164 Chapter 4 First author (publication year) Short description of the study (design/type) Main results concerning knowledge to develop guideline recommendations about healthcare related testing Schünemann (2008) [7] Presentation of grading quality of the evidence and strength of recommendation for tests and test strategies Evaluation of a test in a guideline perspective should be seen in relation to people-important outcomes Usually indirect evidence is used Brozek (2009) [8] Presentation of grading quality of evidence about tests and test strategies Interpretation false negative and false positive test results is important to evaluate the value of a test Understanding of the proposed place of a new test in the pathway and suggested benefits is required Sultan (2020) [9] Development of competency framework for guideline developers No information about knowledge required to develop recommendations about testing Wieringa (2017) [10] Description of using different kinds of knowledge for guideline development No information about knowledge required to develop recommendations about testing Zuiderent-Jerak [11] Plead for guidelines to reflect all knowledge, not only RCT’s No information about knowledge required to develop recommendations about testing Cochrane Handbook for systematic reviews of diagnostic test accuracy (draft version) (2022) [12] Handbook Follow PRISMA-DTA reporting standards Include clinical and methodological expertise Be aware of direct harms of a test and impact thereof, and harms associated with false positive and false negative test results Assess failure and non-diagnostic findings, inconclusive results Evaluate acceptability of a test Utility depends on sensitivity and specificity and is influenced by the proportion with the target condition among those tested Report accuracy measures including confidence intervals Test accuracy depends on the threshold for test positivity Test accuracy describes test performance in specific circumstances Test can have different roles The clinical pathway contains setting and patient groups, index test and comparator tests, subsequent steps after testing driven by test result Specify the purpose of testing Report number of true positives, false negatives, true negatives, false negatives Use QUADAS-2 to evaluate risk of bias
RkJQdWJsaXNoZXIy MTk4NDMw