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How to read a clinical research paper

A paper is not read front to back. This chapter gives a reading order, the question to ask at each stop, and a lookup table from "what you just saw" to "the page that explains it".

A paper is not read front to back

The abstract is the authors’ most favourable account of their own work. Start there and you get the conclusion first and then go looking for the evidence behind it — an order that makes it very hard to disagree.

A more useful order is this:

  1. Title and authors → what design is this, and who ran it?
  2. The design paragraph in Methods → can this design answer that question?
  3. The flow diagram (CONSORT / STROBE / PRISMA / STARD) → who entered the analysis, and who did not
  4. Table 1 → do the groups look alike, and how should that be judged?
  5. The primary result → how large is the effect, how wide is the interval?
  6. Sensitivity and subgroup analyses → does the conclusion hold up?
  7. Only now, the abstract → does it say what you just saw?

Recognise the design first

The design decides what a paper can answer, and that matters more than what it claims to answer.

Words you seeThe design isIt can estimateIt cannot estimate
“randomly assigned”, “placebo-controlled”randomised controlled trialcausal effect, ARR, NNT
“followed for N years”, “free of the disease at baseline”cohort studyincidence, RR, HRcausation (only approached)
“cases”, “controls”, “exposure history collected afterwards”case-controlORincidence, RR
“sensitivity”, “specificity”, “reference standard”diagnostic accuracyaccuracy measureswhether patients end up better off
“model”, “C-index”, “validation cohort”prediction modelindividual riskthe effect of intervening
“search strategy”, “PRISMA”, “pooled”systematic reviewsynthesised evidenceany causal claim stronger than its component studies

The question to ask at each stop

The flow diagram

Who entered the analysis, who did not, and why. This is the single most informative box in a paper, and the one most often skipped.

  • RCT: is the number excluded, and the distribution of reasons, plausible? How large is the loss to follow-up?
  • Cohort: how many did the complete-case analysis drop? (D1 drops 17 people, and the page prints that, because missingness is usually related to prognosis)
  • Diagnostic study: how many people actually received the reference standard? When that number is much smaller than the number enrolled, expect verification bias
  • Systematic review: the distribution of reasons for exclusion after full-text review reveals whether the inclusion criteria were adjusted after the fact

The flow diagram frequently exists only as an image. In the trial used by this site’s RCT chapter (Elmunzer 2012), the screening and exclusion counts appear nowhere in the Methods or Results text, and the caption of Figure 1 reads, in full: Enrollment and Outcomes. Full-text search, grep, and a language model reading the abstract all miss them. Someone has to open the figure and look. So we did, and redrew what it says:

A redrawn CONSORT flow diagram in three stages, top to bottom, each on a pale band with its stage name set vertically down the left edge. At the very top sits an empty box drawn in a red dashed outline, reading assessed for eligibility, n not reported, and beneath that, not in the text and not in the figure either; a dashed arrow leads down from it. Enrolment: provided informed consent, 799; on the way down, a branch to the right leads to an excluded box of 197 with three reasons and counts beneath it (Did not meet inclusion criteria, 169; Met exclusion criteria, 11; Did not undergo ERCP, 17); the trunk continues into underwent randomisation, 602. Allocation: two arms, 295 assigned to indomethacin on the left and 307 assigned to placebo on the right, each noting that every patient received what they were allocated. Analysis: one box per arm giving the number analysed (295 and 307) with a line stating that all completed the five-day follow-up for the primary end point; a small box branches off the left arm recording that 1 patient could not retain the suppositories and was still analysed as allocated. A line of red text at the foot of the diagram states that the counts were read off the original Figure 1 and that the diagram is redrawn rather than reproduced.
The flow diagram of this site's RCT chapter, with counts read off the original Figure 1 and redrawn here (the published figure is copyright Massachusetts Medical Society and is not reproduced). The two arms sum to 602, which matches the public participant-level file exactly — the one part of this diagram that can be checked against something other than the picture.Plotting script figures/scripts/D3-consort-subgroup.R

Reading it off surfaces a second problem, and it is the worse of the two: the top box of that figure is patients who gave consent, not patients assessed for eligibility. How many people were looked at, and how many of those were never even asked to take part, is recorded nowhere in the paper — not in the text, and not in the figure either. That is the empty red dashed box above. Opening the figure is necessary, then, but it does not guarantee a complete answer: a flow diagram stops where its authors decided to start drawing.

Table 1

Ask whether the groups look alike, but do not read the p-values:

  • RCT: under randomisation the null hypothesis is true by construction, so testing it returns no information
  • Observational study: the groups really do come from different populations, so the p-value only reflects the sample size

In both cases the quantity to read is the standardised mean difference (SMD); by convention |SMD| < 0.1 counts as balanced.

The primary result

Four questions, and the order is deliberate:

  1. How large is the effect? Not how small the p-value is
  2. How wide is the confidence interval? An interval crossing the null value means the result did not reach statistical significance; a very wide interval means these data cannot rule out a moderate effect
  3. Absolute or relative? Reporting RRR without ARR or NNT is the standard way of overstating a benefit
  4. Was this outcome pre-specified?

Sensitivity analyses and subgroups

  • Subgroups are always underpowered, so failing to see a difference is the normal outcome
  • Read the test for interaction, not each subgroup’s own p-value
  • Pre-specified and post hoc analyses are not the same evidence
  • A conclusion that survives the sensitivity analyses is more persuasive than a primary result that is significant on its own

Three misreadings this site actually ran into

These are not textbook hypotheticals. Each was nearly written into a page, or was caught while writing one:

SituationThe intuitive readingWhat is actually going on
A matched case-control study, comparing “matching ignored” against “the full model”Ignoring the matching is what made you miss the real associationRespecting the matching moves the OR only from 1.07 to 1.09. What flips the conclusion is controlling for the confounder (4.15). Two things differ between those models at once, so crediting either one alone is wrong. Read that chapter
A prediction model moved to an external cohort, and the C-index barely dropsDiscrimination holds up, so the model is usableC goes from 0.666 to 0.642, but calibration is systematically low: in the lowest-risk group the model predicts 28.7% against an observed 36.4%. The C-index is completely blind to a shift of the whole risk scale. Read that chapter
A diagnostic study that applies the reference standard only to test-positive patientsIt saves money, and the effect should be smallVerifying only half of the test-negatives raises apparent sensitivity from 0.63 to 0.78 and drops apparent specificity from 0.81 to 0.67. Read that chapter

See this, read that

In the paperGo to
Table 1, SMDTable 1 and the standardised mean difference
Survival curves, log-rankKaplan-Meier and log-rank
HR, proportional hazardsCox regression, the PH assumption
Cumulative incidence, competing eventsCompeting risks
OR, oddsLogistic regression
Incidence rate, person-years, offsetPoisson regression
ROC, AUCROC and AUC
PPV, NPV, prevalencePredictive values and prevalence
Forest plot, I², funnel plotForest and funnel plots
Propensity score, matching, weightingPropensity score matching, IPTW
DAG, colliderConfounding and DAGs

For a term you are unsure about in either language, use the glossary.

One last thing

The most useful habit in reading papers is not memorising which test belongs where. It is asking, of every number you see, what its denominator is.

Most statistical misreadings come back to a denominator: the p-value in Table 1 has sample size in its denominator rather than any difference worth caring about, the denominator of a case-control study is chosen by the investigator, verification bias works by changing the denominator, and a prediction model’s calibration breaks because the new population’s denominators are made up differently.

Read the figure

The answer comes from the same statistical output that produced this page's figures, not from a number typed in beside them.

This chapter suggests reading a primary result by asking about the effect size and the interval before looking at the p value. Taking the crude result from the cohort chapter, what does that order buy?

Show the answer and why

Correct answer: It buys what the data cannot rule out: with an upper bound of 1.932, something close to a doubling of risk remains on the table

A p value answers how far an estimate sits from the null by compressing both ends of the interval into one number, which makes too little data to exclude anything look the same as plenty of data around a genuinely tiny effect. The 0.805 is the first of those. Reading the interval first shows which one it is: an upper bound of 1.932 leaves something close to a doubling of risk within what the data allow. The point estimate of 1.077 is not enough to declare a direction either, because when the interval spans the null the direction is undetermined, and calling it harmful is as unfounded as calling it protective.

One of the three real misreadings this chapter lists is that a prediction model whose discrimination barely drops in an external cohort is therefore usable. Where is the error?

Show the answer and why

Correct answer: In looking only at ordering. The lowest-risk group was predicted 0.287 and observed 0.364, while the C-index is entirely immune to a shift of the whole risk scale

The C-index asks only whether the model ranks higher-risk people above lower-risk ones, and shifting or stretching everyone's predicted value leaves the ordering, and therefore the C-index, untouched. The gap between 0.642 and 0.666 accordingly says nothing about whether the predicted numbers are right. The real problem is calibration: the lowest-risk group was predicted 0.287 and observed 0.364, and it is the predicted value that a threshold rule uses. The optimism invoked by the second answer is near zero in this example, because the development cohort has an ample number of events relative to its parameters and almost nothing to overfit, so that is not the explanation here. As for the threshold the first answer appeals to, there is no universal pass mark for a C-index. What counts as acceptable depends on how predictable the outcome is in the first place and on what the model is for, since ranking a waiting list and deciding whether to add adjuvant treatment do not need the same discrimination. And even if 0.642 were judged sufficient, the failure on this page would still be calibration rather than discrimination; recasting it as a threshold question only swaps one discrimination measure for another. A prediction model paper with a C-index and no calibration has reported half of what matters.

Another misreading this chapter lists is that ignoring the matching in a matched case-control study makes you miss a real association. What do the numbers actually say?

Show the answer and why

Correct answer: Respecting the matching moves the odds ratio only from 1.07 to 1.09; what flips the conclusion is something else, controlling a confounder

Only a comparison that differs in one thing supports attribution. With the same variables and only the matched structure restored, the odds ratio moves from 1.07 to 1.09, which is hardly at all, and the 4.15 arrives only once the number of spontaneous abortions is added, a step that changes two things at once. Booking the whole difference to the matching credits the wrong cause. None of this makes ignoring the matching harmless, since it distorts the standard error and the interval and the direction of its bias depends on how the matching variables relate to exposure and outcome. The answer built on 0.76 treats a tiny change in a p value as evidence, and comparing p values between two estimates that are both far from significance yields nothing.

The third misreading is that applying the reference standard only to test-positive patients saves money without much cost. Simulating verification of half the negatives on the same data shows what?

Show the answer and why

Correct answer: Apparent sensitivity climbs to 0.776 while apparent specificity falls, because the people skipped for verification hold far more true negatives than false negatives

Apparent sensitivity climbs from 0.634 to 0.776 while apparent specificity falls, so the two move in opposite directions. The mechanism is that the skipped negatives contain far more true negatives than false negatives: dropping them strips true negatives out of the denominator of specificity and false negatives out of the denominator of sensitivity. So saving money without much cost has it backwards, since the test is made to look both more sensitive and less specific, and by no small margin, with specificity down to 0.293 when only a tenth of negatives are verified. This bias never labels itself in a paper and has to be inferred from how many people received the reference standard, which is what the flow diagram is for.

This chapter closes by saying the most useful habit in reading a paper is to ask, of every number, whose denominator it is. Applied to the complete-case analysis in the cohort chapter, what does the habit turn up?

Show the answer and why

Correct answer: That every estimate afterwards actually has a denominator of 299 rather than the dataset total

Every estimate afterwards runs on 299 people, not 316. The difference is those excluded for missing values, and for a complete-case analysis to hold the missingness has to be benign enough, which need not be true if people with missing values were followed more loosely in the first place. The 48 events do set the precision, but precision cannot answer whom an estimate represents. Most statistical misreadings come down to the denominator in the end: a baseline p value reflects sample size rather than difference, a case-control denominator is chosen by the investigators, verification bias works on the denominator, and a prediction model's calibration fails because the new population's denominator is built differently.

The design-recognition table in this chapter lists what each design can and cannot compute. Why does the case-control row offer only an odds ratio?

Show the answer and why

Correct answer: Because those 165 controls were selected by the investigators, so the denominator corresponds to no population

Whether incidence can be computed depends on whether the denominator is a defined population observed over time, not on how large the sample is. The 165 controls here were picked to satisfy matching criteria, and their chance of entering the study was not governed by natural incidence, so any proportion built on them corresponds to nothing in the world outside. The number of cases, 83, affects precision alone, and the total of 248 was assembled in the same way. Nor is the absence of recorded follow-up time the reason: a nested case-control study is still a case-control study, yet because its controls are sampled from a defined cohort it can estimate incidence. What decides is where the controls came from, not how much data there is.

Watch next

Types of Study Designs in Clinical Research Explained & Made Easy
ENThis Is Why with Dr. Busti· 51 minIf you want the whole map of study designs before anything else, this covers them in one sitting. Skip it when time is short — section two here is the condensed version.
Principles of Epidemiology 03. Disease Occurrence and Prototype of Study Designs
繁中臺大開放式課程 NTU OCW· 92 minA National Taiwan University lecture, spoken in Mandarin with English slides. The most complete derivation of the design prototypes available free.

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