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PH Flashcards

1
Q

4 types economic evaluation

A

Cost-effectiveness analysis (CEA)
Cost-utility analysis
Cost-benefit analysis:
Cost-minimisation analysis

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2
Q

Cost-effectiveness analysis

A

Outcomes are measured in natural units (e.g. incremental cost per life year gained)

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3
Q

Cost-utility analysis

A

Outcomes are measured in quality adjusted life years (e.g. incremental cost per QALY gained)

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4
Q

Cost-benefit analysis:

A

Outcomes are measured in monetary units (e.g. net monetary benefit)

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5
Q

Cost-minimisation analysis:

A

Outcomes (measured in any units) are the same in both treatments. This is used when the aim is only to minimise costs.

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6
Q

incremental cost-effectiveness ratio (ICER)

A

cost-effectiveness can be summarised in terms of an incremental cost-effectiveness ratio (ICER)
he incremental costs of one treatment over another, divided by the incremental effects. So, if a new treatment produces 10 additional years of life more than current treatments and costs £10,000 more than current treatments, its ICER is 10,000 divided by 10, or £1,000 per life year gained.

The ICER, therefore, combines cost and outcome data in a simple summary measure. Treatments with lower ICERs produce units of health (e.g. life years) at lower cost than treatments with higher ICERs. As such, they are said to be more cost-effective

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7
Q

calculate QALYs

A

multiply the length of life expected to be gained by the new treatment or invention, by the quality of life a patient can expect to have.

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8
Q

how is quality of life measured?

A

on a 0 - 1 scale and this score represents the value of different levels of health. We’ll be exploring what these numbers mean and where they come from later on in this course.

We can think of a single QALY as being equivalent to one year in perfect health.

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9
Q

How do we find the ‘Q’ in QALYs

A

There are a number of elements required in order to do this:

We need to describe the health state that is going to be valued.- usually done using PROMs e.g. EQ 5D DL
We need a way to value the health state that we have described.
We need a group of people to provide the values.

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10
Q

A patient lives in a health state with a quality of life of 0.4 for 2 years, followed by a health state with a quality of life of 0.2 for 5 years, how many QALYs is this?

A

1.8

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11
Q

opportunity cost

A

The health benefits for patients that will be foregone if a new treatment is funded

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12
Q

obesogenic environemnt

A

physical: car culture
economic: expesive fruit and veg
sociocultural: family eating patterns

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13
Q

the runaway wt gain train

A

obesogenic environment=steep slope
knowledge, prejudice, phsyiology=ineffective brakes
vicious cycles mechanical dyfunct, psychological impact, ineffective deiting, low socioeconomic status=accelerators

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14
Q

mechanisms that maintain being overwt

A

physical: more wt=more difficult to exercie and dieting (metabolic response)
psychological: low self esteem, guilt, comfort eating
socioeconomic: rediced opportunities, employmeny, relationships, social mobility

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15
Q

epigenetics

A

The expression of a genome depends on the environment

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16
Q

allostasis

A

same as homeostasis

The stability through change of our physiological systems to adapt rapidly to change in environment

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17
Q

allostatic load

A

Long-term overtaxation of our physiological systems leading to impaired health (stress)

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18
Q

salutogenesis

A

Favourable physiological changes secondary to experiences which promote healing and health

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19
Q

role or primary care

A

Managing illness and clinical relationships over time
Finding the best available clinical solutions to clinical problems
Preventing illness
Promoting health
Managing clinical uncertainty
Getting the best outcomes with available resources
Working in the primary health care team
Shared decision making with patients

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20
Q

dangers of over prescribing abx

A

Unnecessary side effects

Medicalisation of self-limiting conditions

Antibiotic resistance

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21
Q

centor criteria

A

Tonsillar exudate

Absence of cough

Tender or large cervical lymphadenopathy

Fever

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22
Q

public health

A

the science and art of preventing disease, prolonging life and promoting health through organised efforts of society

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23
Q

3 domains of public health

A

Health improvement

Health protection

Improving services

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24
Q

key concerns of public health

A

Inequalities in health

Wider determinants of health

Prevention

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25
Q

health improvement

A

Societal interventions:
Inequalities
Education
Housing
Employment
Lifestyles
Family/community
Surveillance and monitoring of specific diseases and risk factors

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26
Q

health protection

A

Measures to control infectious disease risks and environmental hazards:
Infectious diseases
Chemicals and poisons
Radiation
Emergency repsonse
Environmental health hazards

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27
Q

improving services

A

organisation and delivery of safe, high quality services for prevention, treatment and care:
Clinical effectiveness
Efficiency
Service planning
Audit and evaluation
Clinical governance
Equity

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28
Q

applying health interventions

A

Delivered at an individual level (i.e. vaccinations to prevent an individual from getting ill)

Delivered at a community level (i.e. opening a new outdoor play area in a particular town)

Delivered at a population level (i.e. putting iodine in salt to prevent iodine deficiency)

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29
Q

What needs to be done/performed before a health intervention is made?

A

A health needs assessment

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30
Q

what is a health needs assessment

A

A systematic method for reviewing the health issues facing a population

Leading to agreed priorities and resource allocation that will improve health and reduce inequalities

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31
Q

diagram for health needs assessment

A

needs assessment ->planning ->implementaion ->evlauation ->repeat

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32
Q

3 approahes of health needs assessment

A

Epidemiological

Comparative

Corporate

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33
Q

define need

A

Ability to benefit from an intervention

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34
Q

define demand

A

what people ask for

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35
Q

health need and measurement

A

A need for health
Measured using - mortality, morbidity, socio-demographic measures

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36
Q

health care need

A

A need for healthcare – the ability to benefit from health care

Depends on the potential of prevention, treatment and care services to remedy health problems

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37
Q

felt need

A

individual perceptions of variation from normal health

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38
Q

expressed need

A

individual seeks help to overcome variation in normal health (demand)

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39
Q

normative need

A

professional defines intervention appropriate for the expressed need

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40
Q

comparative need

A

comparison between severity, range of interventions and cost

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41
Q

What does an epidemiological approach to a health needs assessment involve?

A

Define problem
Look at the size of the problem – incidence/prevelance
Services available – prevention/treatment/care
Evidence base – effectiveness and cost-effectiveness
Models of care – including quality and outcome measures
Existing services – unmet need; services not needed
Recommendations

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42
Q

What are some potential sources of data for an epidemiological HNA?

A

Disease registry
Hospital admissions
GP databases
Mortality data
Primary data collection (e.g. postal/patient survey

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43
Q

What are the advantages of an epidemiological HNA?

A

Uses existing data
Provides data on disease incidence/mortality/morbidity etc.
Can evaluate services by trends over time

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44
Q

What are the disadvantages of an epidemiological HNA?

A

Quality of data variable
Data collected may not be the data required
Does not consider the felt needs or opinions/experiences of the people affected

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45
Q

What does a comparative approach to a health needs assessment involve?

A

Compares the services received by a population (or subgroup) with others:
Spacial
Social (age, gender, class, ethnicity)

i.e. COMPARES THE SERVICES FOR A PARTICULAR HEALTH ISSUE IN TWO DIFFERENT AREAS

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46
Q

What factors might a comparative HNA examine?

A

Health status
Service provision
Service utilisation
Health outcomes (mortality, morbidity, quality of life, patient satisfaction)

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47
Q

What are the advantages of a comparative HNA?

A

Quick and cheap if data available
Indicates whether health or services provision is better/worse than comparable areas (gives a measure of relative performance)

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48
Q

What are the disadvantages of a comparative HNA?

A

May be difficult to find comparable population

Data may not be available/high quality

May not yeild what the most appropriate level (e.g. of provision or utilisation) should be

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49
Q

What does the corporate approach to a health needs assessment involve?

A

Ask the local population what their health needs are

Uses focus groups, interviews, public meetings etc.

Wide variety of stakeholders e.g. teachers, healthcare professionals, social workers, charity workers, local businesses, council workers, politicians

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50
Q

What are the advantages of a corporate HNA?

A

Based on the felt and expressed needs of the population in question

Recognises the detailed knowledge and experience of those working with the population

Takes into account wide range of views

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51
Q

What are the disadvantages of a corporate HNA?

A

Difficult to distinguish “need” from “demand”

Groups may have invested interests

May be influenced by political agendas

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52
Q

Define primary prevention and give an example

A

Preventing disease before it has happened

Examples – change4life, 5 a day

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53
Q

Define secondary prevention and give an example

A

Catching a disease in its early or pre-clinical phase

Example – breast screening programme (and all screening)

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54
Q

Define tertiary prevention and give an example

A

Preventing complications of a disease

Example – diabetic foot care, reviews for eyes in diabetic patients, attending physio/rehab after a stroke to prevent immobility and aspiration pneumonia

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55
Q

What are the 2 general approaches to prevention?

A

Population approach – preventative measures e.g. dietary salt reduction through legislation to reduce BP, adding iodine to salt to prevent iodine deficiency

High risk approach – identifying individuals above a chosen cut-off and treat e.g. screening for hypertension,

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56
Q

What is meant by the prevention paradox?

A

A preventative measure which brings much benefit to the population often offers little to each participating individual

i.e. it’s about screening a large number of people to help a small number of people

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57
Q

What is screening?

A

A process which picks out apparently well people who are at risk of a disease, in the hope of catching the disease at its early stage

NOT a diagnostic process – simply a means of assessing risk and catching diseases in their early stage

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58
Q

What are the Wilson and Junger criteria needed for a screening programme?

A

The disease must be an important problem
The disease must have a known and detectable latent phase
The disease must have a known natural course/progression
There must be a test which is acceptable to the population
There must be a treatment for the disease
There must be an agreed at-risk population of which to screen
There must be an agreed policy on who to treat
The costs of the screening should be economically balanced

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59
Q

What are the different types of screening?

A

Population-based screening programmes (e.g. cervical cancer, breast cancer)
Opportunistic screening (e.g. performing BP measurements in GP)
Screening for communicable disease
Pre-employment and occupational medicals
Commercially provided screening (where you can pay to get your blood sent off and tested for all sorts of genetic problems)
Genetic counselling (i.e. genetic testing for people with FHx of genetic disease)

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60
Q

What are some disadvantages of screening?

A

Exposure of well individuals to distressing or harmful diagnostic tests

Detection and treatment of sub-clinical disease that would never have caused any problems

Preventative interventions that may cause harm to the individual or population

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61
Q

sensitivity of a screening test and how do you calculate it?

A

The proportion of people with the disease who are correctly identified by the screening test

True positive / (true positive + false negative)

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62
Q

sensitivity of a screening test and how do you calculate it?

A

The proportion of people with the disease who are correctly identified by the screening test

True positive / (true positive + false negative)

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63
Q

specificity of screening and how is it calculated?

A

The proportion of people without the disease that are correctly excluded by the screening test

True negative / (true negative + false positive)

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64
Q

positive predicted value and how is it calculated?

A

the proportion of people with a positive test result who actually have the disease

True positive / (true positive + false positive)

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65
Q

negative predictive value and how is it calculated?

A

The proportion of people with a negative test result who do not have the disease

True negative / (true negative + false negative)

This is lower if the prevalence is higher

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66
Q

Define incidence?

A

The number of new cases of a disease in a population (e.g. per 100,000) in a given time frame (e.g. per year)

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67
Q

define prevalence

A

The total number of people with a condition per 100,000 per year
Number of existing cases/population/point in time

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68
Q

lead time bias?

A

When screening identifies an outcome earlier than it would otherwise have been identified

This results in an apparent increase in survival time, even if screening has no effect on outcome

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69
Q

length time bias?

A

A type of bias resulting from differences in the length of time taken for a condition to progress to severe effects that may affect the apparent efficacy of a screening method

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70
Q

descriptive study design

A

Case reports or case series – study individuals

Ecological studies – use routinely collected data to show trends in data and thus is useful for generating hypotheses. Shows prevalence and association, cannot show causation

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71
Q

cross sectional study

A

Divides populations into those without the disease and those with the disease and collects data on them once at a defined time to find associations at that point in time

They are used to generate hypotheses but are prone to bias and have no time reference

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72
Q

What are the advantages of cross sectional study?

A

Relatively cheap and quick
Provide data on prevalence at a single point in time
Large sample size
Good for surveillance and public health planning

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73
Q

What are the disadvantages of a cross sectional study?

A

Risk of reverse causality (don’t know whether outcome or exposure came first)

Cannot measure incidence (number of new cases)

Risk recall bias and non-response

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74
Q

case control study?

A

A type of analytical study
Retrospective
Takes people with a disease and matches them to people without the disease for age/sex/habitat/class etc
Study previous exposure to the agent in question
Quick and inexpensive
But retrospective nature shows only an association and data may not be reliable due to problems with patients’ memories

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75
Q

What are the advantages of a case-control study?

A

Good for rare outcomes (e.g. cancer)

Quicker than cohort of intervention studies (as the outcome has already happened – it’s retrospective)

Can investigate multiple exposures

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76
Q

What are the disadvantages of case-control studies?

A

Difficulties finding controls to match with cases

Prone to selection and information bias

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77
Q

What is a cohort study?

A

Prospective
Start with a population without the disease in question and study them over time to see if they are exposed to the agent in question and if they develop the disease in question or not

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78
Q

What are the advantages of a cohort study?

A

Possible to distinguish preceding causes from concurrent associated factors
Lower chance of selection and recall bias
Absolute, relative and attributable risks can be determined
Prospective - so can show causation where retrospective can’t
Good for common and multiple outcomes

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79
Q

What are the disadvantages of a cohort study?

A

Requires a control group to establish causation
Takes a long time
Loss to follow-up (people drop out)
Need a large sample size

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80
Q

What is a randomised control trial?

A

Patients are randomised into groups, one group is given an intervention and the other is given a placebo/control and the outcome is measured
Randomisation allows confounding factors to be equally distributed
Confounding and biases are minimalised
Lage, expensive, volunteer bias
Ethical issues – is it ethical to withhold a treatment that is strongly believed to be effective
Shows causation

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81
Q

What are the advantages of a RCT?

A

Low risk of bias and confounding

Can infer causality (gold standard)

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82
Q

What are the disadvantages of an RCT?

A

Time consuming
Expensive
Specific inclusion/exclusion criteria may mean the study population is different from typical patients (e.g. excluding very elderly people)

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83
Q

What are is the main issue with a controlled trial that is not randomised?

A

very subject to bias

Confounding factors are not equally spread across the groups

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84
Q

independent variable?

A

variable that can be altered in a study

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85
Q

dependant variable?

A

A variable that is dependant on the independant variables, or one that cannot be altered

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86
Q

What is meant by “odds” of an event and how is it calculated?

A

The odds of an event is the ratio of the probability of an occurrence compared to the probability of a non-occurrence

Odds = probability/ (1 – probability)

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87
Q

What is meant by odds ratio and how is it calculated?

A

The odds ratio is the ratio of offs for the exposed group to the odds for the non exposed groups

(P exposed/ (1- P exoposed)) / (P unexposed/ (1 – P unexposed))

Or can be interpreted as a relative risk when the event is rare
For case control studies it’s not possible to calcuate the relative risk, so the odds ratio is used
For X-sectional and cohort studies – both can be derived but odds ratio is used if it’s not clear which is the IV and which is the DV

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88
Q

epidemiology?

A

The study of frequency, distribution and determinants of disease and health related states in populations in order to prevent and control disease

Usual factors when measuring epidemiology of a disease – time, place, person (age, gender, class, ethnicity)

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89
Q

person time?

A

Measure of time at risk i.e. time from entry to a study to
i) disease onset
Ii) loss to follow-up
Iii) end of study

Used to calculate incidence rate which uses person time as the denominator

90
Q

incidence rate

A

Number of persons who have become cases in a given time period / total person-time at risk during that period

91
Q

absolute risk?

A

Gives a feel for the actual numbers involved i.e. has units (e.g. 50 deaths/ 1000 population)

92
Q

attributable risk and how is it calculated?

A

The rate of disease in the exposed that may be attributed to the exposure

Attributable risk = incidence in exposed – incidence in unexposed

It’s about the size of the effect in absolute terms – gives a feel for the public health impact if causality is assumed

93
Q

relative risk and how is it calculated?

A

Ratio of risk of disease in the exposed to the risk in the unexposed

Relative risk = incidence in exposed / incidence in unexposed

Tells us about the strength of association between a risk factor and a disease

94
Q

relative risk reduction and how is it calculated?

A

The reduction in rate of the outcome in the intervention group relative to the control group

(incidence in non exposed – incidence in exposed) / incidence in non-exposed

95
Q

absolute risk reduction and how is it calculated?

A

The absolute difference in the rates of events between the 2 groups
Gives an indication of the baseline risk and the intervention effect

Incidence in non-exposed – incidence in exposed

i.e. assuming exposed means they have had a particular intervention (such as giving statins to people with hypercholesterolaemia and then a control group who do not have statins and seeing how many in each group have a heart atttack to see if the intervention of statins is effective

96
Q

number needed to treat and how is it calculated?

A

the number of patients we need to treat to prevent one bad outcome

NNT = 1/(risk in non-exposed – risk in exposed)
Aka 1/absolute risk reduction

97
Q

5 factors that could be responsible if a study finds an association between an exposure and an outcome?

A

Bias

Chance

Confounding factors

Reverse causality (i.e. the one thing is actually causing the other)

A true causal association

98
Q

bias

A

systematic deviation from the true estimation of the association between exposure and outcome

99
Q

types of bias

A

Selection bias

Information (measurement) bias

Publication bias

100
Q

selsection bias

A

A systematic error either in the selection of study participants or the allocation of participants to different study groups

E.g. non-response, loss to follow up, those in the intervention group different in some way from the controls other than the exposure in question

101
Q

information/measurement bias?

A

systematic error in the measurement or classification of the exposure or outcome

102
Q

potential sources of information/measurement bias?

A

Observer bias

Participant – recall bias, reporting bias

Instrument – a wrongly calibrated instrument

103
Q

confounding?

A

A situation in which the estimate of association between an exposure and outcome is distorted because of the association of the exposure with another factor (confounder) that is also independently associated with the outcome

104
Q

reverse causality?

A

This refers to a situation when an association between an exposure and an outcome could be due to the outcome causing the exposure rather than the exposure causing the outcome

105
Q

Bradford-Hill criteria for causality?

A

Strength of association – the magnitude of the relative risk
Dose-response – the higher the exposure, the higher the risk of disease
Consistency – similar results from different researchers using various study designs
Temporality – does exposure precede the outcome
Reversibility (experiment) – removal of the exposure reduces the risk of disease
Biological plausibility – biological mechanisms explain the link
Coherence – logical consistency with other information
Analogy – similarity with other established cause-effect relationships
Specificity – relationship specific to outcome of interest

106
Q

What can be offered in primary care to a newly presenting drug user?

A

Health check
Screening for blood borne viruses and referral if positive result
Contraception, smear
Sexual health advice
Check general immunisation status and hep A/B
Signpost to additional help – counselling, benefits, housing
Information on local drug services – including needle exchange

107
Q

effects of cocaine

A

Confidence
Euphoria
Impulsivity
Increased energy
Alertness
Impaired judgement
Decreased need for sleep
Bad - Anxiety, HTN, arrhythmias, “crash”

108
Q

effects of chronic cocaine use

A

Depression
Panic
Paranoia
Psychosis
Damaged nasal septum
CVA
Respiratory problems

109
Q

health pyschology

A

Emphasises the role of psychological factors in the cause, progression and consequences of health and illness

110
Q

health behaviour

A

behaviour aimed to prevent disease (e.g. eating healthy)

111
Q

illness behavious

A

behaviour aimed at seeking remedy (e.g. going to the doctor)

112
Q

sick role behaviour

A

any activity aimed at getting well (e.g. taking prescribed medications, resting)

113
Q

health behaviours

A

health behaviour
illness behaviour
sick role behaviour

114
Q

theory of planned behaviour?

A

Proposes that the best predictor of behaviour is INTENTION i.e. “I intend to give up smoking”

115
Q

3 factors that determine intention in the theory of planned behaviour?

A

A persons attitude - e.g. I do not think smoking is a good thing

Subjective norms (the perceived social pressure to undertake the behaviour) – e.g. people who are important to me want me to give up smoking

Perceived behavioural control (a persons appraisal of their ability to perform the behaviour) – e.g. I CAN give up smoking

116
Q

criticisms of the theory of planned behaviour?

A

Doesn’t take into account emotions

Relies on self-reported behaviour (i.e. people may lie)

Lack of temporal element (there is no timescale on it)

Assumes that attitudes, subjective norms and perceived behavioural control can be measured

117
Q

6 stages of the stages of change model? Give an example for each

A

Pre-contemplation – haven’t thought about stopping smoking
Contemplation – thinking about stopping smoking
Preparation – goes to the doctor/pharmacy, gets a prescription for NRT/Champix to prepare them for stopping. Sets a stop date. Throws away cigarettes
Action – stops smoking on quit date, uses medications to help them
Maintenance – continues with abstaining from smoking by going for regular reviews, picking up more medication etc.
(relapse) – potential for relapse after a “trigger” type event

118
Q

What is the other name for the stages of change model?

A

Transtheoretical model

119
Q

advantages of the stages of change model?

A

Acknowledges individual stages of readiness

Accounts for relapse/allows patient to move backwards in the stages

Gives an idea of time-frame/progression (albeit arbitrary)

120
Q

criticisms of the stages of change model?

A

Not all people move through every stage

Change might operate on a continuum rather than through discreet changes

Doesn’t take into account values, habits, culture, social and economic factors

121
Q

role of motivational interviewing?

A

allow someone to change their behaviour by helping them make a decision about the behaviour – such as helping someone to see whether smoking was bad for them or no

122
Q

nudge” theory?

A

changing the environment to make the best/healthiest option the easiest

For example placing fruit next to the checkouts at supermarkets instead of sweets, opt-out schemes such as pensions

123
Q

typical transition points in life which may influence how someone changes their behaviour?

A

Leaving school
Starting work/new job
Becoming a parent
Becoming unemployed
Retirement
Bereavement

124
Q

4 factors of the health beliefs model?

A

Perceived susceptibility

Perceived severity

Perceived benefits

Perceived barriers

124
Q

4 factors of the health beliefs model?

A

Perceived susceptibility

Perceived severity

Perceived benefits

Perceived barriers

125
Q

criticism for the health beliefs model?

A

Doesn’t consider the influence of emotions and behaviour

Does not differentiate between first time and repeat behaviour

Cues to action are often missing

126
Q

other factors to consider when it comes to behaviour change?

A

Impact of personality traits on health behaviour – not everyone responds in the same way due to their own personality
Assessment of risk perception
Impact of past behaviour/habit
Automatic influences on health behaviour
Predictors of maintenance of health behaviours – does it stay changed 6 months down the line?
Social environment – environment massively influences behaviours

126
Q

other factors to consider when it comes to behaviour change?

A

Impact of personality traits on health behaviour – not everyone responds in the same way due to their own personality
Assessment of risk perception
Impact of past behaviour/habit
Automatic influences on health behaviour
Predictors of maintenance of health behaviours – does it stay changed 6 months down the line?
Social environment – environment massively influences behaviours

127
Q

meta analysis?

A

take lots of studies and combine the results (statistical procedure)

128
Q

factors for poor compliance to medication?

A

Side effects (warn them)
Comorbidities (esp. mental health/dementia)
Polypharmacy
Complex drug regimes
Poor understanding of disease state
Social factors – i.e. they have dependants/act as carers for someone else so they don’t prioritise their own health

129
Q

cohort study?

A

Prospective
Population free from disease initially
Follow up on exposed and non-exposed group and see what the outcome is

Limitation = very expensive

130
Q

What approaches can be used to help people act on their intentions?

A

Perceived control – ask them to reflect on how they felt when something went well (i.e. when they said no to a cigarette)
Anticipated regret – ask them to reflect on how they felt when they didn’t do something (i.e. when they weren’t able to say no to a cigarette)
Preparatory actions – remind people to prepare for their change of behaviour (i.e. throwing away cigarettes)
Implementation intentions – help them help themselves incorporate the behaviour change into their routine (i.e. putting tablets next to the kettle so they know to take it when they make a cup of tea)

131
Q

health promoting interventions at population level

A

cigarette ad alcohol tax

132
Q

health promotion at commuity level

A

more cycle paths to make cycling safer, having to pay a fee for bringing a car into an area (London), building an outdoor gym in a particular town

133
Q

health promotion at an individual level

A

patient centred approach to care. The care responds to their individual needs

134
Q

Why do patients continue high risk behaviours despite knowing the risks?

A

Fun
Justifies behaviour with other things
Doesn’t have the willpower to stop
Unrealistic optimism

135
Q

unrealistic optimism

A

The only theory for why patients engage in risky behaviours

Individuals continue to practice health damaging behaviours due to inaccurate perceptions of risk and susceptibility

i.e. they are aware of the risks but “don’t think it would happen to them”

136
Q

factors of unrealistic optimism that influence people’s perception of risk?

A

Lack of personal experience with the problem

Belief that it’s preventable by personal action

Belief that if not happened by now, it’s not likely to

Belief that the problem is infrequent

137
Q

What do NICE advise we do about behaviour change?

A

Planning interventions
Assessing the social context
Education and training
Individual level interventions
Community level interventions
Population level interventions
Evaluating cost-effectiveness
Assessing cost-effectiveness

138
Q

What is the role of NCSCT?

A

NCSCT = national centre for smoking cessation and training

Role:
Delivers training and assessment programmes
Provides support services for local and national providers
Conducts research into behaviour support for smoking cessation

139
Q

impact of smoking on health?

A

Leading cause of preventable death in the UK
100,000 people in the UK die each year due to smoking
Smoking-related deaths are mainly due to cancer, COPD and heart disease
About half of all smokers die from smoking related disease

140
Q

What are the mechanisms by which communicable disease can be spread?

A

Cough/sneeze – airborne/droplet infection – 2 different respiratory route transmissions
Skin contact
Exchange of body fluids – sex, bite, needle stick injury
Animal to person (rabies, flu)
Mother to unborn child
Indirect contact (inanimate objects - e.g. remote control, desk surface)
Insect bites
Contaminated food/water

141
Q

What makes a communicable disease of public health importance?

A

High mortality – e.g. rabies (100% mortality)

High morbidity – causes significant illness e.g. flu, meningococcal disease, E. Coli O157

Highly contagious – affects large no. of people (measles, flu)

Expensive to treat – prevention is cheaper than treatment (HIV)

Effective interventions available – e.g. Hep B (vaccine available)

142
Q

What type of illnesses need notifying?

A

Individual cases of notifiable diseases
Outbreaks of a particular communicable disease
Other infections or contaminations (chemical or radiological) which are believed to present a significant risk to human health
Laboratories are also required to notify if they find an notifiable disease when they are looking at results

143
Q

Who needs to be notified of notifiable diseases

A

The proper officer of the local authority

Usually the Consultant in Communicable Diseases of Public Health England

But not always – sometimes it’s the chief infective disease officer

144
Q

How is notification of a notifiable disease carried out?

A

A registered medical practitioner should send a written notification so that it’s received within 3 days of the RMP forming the clinical suspicion

If the RMP thinks the case is urgent, they should notify orally by telephone within 24 hours (and still follow–up with written notification)

NB – written notifications need to be DOUBLE ENVELOPED to ensure confidentiality if sent to the wrong place
If telephoning – make sure you are speaking to the Communicable Disease Consultant for PHE

145
Q

Give some examples of some diseases that must be notified urgently

A

Acute meningitis – if bacterial, meningococcal septicaemia
Acute poliomyelitis
Anthrax
Botulism
Cholera
Diphtheria
Typhoid
Food poisoning – if in outbreaks or clusters
Measles

146
Q

Give some examples of communicable diseases that need to be notified, but not urgently

A

Acute encephalitis
Leprosy
Mumps
Rubella
Typhus
Whooping cough (if not diagnosed during acute phase – if diagnosed during acute phase it’s urgently notifiable)

147
Q

What are some causes of infectious bloody diarrhoea?

A

Campylobacter

Shigella

E.Coli

148
Q

What is the role of consultant in communicable disease control (CCDC)?

A

Surveillance – using notification, lab and other data to monitor communicable diseases

Prevention – trying to stop people getting infectious disease in the first place e.g. immunisation programmes, infection control advice

Control – what to do when outbreaks occur

149
Q

Which is the strain of E.Coli that we need to know about?

A

E.coli O157
Tiny dose can cause large impact on many people
Bloody diarrhoea, cramps, usually self-limiting
Small proportion of children develop life threatening haemolytic uraemic syndrome
Wash hands, wash salads, boil water, cook thoroughly, avoid cross contamination
Exclude from school/work for 48 hours after symptoms stop
Exclude food handlers and healthcare workers until 2 negative stool samples

150
Q

define cluster

A

n aggregation of cases – may or may not be linked

151
Q

Define suspected outbreak

A

Occurrence of more cases of a disease than normally expected within a specific place or group of people over a given period of time

2 or more cases who are linked through common exposure, personal characteristics, time or location

A single case of a rare of disease disease such as diphtheria, rabies, viral haemorrhagic fever or polio

152
Q

how should outbreaks be managed?

A

Make a diagnosis
Decide if it’s an outbreak
Get whatever help you need – microbiologist, ID consultant, infection control nurse
Outbreak meeting
Identify the cause
Initiate control measures

153
Q

What action needs to be taken for food poisoning?

A

Identify affected cohort
Identify source
? Close restaurant
People sampling
Food sampling
Questionnaire

154
Q

What are the levels of Maslow’s hierarchy of needs?

A

(at the bottom) – Physiological – breathing, food, water, sleep
Safety – security of employment, resource’s, family, health, property
Love/belonging - friendship, family, sexual intimacy
Esteem – self-esteem, confidence, achievement, respect of others
Self-actualisation - morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts

155
Q

What are some major health problems faced by homeless adults?

A

Infectious disease – TB, hepatitis
Poor condition of feet and teeth
Respiratory problems
Injuries – following violence, rape
Sexual health problems
Serious mental illness – schizophrenia, depression, personality disorders
Poor nutrition
Addiction/substance misuse

156
Q

Define asylum seeker

A

A person who has made an application for refugee status

157
Q

Define refugee

A

A person granted asylum and refugee status, usually means leave to remain for 5 years and then re-apply

158
Q

What is humanitarian protection?

A

Failed to demonstrate claim for asylum but face serious threat to life if returned. Usually 3 years then re-apply

159
Q

how do asylum seekers live?

A

No choice dispersal
Vouchers/70% of income support sum
NASS support package
Full access to NHS
Not allowed to work

160
Q

What is meant by ’error’?

A

An unintended outcome

161
Q

4 different ways in which errors can be classified?

A

intention

Action

Outcome

Context

161
Q

4 different ways in which errors can be classified?

A

intention

Action

Outcome

Context

162
Q

Describe how error can be classified based on intention

A

Failure of planned actions to achieve desired outcome
Skill based errors - action made is not what was intended
Rule-based mistakes – incorrect application of a rule/inadequacy of the plan
Knowledge based mistakes – a lack of knowledge in a certain situation
Automatically makes us prone to actions not as planned
Limited attentional resources
Memory containing mini theories rather than facts – liable to confirmation bias

163
Q

Describe how an error can be classified based on outcome

A

Near miss
Successful detection and recovery
Death/injury/loss of function
Prolonged intubation/stay in ICU
Cost of litigation
Unplanned transfer

164
Q

Describe how an error can be classified based on context

A

Anticipations and perseverations
Interruptions and distractions
Nature of procedure
Team factors
Organisation factors
Equipment and staffing issues
Accumulation of stressors

165
Q

What are the 2 different perspectives on error?

A

The person approach – focus on the individual

The system approach – focus on the working conditions

166
Q

Describe the person approach perspective on error

A

Essentially looks at and blames an individual or group of individuals

Errors are the product of unpredictable mental processes
Focuses on the unsafe acts of people on the front line

Shortcomings – anticipation of blame promotes ‘cover up’ and need for a detailed analysis to prevent recurrence

167
Q

Describe the system approach perspective on error

A

Essentially blames some kind of flaw in the system

Errors are commonplace – adverse events are the products of many casual factors
Sharpenders are more likely to be the inheritors than the investigators
Remedial efforts directed at removing error traps and strengthening defences
Interaction between active failures and latent conditions – proactive risk management – remedy latent factors

168
Q

What is the definition of a never event

A

Serious, largely preventable patient safety incidents that should not occur if the available preventative measures have been implemented

169
Q

What are the 4 main leadership styles?

A

Inspirational

Transactional

Laissez-faire (letting things take their own course without interfering)

Transformational – inclusive leadership is distributed throughout all levels of an organisation

170
Q

What are the 10 basic types of error?

A

Sloth
Fixation and loss of perspective
Communication breakdown
Poor team working
Playing the odds
Bravado
Ignorance
Mis-triage
Lack of skill
System error

171
Q

negligence

A

Failure to take proper care over something

A breach of duty of care which results in damage

172
Q

What are the factors that contribute to negligence?

A

System failure

Human factors

Judgement failure (defective decision making)

Neglect

Poor performance

Misconduct

173
Q

What 4 questions need to be asked when negligence is suspected?

A

is there a duty of care?

Was there a breach in that duty?

Did the patient come to any harm?

Did the breach cause the harm?

174
Q

What are 2 tests that can be used to decide whether there was a breach in a duty of care?

A

Bolam test = would a group of responsible doctors do the same?

Bolitho test = would it be reasonable of them to do so?

175
Q

What are the factors that make up the tripartite model of types of learning?

A

Surface – fear of failure, desire to complete a course. Learning by rote and focus on particular tasks

Strategic – desire to be successful, leads to a patchy and variable understanding (well organised form of surface learning)

Deep approach – intrinsic, vocational interest, personal understanding. Making links across materials, search for deeper understanding of the material, look for general principles

176
Q

What are the 4 types of learner?

A

Theorist – complex situation, can question ideas, offered challenges

Activist – new experiences, extrovert, likes deep end, leads

Pragmatist – wants feedback, purpose, may like to copy

Reflector – watches others, reviews work, analyses, collects data

177
Q

What are the features of Kolb’s learning cycle?

A

Experience (activist)
Review, reflect on experience (reflection)
Conclusions from experience (theorist)
What can I do differently next time? (pragmatist)

178
Q

7 types of question strategies?

A

Evidence – how do you know that? Where is the supportive evidence?
Clarification – can you give me an example? Can you explain that term?
Explanation – why is that the case? How would we know that?
Linking and extending – how does this idea support/challenge what we explored earlier in the session?
Hypothetical – what might happen if? What would be the potential benefits of x?
Cause and effect – how is this response related to management? Why is/isn’t that drug suitable for that condition?
Summary and synthesis – what remains unsolved/uncertain?

179
Q

“iceberg” model of culture?

A

Things which are visible from the surface – you can have an idea of their age, nationality, ethnicity and gender

Things which you cannot possibly see from the surface – socioeconomic status, occupation, health, religion, education, sexual orientation, political orientation, cultural beliefs

180
Q

culture

A

A socially transmitted pattern of share meanings by which people communicate, perpetuate and develop their knowledge and attitudes about life

Cultural identity may be based on heritage as well as indivial circumstances and personal choice

It is a dynamic entity

181
Q

ethnocentrism

A

The tendency to evaluate other groups according to the values and standards of one’s own culture group, especially with the conviction that one’s own culture group is superior to that of others

182
Q

stereotype

A

Involves generalisations about the ’typical’ characteristics of members of a group

183
Q

prejudice

A

Attitude towards another person based solely on their membership of a group

184
Q

discrimination

A

Actual positive or negative actions towards the objects of prejudice

185
Q

Kleinman’s explanatory model of illness?

A

What do you call your illness? What name does it have?
What do you think has caused the illness?
Why and when did it start?
What do you think the illness does? How does it work?
How severe is it? Will it have a short or long course?
What kind of treatment do you think you should receive? What are the most important results you hope to achieve from treatment?
What are the chief problems the illness has caused?
What do you fear most about the illness?

186
Q

3 allocation theories?

A

Egalitarian principles – provide all care that is necessary and appropriate to everyone. (challenge – tension between egalitarian aspirations and finite resources)

Maximising principles (utilitarian) – criteria that maximise public utility

Libertarian principles – each is responsible for their own health, well-being and fulfilment of life plan

187
Q

What are the human rights articles that are frequently engaged in healthcare?

A

Article 2 – the right to life (limited)

Article 3 – the right to be free from inhumane and degrading treatment (absolute)

Article 8 – the right to respect for privacy and family life (qualified)

Article 12 – right to marry and found a family

188
Q

What are the GMC duties of a doctor?

A

Make the care of your patient your first concern
Protect and promote the health of patients and the public
Provide a good standard of practice and care - keep professional skills up to date, recognise limits of competence, work with colleagues to serve patients best interests
Treat patients as individuals and respect their dignity and confidentiality
Work in partnership with patients
Be honest, open and act with integrity – act without delay if you believe a colleague is putting patients at risk

189
Q

what are the 5 features of inflammation?

A

Rubor (redness)
Calor (heat)
Dolor (pain)
Tumour (swelling)
Loss of function

190
Q

domestivc abuse

A

Controlling, coercive, threatening behaviour, violence of abuse between those aged 16 or over who are or have been intimate partners or family members

Includes – psychological, physical, sexual, financial and emotional abuse

191
Q

3 main ways in which domestic abuse presents to healthcare?

A

Traumatic injuries following an assault – fractures, bruises, bleeds

Somatic problems or chronic illness consequent from living with abuse – headaches, GI disorders, chronic pain, premature delivery

Psychological or psychosocial problems secondary to the abuse – PTSD, attempted suicide, substance misuse, depression, anxiety, eating disorders

192
Q

Which tool can be used to assess domestic abuse?

A

DASH tool (Domestic abuse and Sexual Harassment tool)

This tool encourages you to gather information about everything that is going on in the situation
There is no “score” that means they are at high risk, but they may say something that suddenly makes you think they are at high risk and you need to intervene

193
Q

What do you do if you think someone is at medium/standard risk of domestic abuse?

A

in these cases it’s their CHOICE what they do

Give them contact details for domestic abuse services and let them decide what to do

194
Q

What do you do if you believe someone is high risk for domestic abuse?

A

Refer to MARAC/IDVAS wherever possible with consent

In HIGH RISK – you can break confidentiality if you don’t get their consent, but always try and get consent first

195
Q

hat are the 3 things that make up the framework for a health service evaluation?

A

Structure

Process

Outcome

196
Q

What sort of things would be evaluated for structure?

A

Buildings – locations where a particular clinic is provided

Staff – number of vascular surgeons per 1000 population

Equipment – number of ICU beds in a hospital

197
Q

What sort of things would be evaluated for process?

A

What is done… e.g.:
Number of patients seen in A&E
Number of operations performed (may be expressed as a rate)

198
Q

What sort of things would be evaluated to assess outcomes?

A

Mortality
Morbidity
Quality of life/PROMS
Patient satisfaction

The 5 D’s can also be used – death, disease, disability, discomfort, dissatisfaction

199
Q

What are some examples of PROMS questionnaires used in primary care?

A

Oxford Hip Score and Oxford knee score
EQ-5D
Aberdeen varicose vein questionnaire

200
Q

When assessing the quality of health services, Maxwell’s classification lists 6 dimensions. List the 6 dimensions

A

3 A’s and 3 E’s:
Acceptability – how acceptable is the service for people needing it
Accessibility – geographical access, costs for patients, waiting times
Appropriateness – right treatment given to the right people?
Effectiveness – does the intervention produce the desired effect?
Efficiency – is the output maximised for a given input?
Equity – are patients being treated fairly?

201
Q

How much alcohol is in a unit?

A

8g

202
Q

What is the calculation for number of units of alcohol?

A

Litres x %

203
Q

health problems due to alcohol

A

GI issues
Liver disease
CVD
Neurological – Wernicke’s, Korsakoff’s
MSK – gout
Birth defects – foetal alcohol syndrome
Gynae cancers
Kidney and bladder cancers

204
Q

2 types of equity?

A

Horizontal equity – equal treatment for equal need (people with the same disease should be treated equally)

Vertical equity – unequal treatment for unequal need (e.g. areas with poorer health may need higher expenditure on health serviceS)

205
Q

Explain the swiss cheese model of negligence

A

An organisations defences against failure are modeled as a series of barriers, represented as slices of cheese
The holes in the slices represent weakness in individual parts of the system
The holes are continually varying in size and position across the slices
The system produces failures when a hole in each slice momentarily aligns
Permitting a “trajectory accident opportunity” so that a hazard passes through holes in all of the slices – leading to failure

206
Q

4 principles of ethics

A

● Autonomy
● Beneficence
● Mon maleficence
● Justice

207
Q

deontology

A

duty; focused on action not the outcome [based on adherence to rules]

208
Q

consequentialism

A

consequences; focus on outcome not the action

209
Q

virtue ethics

A

moral character; focus on the character of the person

210
Q

when to refer a death to the coronery

A

cause of death unknown
deceased not seen in last illness
unlawful killing/suicide/death related to occupation or caused by medical Tx or due to accident/abortion/neglect/anaethetic/medical intervention of any kind or death occurring in custody/under section [Mental Health Act]/due to medical negligence or within 24hrs of admission or if pt was receiving war or industrial pension [unless death is completely unrelated], or if any suspicious circumstances or death related to violence in any way.

211
Q

cervical screening

A

women between the ages of 25-49 are invited every 3 years, and those aged 50-64 are invited every 5 years. Women w/ untreated cervical intraepithelial neoplasia develop squamous carcinoma [Successful screening programmes are based on detection & eradication of CIN] Women w/ HPV [Human Pappilomavirus] have increased risk of developing CIN, genital warts & cancer

212
Q

breast screening

A

women between 50-69 are invited for a mammogram every 3 years [to be extended to women aged 47-73]

213
Q

colorectal screening

A

men and women between 60-69 are invited every 2 years [to be extended to 75yo]. Reduces the risk of dying from bowel cancer by 16%. Offered via Faecal occult blood test which looks for the presence of blood in the stool [can miss cancer if there’s no blood when the FOB test was performed] bowel scope screening involves the insertion of a flexible instrument [colonoscopy] to look inside the lower part of the bowel and remove any growths -polyps

214
Q

Immanuel Kent’s formulas:

A
  1. Formula of universal law: Before acting, consider: could I live in a world where everyone acted in this way?
  2. Formula of humanity: People are always to be treated as ends in themselves, never as means to an end
215
Q

ethical prinicples that can be applied

A

seedhouses ethical grid
4 quadrants

216
Q

4 quadrants approach

A

medical indications
patient preferneces
quality of life
contextual features

217
Q

chain of infection

A

reservoirs of disease (where bulk of pathogen lives – humans 🡪 malaria, birds 🡪 influenza) 🡪 vector (vehicle of transmission - mosquito 🡪 malaria, ticks 🡪 TBE) 🡪 host

218
Q

determinants of health

A
  • Genetic
    o Age
    o Gender
    o Ethnicity
  • Environmental
    o Housing
    o Socioeconomic status
    o Access to education
  • Healthcare
    o Economic factors
    o Access
    o Quality
  • Lifestyle
    o Smoking status
    o Wealth
    o Employment
219
Q

3 bucked model of error

A

self
context
task

finals (31 decks)

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