{"id":9837,"date":"2024-11-06T20:03:48","date_gmt":"2024-11-06T18:03:48","guid":{"rendered":"https:\/\/piebm.org\/?post_type=products&p=9837"},"modified":"2026-01-20T15:40:07","modified_gmt":"2026-01-20T14:40:07","slug":"mcmaster-textbook-of-internal-medicine","status":"publish","type":"products","link":"https:\/\/piebm.org\/uk\/products\/mcmaster-textbook-of-internal-medicine\/","title":{"rendered":"McMaster Textbook of Internal Medicine"},"content":{"rendered":"\n

About<\/h2>\n\n\n\n

The McMaster Textbook of Internal Medicine<\/strong> is the first Canadian textbook of internal medicine developed at McMaster University, the birthplace of problem-based learning (PBL) and evidence-based medicine (EBM) and one of the leading medical schools in the world, in collaboration with the Polish Institute for Evidence Based Medicine. Covering the essential fields of internal medicine, the textbook is aimed at answering the needs of medical professionals as well as residents and students who seek access to updated, verified medical knowledge useful in everyday practice.<\/p>\n\n\n\n

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The McMaster Textbook of Internal Medicine is a practical, reliable, and easy to use resource tailored to the needs of physicians, trainees, and allied health professionals.<\/p>\n<\/blockquote>\n\n\n\n

The McMaster Textbook of Internal Medicine is unique thanks to the combination of contributions from expert authors, pragmatic approach employing the GRADE system<\/a>, and accessibility.<\/p>\n\n\n\n

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Summary of the GRADE system application<\/div><\/summary>
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GRADE<\/strong> stands for Grading of Recommendations Assessment, Development, and Evaluation.<\/p>\n\n\n\n

Different information resources, such as textbooks and clinical practice guidelines, contain statements telling others what to do. These statements are recommendations. In this section, we describe the formulation and presentation of such recommendations in the McMaster Textbook of Internal Medicine. Our goal is to distinguish statements used when indicating the best course of action with complete certainty from statements that convey a lower degree of certainty.<\/p>\n\n\n

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The GRADE approach. Courtesy of Dr Carlos A. Cuello Garcia, McMaster University, Hamilton, Canada<\/em>.<\/figcaption><\/figure>\n<\/div>\n\n\n

The body of evidence of 1 or more studies will start as high or low certainty of evidence (CoE), or quality of evidence (QoE), if it is composed of randomized controlled trials (RCTs) or nonrandomized studies (NRS), respectively (A and B). There are 5 GRADE domains that can downgrade the CoE\/QoE (C), while 3 will upgrade it when judged to be present (D). Based on these judgements a final CoE\/QoE is obtained for the whole body of evidence for each outcome (E).<\/p>\n\n\n\n

Note: Upgrading the CoE is only recommended for nonrandomized studies.<\/p>\n<\/div><\/details>\n\n\n\n

Definitions<\/div><\/summary>
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Quality of Evidence (QoE)<\/strong> or Certainty of Evidence (CoE)<\/strong> is described as high through moderate to low and reflects our trust (confidence, certainty) that we know true effects of alternative interventions in terms of outcomes that patients consider important. The quality depends on the methodology of the underlying studies and includes:<\/p>\n\n\n\n