Interpretative biases
OVERVIEW
Facts do not accumulate on the blank slates of researchers’ minds and data simply do not speak for themselves
Ted J Kaptchuk. 2003
- Evidence must be interpreted for quality and likelihood of error
- Interpretation is never completely independent of a scientist’s beliefs, preconceptions, or theoretical commitments
- Scientific interpretation can lead to sound judgment or interpretative biases; the distinction can often be made only in retrospect
- The interpretative process is a necessary aspect of science and represents an ignored subjective and human component of rigorous medical inquiry
TYPES OF INTERPRETATIVE BIAS
- Confirmation bias — evaluating evidence that supports one’s preconceptions differently from evidence that challenges these convictions
- Rescue bias — discounting data by finding selective faults in the experiment
- Auxiliary hypothesis bias — introducing ad hoc modifications to imply that an unanticipated finding would have been otherwise had the experimental conditions been different
- Mechanism bias — being less skeptical when underlying science furnishes credibility for the data
- “Time will tell” bias — the phenomenon that different scientists need different amounts of confirmatory evidence
- Orientation bias — the possibility that the hypothesis itself introduces prejudices and errors and becomes a determinate of experimental outcomes
References and Links
Journal articles
- Kaptchuk TJ. Effect of interpretive bias on research evidence. BMJ. 2003 Jun 28;326(7404):1453-5. PubMed PMID: 12829562; PubMed Central PMCID: PMC1126323. (This page summarizing interpretation biases is extracted from the Kaptchuk paper)
- Elstein AS. Human factors in clinical judgment: discussion of Scriven’s clinical judgment. In: Engelhardt HT, Spicker SF, Towers B. Clinical judgment: a critical appraisal. Dordrecht: Reidel, 1979.
Critical Care
Compendium
Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the Clinician Educator Incubator programme, and a CICM First Part Examiner.
He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.
His one great achievement is being the father of three amazing children.
On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.
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