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.
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.