Key concepts for informed health choices: A framework for helping people learn how to assess treatment claims and make informed choices

Iain Chalmers, Andrew D Oxman, Astrid Austvoll-Dahlgren, Selena Ryan-Vig, Sarah Pannell, Nelson Sewankambo, Daniel Semakula, Allen Nsangi, Loai Albarqouni, Paul Glasziou, Kamal Mahtani, David Nunan, Carl Heneghan, Douglas Badenoch

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

Many claims about the effects of treatments, though well intentioned, are wrong. Indeed, they are sometimes deliberately misleading to serve interests other than the well-being of patients and the public. People need to know how to spot unreliable treatment claims so that they can protect themselves and others from harm. The ability to assess the trustworthiness of treatment claims is often lacking. Acquiring this ability depends on being familiar with, and correctly applying, some key concepts, for example, that' association is not the same as causation.' The Informed Health Choices (IHC) Project has identified 36 such concepts and shown that people can be taught to use them in decision making. A randomised trial in Uganda, for example, showed that primary school children with poor reading skills could be taught to apply 12 of the IHC Key Concepts. The list of IHC Key Concepts has proven to be effective in providing a framework for developing and evaluating IHC resources to help children to think critically about treatment claims. The list also provides a framework for retrieving, coding and organising other teaching and learning materials for learners of any age. It should help teachers, researchers, clinicians, and patients to structure critical thinking about the trustworthiness of claims about treatment effects.

Original languageEnglish
Pages (from-to)29-33
Number of pages5
JournalEvidence-Based Medicine
Volume23
Issue number1
DOIs
Publication statusPublished - Feb 2018

Fingerprint

Health
Aptitude
Teaching Materials
Therapeutics
Uganda
Health Resources
Causality
Reading
Decision Making
Research Personnel
Learning
Thinking

Cite this

Chalmers, I., Oxman, A. D., Austvoll-Dahlgren, A., Ryan-Vig, S., Pannell, S., Sewankambo, N., ... Badenoch, D. (2018). Key concepts for informed health choices: A framework for helping people learn how to assess treatment claims and make informed choices. Evidence-Based Medicine, 23(1), 29-33. https://doi.org/10.1136/ebmed-2017-110829
Chalmers, Iain ; Oxman, Andrew D ; Austvoll-Dahlgren, Astrid ; Ryan-Vig, Selena ; Pannell, Sarah ; Sewankambo, Nelson ; Semakula, Daniel ; Nsangi, Allen ; Albarqouni, Loai ; Glasziou, Paul ; Mahtani, Kamal ; Nunan, David ; Heneghan, Carl ; Badenoch, Douglas. / Key concepts for informed health choices : A framework for helping people learn how to assess treatment claims and make informed choices. In: Evidence-Based Medicine. 2018 ; Vol. 23, No. 1. pp. 29-33.
@article{643703810ad046bb844d5802ee066a00,
title = "Key concepts for informed health choices: A framework for helping people learn how to assess treatment claims and make informed choices",
abstract = "Many claims about the effects of treatments, though well intentioned, are wrong. Indeed, they are sometimes deliberately misleading to serve interests other than the well-being of patients and the public. People need to know how to spot unreliable treatment claims so that they can protect themselves and others from harm. The ability to assess the trustworthiness of treatment claims is often lacking. Acquiring this ability depends on being familiar with, and correctly applying, some key concepts, for example, that' association is not the same as causation.' The Informed Health Choices (IHC) Project has identified 36 such concepts and shown that people can be taught to use them in decision making. A randomised trial in Uganda, for example, showed that primary school children with poor reading skills could be taught to apply 12 of the IHC Key Concepts. The list of IHC Key Concepts has proven to be effective in providing a framework for developing and evaluating IHC resources to help children to think critically about treatment claims. The list also provides a framework for retrieving, coding and organising other teaching and learning materials for learners of any age. It should help teachers, researchers, clinicians, and patients to structure critical thinking about the trustworthiness of claims about treatment effects.",
author = "Iain Chalmers and Oxman, {Andrew D} and Astrid Austvoll-Dahlgren and Selena Ryan-Vig and Sarah Pannell and Nelson Sewankambo and Daniel Semakula and Allen Nsangi and Loai Albarqouni and Paul Glasziou and Kamal Mahtani and David Nunan and Carl Heneghan and Douglas Badenoch",
note = "{\circledC} Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.",
year = "2018",
month = "2",
doi = "10.1136/ebmed-2017-110829",
language = "English",
volume = "23",
pages = "29--33",
journal = "BMJ Evidence-Based Medicine",
issn = "1356-5524",
publisher = "BMJ Publishing Group",
number = "1",

}

Chalmers, I, Oxman, AD, Austvoll-Dahlgren, A, Ryan-Vig, S, Pannell, S, Sewankambo, N, Semakula, D, Nsangi, A, Albarqouni, L, Glasziou, P, Mahtani, K, Nunan, D, Heneghan, C & Badenoch, D 2018, 'Key concepts for informed health choices: A framework for helping people learn how to assess treatment claims and make informed choices' Evidence-Based Medicine, vol. 23, no. 1, pp. 29-33. https://doi.org/10.1136/ebmed-2017-110829

Key concepts for informed health choices : A framework for helping people learn how to assess treatment claims and make informed choices. / Chalmers, Iain; Oxman, Andrew D; Austvoll-Dahlgren, Astrid; Ryan-Vig, Selena; Pannell, Sarah; Sewankambo, Nelson; Semakula, Daniel; Nsangi, Allen; Albarqouni, Loai; Glasziou, Paul; Mahtani, Kamal; Nunan, David; Heneghan, Carl; Badenoch, Douglas.

In: Evidence-Based Medicine, Vol. 23, No. 1, 02.2018, p. 29-33.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Key concepts for informed health choices

T2 - A framework for helping people learn how to assess treatment claims and make informed choices

AU - Chalmers, Iain

AU - Oxman, Andrew D

AU - Austvoll-Dahlgren, Astrid

AU - Ryan-Vig, Selena

AU - Pannell, Sarah

AU - Sewankambo, Nelson

AU - Semakula, Daniel

AU - Nsangi, Allen

AU - Albarqouni, Loai

AU - Glasziou, Paul

AU - Mahtani, Kamal

AU - Nunan, David

AU - Heneghan, Carl

AU - Badenoch, Douglas

N1 - © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

PY - 2018/2

Y1 - 2018/2

N2 - Many claims about the effects of treatments, though well intentioned, are wrong. Indeed, they are sometimes deliberately misleading to serve interests other than the well-being of patients and the public. People need to know how to spot unreliable treatment claims so that they can protect themselves and others from harm. The ability to assess the trustworthiness of treatment claims is often lacking. Acquiring this ability depends on being familiar with, and correctly applying, some key concepts, for example, that' association is not the same as causation.' The Informed Health Choices (IHC) Project has identified 36 such concepts and shown that people can be taught to use them in decision making. A randomised trial in Uganda, for example, showed that primary school children with poor reading skills could be taught to apply 12 of the IHC Key Concepts. The list of IHC Key Concepts has proven to be effective in providing a framework for developing and evaluating IHC resources to help children to think critically about treatment claims. The list also provides a framework for retrieving, coding and organising other teaching and learning materials for learners of any age. It should help teachers, researchers, clinicians, and patients to structure critical thinking about the trustworthiness of claims about treatment effects.

AB - Many claims about the effects of treatments, though well intentioned, are wrong. Indeed, they are sometimes deliberately misleading to serve interests other than the well-being of patients and the public. People need to know how to spot unreliable treatment claims so that they can protect themselves and others from harm. The ability to assess the trustworthiness of treatment claims is often lacking. Acquiring this ability depends on being familiar with, and correctly applying, some key concepts, for example, that' association is not the same as causation.' The Informed Health Choices (IHC) Project has identified 36 such concepts and shown that people can be taught to use them in decision making. A randomised trial in Uganda, for example, showed that primary school children with poor reading skills could be taught to apply 12 of the IHC Key Concepts. The list of IHC Key Concepts has proven to be effective in providing a framework for developing and evaluating IHC resources to help children to think critically about treatment claims. The list also provides a framework for retrieving, coding and organising other teaching and learning materials for learners of any age. It should help teachers, researchers, clinicians, and patients to structure critical thinking about the trustworthiness of claims about treatment effects.

U2 - 10.1136/ebmed-2017-110829

DO - 10.1136/ebmed-2017-110829

M3 - Article

VL - 23

SP - 29

EP - 33

JO - BMJ Evidence-Based Medicine

JF - BMJ Evidence-Based Medicine

SN - 1356-5524

IS - 1

ER -