Misplaced Pages

Clinical significance

Article snapshot taken from Wikipedia with creative commons attribution-sharealike license. Give it a read and then ask your questions in the chat. We can research this topic together.
(Redirected from Clinically significant)

In medicine and psychology, clinical significance is the practical importance of a treatment effect—whether it has a real genuine, palpable, noticeable effect on daily life.

Types of significance

Statistical significance

Main article: statistical significance

Statistical significance is used in hypothesis testing, whereby the null hypothesis (that there is no relationship between variables) is tested. A level of significance is selected (most commonly α = 0.05 or 0.01), which signifies the probability of incorrectly rejecting a true null hypothesis. If there is a significant difference between two groups at α = 0.05, it means that there is only a 5% probability of obtaining the observed results under the assumption that the difference is entirely due to chance (i.e., the null hypothesis is true); it gives no indication of the magnitude or clinical importance of the difference. When statistically significant results are achieved, they favor rejection of the null hypothesis, but they do not prove that the null hypothesis is false. Likewise, non-significant results do not prove that the null hypothesis is true; they also give no evidence of the truth or falsity of the hypothesis the researcher has generated. Statistical significance relates only to the compatibility between observed data and what would be expected under the assumption that the null hypothesis is true.

Practical significance

Main article: effect size

In broad usage, the "practical clinical significance" answers the question, how effective is the intervention or treatment, or how much change does the treatment cause. In terms of testing clinical treatments, practical significance optimally yields quantified information about the importance of a finding, using metrics such as effect size, number needed to treat (NNT), and preventive fraction. Practical significance may also convey semi-quantitative, comparative, or feasibility assessments of utility.

Effect size is one type of practical significance. It quantifies the extent to which a sample diverges from expectations. Effect size can provide important information about the results of a study, and are recommended for inclusion in addition to statistical significance. Effect sizes have their own sources of bias, are subject to change based on population variability of the dependent variable, and tend to focus on group effects, not individual changes.

Although clinical significance and practical significance are often used synonymously, a more technical restrictive usage denotes this as erroneous. This technical use within psychology and psychotherapy not only results from a carefully drawn precision and particularity of language, but it enables a shift in perspective from group effects to the specifics of change(s) within an individual.

Specific usage

In contrast, when used as a technical term within psychology and psychotherapy, clinical significance yields information on whether a treatment was effective enough to change a patient's diagnostic label. In terms of clinical treatment studies, clinical significance answers the question "Is a treatment effective enough to cause the patient to be normal ?"

For example, a treatment might significantly change depressive symptoms (statistical significance), the change could be a large decrease in depressive symptoms (practical significance- effect size), and 40% of the patients no longer met the diagnostic criteria for depression (clinical significance). It is very possible to have a treatment that yields a significant difference and medium or large effect sizes, but does not move a patient from dysfunctional to functional.

Within psychology and psychotherapy, clinical significance was first proposed by Jacobson, Follette, and Revenstorf as a way to answer the question, is a therapy or treatment effective enough such that a client does not meet the criteria for a diagnosis? Jacobson and Truax later defined clinical significance as "the extent to which therapy moves someone outside the range of the dysfunctional population or within the range of the functional population." They proposed two components of this index of change: the status of a patient or client after therapy has been completed, and "how much change has occurred during the course of therapy."

Clinical significance is also a consideration when interpreting the results of the psychological assessment of an individual. Frequently, there will be a difference of scores or subscores that is statistically significant, unlikely to have occurred purely by chance. However, not all of those statistically significant differences are clinically significant, in that they do not either explain existing information about the client, or provide useful direction for intervention. Differences that are small in magnitude typically lack practical relevance and are unlikely to be clinically significant. Differences that are common in the population are also unlikely to be clinically significant, because they may simply reflect a level of normal human variation. Additionally, clinicians look for information in the assessment data and the client's history that corroborates the relevance of the statistical difference, to establish the connection between performance on the specific test and the individual's more general functioning.

Calculation of clinical significance

Just as there are many ways to calculate statistical significance and practical significance, there are a variety of ways to calculate clinical significance. Five common methods are the Jacobson-Truax method, the Gulliksen-Lord-Novick method, the Edwards-Nunnally method, the Hageman-Arrindell method, and hierarchical linear modeling.

Jacobson-Truax

Jacobson-Truax is common method of calculating clinical significance. It involves calculating a Reliability Change Index (RCI). The RCI equals the difference between a participant's pre-test and post-test scores, divided by the standard error of the difference. Cutoff scores are established for placing participants into one of four categories: recovered, improved, unchanged, or deteriorated, depending on the directionality of the RCI and whether the cutoff score was met.

Gulliksen-Lord-Novick

The Gulliksen-Lord-Novick method is similar to Jacobson-Truax, except that it takes into account regression to the mean. This is done by subtracting the pre-test and post-test scores from a population mean, and dividing by the standard deviation of the population.

Edwards-Nunnally

The Edwards-Nunnally method of calculating clinical significance is a more stringent alternative to the Jacobson-Truax method. Reliability scores are used to bring the pre-test scores closer to the mean, and then a confidence interval is developed for this adjusted pre-test score. Confidence intervals are used when calculating the change from pre-test to post-test, so greater actual change in scores is necessary to show clinical significance, compared to the Jacobson-Truax method.

Hageman-Arrindell

The Hageman-Arrindell calculation of clinical significance involves indices of group change and of individual change. The reliability of change indicates whether a patient has improved, stayed the same, or deteriorated. A second index, the clinical significance of change, indicates four categories similar to those used by Jacobson-Truax: deteriorated, not reliably changed, improved but not recovered, and recovered.

Hierarchical linear modeling (HLM)

Main article: Hierarchical linear modeling

HLM involves growth curve analysis instead of pre-test post-test comparisons, so three data points are needed from each patient, instead of only two data points (pre-test and post-test). A computer program, such as Hierarchical Linear and Nonlinear Modeling is used to calculate change estimates for each participant. HLM also allows for analysis of growth curve models of dyads and groups.

See also

References

  1. Kazdin AE (June 1999). "The meanings and measurement of clinical significance" (PDF). Journal of Consulting and Clinical Psychology. 67 (3): 332–9. CiteSeerX 10.1.1.595.9231. doi:10.1037/0022-006x.67.3.332. PMID 10369053. Archived from the original (PDF) on 6 November 2013. Retrieved 3 November 2013.
  2. ^ Polit DF, Beck CT (2012). Nursing Research: Generating Evidence for Nursing Practice (9th ed.). Philadelphia: Wolters Klower/Lippincott Williams & Wilkins. ISBN 978-1-60547-782-4.
  3. Haase RF, Ellis MV, Ladany N (1989). "Multiple Criteria for Evaluating the Magnitude of Experimental Effects". Journal of Counseling Psychology. 36 (4): 511–516. doi:10.1037/0022-0167.36.4.511.
  4. ^ Shabbir SH, Sanders AE (September 2014). "Clinical significance in dementia research: a review of the literature". American Journal of Alzheimer's Disease and Other Dementias. 29 (6): 492–7. doi:10.1177/1533317514522539. PMC 10852744. PMID 24526758.
  5. ^ Peterson L (7 February 2008). Clinical" Significance: "Clinical" Significance and "Practical" Significance are NOT the Same Things. Annual Meeting of the Southwest Educational Research Association. New Orleans, LA.
  6. Vacha-Haase T, Nilsson JE, Reetz DR, Lance TS, Thompson B (June 2000). "Reporting practices and APA editorial policies regarding statistical significance and effect size". Theory & Psychology. 10 (3): 413–425. doi:10.1177/0959354300103006.
  7. Cohen J (1997). "The earth is round (p < 0.05)". The American Psychologist. 49 (12): 997–1003. doi:10.1037/0003-066X.49.12.997.
  8. Wilkinson L (1999). "Statistical methods in psychology journals: Guidelines and explanations". American Psychologist. 54 (8): 594–604. doi:10.1037/0003-066x.54.8.594.
  9. Jacobson NS, Follette WC, Revenstorf D (September 1984). "Psychotherapy outcome research: Methods for reporting variability and evaluating clinical significance". Behavior Therapy. 15 (4): 336–52. doi:10.1016/S0005-7894(84)80002-7.
  10. ^ Jacobson NS, Truax P (February 1991). "Clinical significance: a statistical approach to defining meaningful change in psychotherapy research". Journal of Consulting and Clinical Psychology. 59 (1): 12–9. doi:10.1037/0022-006x.59.1.12. PMID 2002127. S2CID 28125243.
  11. Sattler JM (2008). Assessment of children: Cognitive foundations (5th ed.). San Diego: Sattler Publications. ISBN 978-0-9702671-6-0.
  12. Kaufman AS, Lichtenberger E (2006). Assessing Adolescent and Adult Intelligence (3rd ed.). Hoboken (NJ): Wiley. ISBN 978-0-471-73553-3.
  13. Hsu LM (December 1999). "A comparison of three methods of identifying reliable and clinically significant client changes: commentary on Hageman and Arrindell". Behaviour Research and Therapy. 37 (12): 1195–202, discussion 1219–33. doi:10.1016/S0005-7967(99)00033-9. PMID 10596465.
  14. Speer DC, Greenbaum PE (December 1995). "Five methods for computing significant individual client change and improvement rates: support for an individual growth curve approach". Journal of Consulting and Clinical Psychology. 63 (6): 1044–8. doi:10.1037/0022-006x.63.6.1044. PMID 8543708.
  15. Hageman WJ, Arrindell WA (December 1999). "Establishing clinically significant change: increment of precision and the distinction between individual and group level of analysis". Behaviour Research and Therapy. 37 (12): 1169–93. doi:10.1016/s0005-7967(99)00032-7. PMID 10596464.
  16. "SSI - Scientific Software International, Inc". Archived from the original on 2 June 2009. Retrieved 19 July 2009.

Categories: