When applying GRADE, how do we decide the target of certainty of evidence rating?
- PMID: 34127510
- PMCID: PMC8311097
- DOI: 10.1136/ebmental-2020-300170
When applying GRADE, how do we decide the target of certainty of evidence rating?
Abstract
The Grades of Recommendation, Assessment, Development and Evaluation' (GRADE) offers a widely adopted, transparent and structured process for developing and presenting summaries of evidence, including the certainty of evidence, for systematic reviews and recommendations in healthcare. GRADE defined certainty of evidence as 'the extent of our confidence that the estimates of the effect are correct (in the context of systematic review), or are adequate to support a particular decision or recommendation (in the context of guideline)'. Realising the incoherence in the conceptualisation, the GRADE working group re-clarified the certainty of evidence as 'the certainty that a true effect lies on one side of a specified threshold, or within a chosen range'. Following the new concept, in the context of both systematic reviews and health technology assessments, it is desirable for GRADE users to specify the thresholds and clarify of which effect they are certain. To help GRADE users apply GRADE in accordance with the new conceptualisation, GRADE defines three levels of contextualisation: minimally, partially and fully contextualised approaches, and provides possible thresholds for each level of contextualisation. In this article, we will use a hypothetic systematic review to illustrate the application of the minimally and partially contextualised approaches, and discuss the application of a fully contextualised approach in deciding how we are rating our certainty (i.e.target of the rating of certainty of evidence).
Keywords: psychiatry.
© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.
Conflict of interest statement
Competing interests: LZ, RB-P and GG are GRADE working group members. GG is the co-founder of GRADE working group. Although consistent with GRADE guidance, this article does not constitute official guidance from the GRADE working group.
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