Journal of clinical epidemiology
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Multicenter Study
Preconsent education about research processes improved African Americans' willingness to participate in clinical research.
To determine whether preconsent education about research processes and protections affects the willingness of African Americans to participate. ⋯ Preconsent education may improve the willingness of African Americans to participate in clinical research and may address important concerns about research participation.
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To cross-culturally adapt the Short Form of the McGill Pain Questionnaire (SF-MPQ) into Brazilian-Portuguese and test the clinimetric properties of the newly developed SF-MPQ and the previously cross-culturally adapted Brazilian-Portuguese Long Form of the McGill Pain Questionnaire (LF-MPQ). ⋯ The Brazilian-Portuguese versions of the MPQ were found to be reproducible, valid, and responsive for the assessment of pain in patients with musculoskeletal conditions.
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The aim of this analysis was to explore the variation in measures of effect, such as the number-needed-to-treat (NNT) and the relative risk (RR). ⋯ For realistic values of true ARR, n, and p(0), the observed NNT varies much more than the observed ARR and RR. Clinicians should use NNT cautiously when expressing treatment benefits.
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This article is the first of a series providing guidance for use of the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) system of rating quality of evidence and grading strength of recommendations in systematic reviews, health technology assessments (HTAs), and clinical practice guidelines addressing alternative management options. The GRADE process begins with asking an explicit question, including specification of all important outcomes. ⋯ GRADE suggests summarizing evidence in succinct, transparent, and informative summary of findings tables that show the quality of evidence and the magnitude of relative and absolute effects for each important outcome and/or as evidence profiles that provide, in addition, detailed information about the reason for the quality of evidence rating. Subsequent articles in this series will address GRADE's approach to formulating questions, assessing quality of evidence, and developing recommendations.