |
| Nonrandomized controlled trials | |
| Observational studies | Cohort studies |
| Case-control studies | |
| Cross-sectional studies | |
| Case series | |
| Case reports | |
| — | Background information, expert opinion, letter to the editor, animal research |
GRADE Approach
| 1. Establish the initial level of certainty | 2. Consider lowering or raising the level of certainty | 3. Final level of certainty rating | ||
|---|---|---|---|---|
| Study design | Initial confidence in an estimate of effect | Lower if | Higher if | Certainty in an estimate of effect across those considerations |
| Randomized controlled trials | High | Risk of bias | Large effect | ⊕⊕⊕⊕ |
| Observational studies | Low | Inconsistency | Dose response | ⊕⊕⊕Ο |
| Indirectness | All plausible confounding and bias would reduce a demonstrated effect or would suggest a spurious effect if no effect was observed | ⊕⊕ΟΟ | ||
| Imprecision | ⊕ΟΟΟ | |||
| Publication bias | ||||
GRADE = Grading of Recommendation Assessment, Development, and Evaluation.