Lecture notes on causality in Evidence Based Health
Imagine an elderly lady walking down an icy path. It snowed the day before and the path is slippery. She is wearing a footwear where the sole is somewhat worn out and she slips on the footpath. She fell and broke her hip. A few passersby helped her to a car and she was sent to the hospital. In the hospital she told her doctor that she had a head injury many years ago and as a result, she always felt wobbly. The question is, what caused her hip fracture? Was it: - The ice that was left on the path because the Council did not remove it? - The head injury she sustained many years ago? - Her footwear? The correct answer is, you can refer all the three as possible causes. A cause of an event is defined as an entity, or another event that precedes the event and the event would not have occurred if the cause was not present. Ken Rothman has argued that we have an intuitive notion about cause and effect from the time we are born (Rothman, Kenneth J and Greenland, Sander 2005). When an infant wants milk or feels hungry, he cries and knows that this act of crying will get him his desired milk or bring him closer to his mother. Similarly, as children grow up, they experiment and they for instance, know, that pressing of a switch brings about glowing of a bulb and therefore associates that it is the switch that causes the bulb to glow. As a result, for many adults, this is a common notion of the cause and effect in life. However, in health care, and in particular in evidence based health care, this notion of cause and effect is problematic as causes can not only precede effects by many years, but as well, many causes are possible for the same health effect and each cause can contribute a little to the overall health effect we get to see. For example, take the case of the elderly woman. The woman felt wobbly, this made her prone to fall; her footwear had little grip, that made it worse; finally, the pavement was icy and slippery. All of these things came together to play their roles in her falling and breaking her hip. Each of these would be a component in some way to cause her falling over. This is presented in the following figure. Figure 1. Sufficient and necessary causes
Sufficient and component cause model
As you can see in this figure, each of the three circles present a sufficient causal model; the model is labelled as sufficient because by themselves each of these models would explain as to why a specific health event occurred. Yet each of these models would consist of a number of individual causal factors labelled here as A, B, C, D, and so on. Each of these individual causal factors is known as component of the sufficient causal model. Each component is independent of each other, but they can occur together and in conjunction with each other. If A and B occur together, then the causes are said to have an interaction with each other. This interaction is referred to as biological interaction. If we can have a set of exhaustive list of sufficient causal models, and we further observe that one component cause occurs in every model, then we know that in the absence of this particular component, the event that we define as the result of the cause or effect will not occur at all. Such a cause is referred to as the necessary cause. We can construct several causal models of the elderly lady falling over. We can also argue that several of these component causes will interact with each other.
Inductive logic, deductive logic and the concepts of refutation
For over a thousand years, scholars have pondered over the issues around causes and effects. In the time of
Hippocrates, the idea of cause and effect was embedded in a philosophical practice coded as elitism or scholasticism. According to the theories of Scholasticism, the word of an elder or a scholar would be sufficient to ascribe cause and effect to an event or a phenomenon
(Rothman and Greenland 2014). About the eighteenth century the ideas of inductive logic became prominent. According to
inductive logic, a fact would lead to the emergence of a theory or a generalisable truth. The following is an example of inductive reasoning:
- All men are mortal.
- Socrates is a man
- Therefore, Socrates must die
You can see that inductive logic move from particular instance to more generalisable truth. The
Scottish philosopher David Hume was a proponent of inductive reasoning. Inductive reasoning presupposes that the conditions that lead to the reasoning would remain same all the time and does not allow room for exceptions. This was challenged by other philosophers who proposed the other way round, that is, if we set up a logic, then we can move from large, generalisable truth to particular instances that support the truth, but we should be prepared to find exceptions to those premises. This is the basis of
deductive logic. A proponent of deductive reasoning was
John Stuart Mill. In 1930s, Karl Popper, a Vienna School philosopher proposed an alternative view referred to as the theory of conjecture and refutation. In conjecture and refutation, according to Popper, one would observe a specific situation, and then, based on the specific situation or set of observations, one would put forward several theories that would explain the phenomenon. Then, each of those theories would be tested in order to be disproved till the only one that would be left that cannot be disproved would be accepted as the best explanatory theory. You can deduce causes for specific health events by that logic. This is the basis of hypothesis testing we use today in health sciences.
In a lecture delivered at Peterhouse in Cambridge in 1953, Karl Popper introduced the concepts of falsifiability of hypotheses.
How do we control for the play of chance, bias, and confounding variables?
This brings us to the concept of hypothesis testing, as in health sciences in general and evidence based health in particular, we use hypothesis testing where we use the theories of conjecture and refutation or falsifiability of hypotheses to test the first concept of cause and effect. We state that if X is a cause of Y, then we need to show that such as association is a real association and it cannot occur due to one of the three possibilities:
- X and Y cannot be related just by chance; therefore, we need to rule out any play of chance
- If we consider X as a cause of Y, then we need to make sure that in making our observations or recording our facts or analyses, we cannot be biases or systematically commit errors such that X is shown to be a cause of Y (this is referred to as bias). We will need to eliminate any bias
- If we consider that X is a cause of Y, we need to make sure that there cannot be a third factor Z, such that, Z is associated both with X and Y, that actually it is Z rather than X that is the cause of Y. Z in this situation is referred to as confounding variable. We need to control for all such confounding variables.
Hypothesis testing
The way we rule out the play of chance is thus. We first assume that X and Y may be related by chance and we assign a probability that they may not be actually related or associated with each other and then we conduct our studies. If our studies indicate that they are associated after all, then it is still possible that we have committed an error. However, we specify in advance that such an error is only possible to one extent of five percent or less. This error is also referred to as alpha error. We then conduct the study and obtain data. Following data analysis, we examine the possibility that the findings we had about the relationship between X and Y, what is the probability that such observation could occur under conditions of the null hypothesis. If that probability is very low, or lower than five percent, then we conclude that it is
unlikely that X and Y are associated by chance. We explain this concept using the following table: Table 1. Table of falsifiability of hypotheses (H0 null hypothesis)
Conditions | H0 TRUE | H0 FALSE |
---|
Reject H0 | Type I Error | Power |
Fail to Reject H0 | Correct | Type II Error |
As can be seen from Table 1, Type I error refers to our error for falsely rejecting the Null hypothesis and is set at about five percent. The type II error refers to the falsely failing to reject the null hypothesis and is set at about 10-20%. This is done at the stage of planning the study. Once we have set up hypotheses, then we can examine the results of studies to examine whether the null hypothesis was rejected or whether we cannot reject the null hypothesis on the basis of data on our hands. ## How do we eliminate bias? Next, in order to establish a valid association between X and Y, we should eliminate biases. The term bias here refers to the systematic errors in observation or estimation in the conduct of a study. One form of bias is referred to as selection bias. In selection bias, the researcher commits an error where the comparative groups are not similar. For example, imagine a case control study on the association between cigarette smoking and lung cancer. Cases were selected as those individuals who were known to be heavy smokers and controls were all sampled from those individuals who were known to be non-smokers. Then, if the comparisons were made between cases and controls for their likelihood to be smoking, then the association between smoking and cancer can be shown to be very high. But this high association between smoking and cancer could also be due to the fact that the cancer cases were sampled from individuals who were known to be smoker and controls were sampled from individuals who were known to be non-smokers. This type of bias or systematic error is referred to as selection bias where the biases or errors are due to a selection process where such errors are committed. Another form of bias is response bias. Again, imagine a case control study on the association between cigarette smoking and lung cancer. The exposure variable, cigarette smoking is measured using a questionnaire where the participants were asked about the number of packs of cigarette they smoked the year before their diagnosis. If the purpose of the study is made known to the participants, it is possible that those who had lung cancer would be more likely to report more accurately or state or exaggerate the amount they smoked compared with those who did not have lung cancer. This would also result in a faulty but high level of association between smoking and cancer. This form of bias is referred to as response bias. If there is suspicion of either selection or response bias in a study, this is best addressed at the stage of planning the study design. Specifically, selection bias can be minimised by either conducting the trial or the study in a manner where the researchers would remain blind in terms of the exposure and the outcomes. In case of randomised controlled trial, the randomisation process itself minimises the risk of selection bias. The selection bias is further reduced or minimised in a randomised controlled trial by a process referred to as 'blinding'. Blinding is a process where one or more parties to the trial are made ignorant about the allocation of the drugs and placebos or alternative medications or treatments to the allocated groups. When only one of the parties is kept in the dark about allocation of treatments, this is referred to as 'single blinded' study; when both the investigators and the patients do not know the allocation status, this is referred to as double blind study. You can guess that a double blind study will have less chance of bias when compared with a single blind study. When conducting an observational epidemiological study, it is possible to minimise bias as well. In case control studies were surveys are conduced to obtain data from the participants about their exposure, if the interviewers are trained to obtain data only objectively, this is a good plan to minimise bias. Also, if the observations on exposure or outcome are made using biological entities or objectively, this is all another way in which one can minimise biases. For example, instead of using questionnaires about the frequency of smoking, it would be a good idea to to measure the metabolites in urine or blood as indicators of recent smoking. ## Control for confounding variables Third, we should control for any confounding variables that may come in the pathway between X and Y. A confounding variable is defined as a variable that is associated both with the exposure variable and the outcome variable. For example, in a study on the association between smoking and lung cancer, gender would be a confounding variable. Figure 2 illustrates the principle of a confounding variable
Figure 2. A confounding variable, 'confounder' is associated with both the exposure and the outcome variable but does not come in the causal path as shown in the arrows that connect the exposure and the outcome variables There are a couple of concepts about confounding variables that we must understand: 1. A confounding variable is a variable that is associated both with the exposure and the outcome. If it is only associated with the exposure but not with the outcome, then it cannot be a confounding variable. 2. A confounding variable is always conceptual; however, in the conceptual pathway that connects the exposure and the outcome, the confounding variable cannot be an intermediate factor. For example, if we consider a pathway that connects smoking and lung cancer, and as we know, high smoking causes high concentrations of cotinine in urine, then, cotinine cannot be used as a confounding variable for the association between smoking and lung cancer, even though cotinine is associated both with smoking and lung cancer. If we know that a third variable, Z, is a potential confounder between X and Y where X is the exposure variable and Y is the outcome variable, we must control for confounding variables. If we consider a randomised controlled trial, then, the process of randomisation takes care of observed and unobserved confounding variable as randomisation ensures that we have a common pool of participants who would or would not develop the disease or outcome of interest and we are allocating the intervention based on a random numbers table and this allocation is by chance alone. In cases of observational studies, we can control for confounding variables, in three ways:
- By restriction on the confounding variables. Say gender is a confounding variable in the study on the association between smoking and lung cancer. In that case, we can restrict the study only on males or females, but not both as gender is a confounding variable. The downside of this is, we cannot extrapolate the study findings based on females alone to males.
- We can match on the confounding variables. If we choose to conduct a study on smoking and lung cancer and we know that both gender and age are potential confounding variables, then we can conduct a study where we take information from equal number of males and match participants for age.
- We can use multivariate analysis after we have obtained data from the participants and we analyse the association between the exposure and the outcome. ## Hill's Criteria May epidemiological or clinical studies are causal; however other forms of studies are non-causal. Some non-causal studies would still be about valid associations, such as they would test if there were biased observations or if all confounding variables were accounted for. Therefore it is essential that we should be able to distinguish between causal and non-causal linkages. After we have controlled for the confounding variable, we have eliminated biases, and we have ruled out the play of chance in the association between X and Y, we should examine the possibility that this association is one of cause and effect. While no "checklist" is possible, we can be guided by the work of Sir Austin Bradford Hill, the 20th century British mathematician who, in a lecture delivered at the British Occupational Health Society meeting in 1965, discussed nine conditions. Sir Austin Hill described these as considerations (Hill 1965). These considerations are briefly described as follows.
Strength of Association. -- The phrase, strength of association, denotes the extent to which the exposure and the outcome are linked to each other. The stronger an exposure is linked to an outcome, the less likely it is that another exposure variable would be able to explain this association, as this other variable would have to be even stronger in its association. The strength of association is determined by two factors: prevalence of the exposure variable, and the association between the exposure and the outcome. This association is in the form of relative risk or odds ratios. This is expressed in the form of population attributable risk and is given by the following formula: This is usually expressed in the form of a percentage value. When these percentage values are added up, they can exceed 100%, and this is because people can be simultaneously exposed to more than one risk factors. They can also be less than 100%, indicating that there are, other unknown factors that can be referred to as risk factors. Finally, it must be mentioned that if the prevalence of a risk factor is very high, it is not necessary that they should have very high relative risk to be causal. For example, in the association between exposure to inorganic arsenic and bladder cancer, we see that the average relative risk is about 1.55, but because the prevalence of inorganic arsenic exposure is very high in human populations, therefore, the relative contribution of arsenic for bladder cancer where bladder cancer is highly prevalent, can be very high. Consistency. -- this clause of consideration indicates that there should be a consistent pattern of association between the exposure variable of interest and the outcome. For example, if we consider tobacco smoking to be a cause for lung cancer, then we should find a consistent pattern in the association between tobacco smoking and lung cancer in all or majority of the studies conducted to test the association, even though they may be conducted in different populations, and under different circumstances. Specificity. -- This refers to an intuitive notion that if X is to be a cause of Y, then there has to be a one-on-one relationship between X and Y. For example, if smoking is to be a cause of lung cancer, then for every lung cancer, we should find cigarette smoking. Now, as we know that one exposure can cause many diseases, this is a weak clause or consideration. Temporality. -- Temporality refers to the situation that a cause must precede the effect or the outcome. Of all the different considerations that Hill proposed, this is perhaps the most robust one in the sense, that it can be both a necessary and a sufficient criterion if we want to establish a cause and effect linkage between an exposure and a disease condition or an intervention and a health effect Coherence. -- By coherence, Hill meant that if we propose a cause and effect relationship between two entities or situations, then we should be able to explain such a relationship in a coherent manner or at least there should be a sensible or biological reality to it. Think cigarette smoking and lung cancer. Cigarette smoke contains nicotine but it also contains tar and other substances that are dangerous to human health (C. Smith, Livingston, and Doolittle 1997). As these are in the form of smoke that reaches the lung cavities, therefore it makes sense when we claim that smoking is associated with lung disease. But this is not always the case. When the association between ingested arsenic in drinking water and lung cancer linkage was first proposed by Allan Smith et al, they had to argue against the contention that while it was obvious that inhaled arsenic would be believable that it could cause cancer, was there reason to believe that ingested arsenic would cause cancer? Smith and colleagues showed that indeed, ingested arsenic would be as dangerous as inhaled arsenic (A. H. Smith et al. 2009). Biological gradient. -- According to Hill, biological gradient would mean that as the "dose" of the exposure would increase, so would there be a corresponding increase in the effect if there would be a cause and effect association between an exposure and an outcome variable. This is intuitive and indeed, this is the basis of dose response curve we get to see in a number of situations. However, in reality, the nature of the association can be causal yet the dose response curve will not always have to be linear. A linear relationship would predict that as the dose of the exposure would increase, so would there be an increase in the effect size. This is not always true as there can be a ceiling effect in some cases; for example, if the dose would increase, the effect would also increase up to a certain extent and then it would hit a maximum and further increment in the dosage would not lead to a corresponding increase in the effect (Figure 3) Figure 3. Different forms of dose response curves Replicability. -- Replicability or reproducibility is when the results of the study using similar population and using similar methods would yield similar results. If X is a cause of Y, then we would expect that the studies that would investigate the effect of X on Y would yield similar results if the methods were to be repeated. Analogy. -- Analogy is where similar or analogous processes would occur. Let's take the example of smoking and lung cancer. If smoking causes lung cancer, and if we believe that there is a biological basis of that causation, can we find other substances that when inhaled will also cause lung cancer? It turns out that is indeed the case with some other carcinogens that are inhaled. These include arsenic, asbestos, and radon (Ferreccio et al. 2013) Experimental Evidence. -- By experimental evidence Hill indicated that above all else, if X is a cause of Y, is it possible to replicate this in an experimental setting? This might be useful as a concept particularly around 1965 when he talked about it, but experimental evidence in case of humans is difficult to obtain. Besides, not all animal models are useful replications of human situations. The closest to experimental evidence we can have are randomised controlled trials in humans. Thus, if we consider the case of tobacco smoke and lung cancer, then, randomised controlled trials of smoking cessation can provide us data that are closest to experimental evidence in order to substantiate that there may be a cause and effect association between tobacco smoking and lung cancer. These different considerations are played out in different study designs. Depending on the extent to which we can use these criteria, we know that certain study designs are best at establishing the cause and effect associations.
References
Ferreccio, Catterina, Yan Yuan, Jacqueline Calle, Hugo Benítez, Roxana L Parra, Johanna Acevedo, Allan H Smith, Jane Liaw, and Craig Steinmaus. 2013. “Arsenic, Tobacco Smoke, and Occupation.” Epidemiology 24 (6): 898–905.
Hill, A B. 1965. “The environment and disease: association or causation?” Proceedings of the Royal Society of Medicine, 295–300.
Rothman, K J, and S Greenland. 2014. “Basic concepts.” Handbook of Epidemiology.
Rothman, Kenneth J, and Greenland, Sander. 2005. “Causation and Causal Inference in Epidemiology.” American Journal of Public Health 95 (S1): S144–S150.
Smith, Allan H, Ayse Ercumen, Yan Yuan, and Craig M Steinmaus. 2009. “Increased lung cancer risks are similar whether arsenic is ingested or inhaled.” Journal of Exposure Science and Environmental Epidemiology 19 (4): 343–48.
Smith, CJ, SD Livingston, and DJ Doolittle. 1997. “An International Literature Survey of ‘Iarc Group I Carcinogens’ Reported in Mainstream Cigarette Smoke.” Food and Chemical Toxicology 35 (10). Elsevier: 1107–30.