Critical Analysis #2 Flashcards

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1
Q

What is Bias?

A

Bias = the systematic introduction of error into a study that produces results that deviate significantly from the truth.
Cannot be completely eliminated. The aim is to design studies to minimise bias as much as possible.
There are four broad categories of bias:
- Selection bias
- Information/Measurement bias
- Confounding bias
- Attrition bias

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2
Q

Selection Bias

A

Selection bias occurs during selection of the sample, when the study group doesn’t represent the target population because of the way the sample was selected.

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3
Q

Referral Bias

A

Type of selection bias.
The referral pathway will determine which group the study participants are selected from.

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4
Q

Spectrum Bias

A

Type of selection bias.
Occurs when only patients with classical or severe symptoms are selected for a study.

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5
Q

Detection Bias

A

Type of selection bias.
Preferential selection based on exposure to a particular risk factor.

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6
Q

Non-respondent Bias

A

Type of selection bias.
Selection based on response to surveys.

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7
Q

Membership Bias

A

Type of selection bias.
Selection based on membership of certain organisations.

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8
Q

Berkson Bias

A

Type of selection bias.
Controls selected from hospital, and thus may share baseline characteristics that differ from the study participants.

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9
Q

Ecological fallacy

A

Inferences derived from groups may not apply to individuals in that group.

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10
Q

Allocation Bias

A

Type of selection bias that occurs in RCTs.
Reduced by a process called allocation concealment (differs from blinding as occurs at first stage of sample selection).
Inadequate or unclear allocation concealment is associated with a 20-30% exaggeration of treatment effect.

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11
Q

Allocation Concealment

A

A process to reduce allocation bias in RCTs (a form of selection bias).

Steps in allocation concealment:
1. Generation of a randomised allocation sequence
- Adequate methods include computer generated random numbers, tables of random numbers, drawing lots.
- Inadequate methods include assignment based on DOB, case record number, alternate assignment.
2. Concealment and implementation of sequence

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12
Q

Randomisation

A

Randomisation can be classified as simple or restricted.

Simple randomisation = based on a single sequence, eg, coin tossing, dice throwing, computer generated random numbers.

Restricted randomisation can be
- blocked (used to obtain groups of equal sizes)
- stratified (used to obtain equal distribution of known prognostic risk factor in groups, useful in small trials to avert imbalances)
- minimisation (ensures balance between groups with respect to several variables, treatment allocated to next participant depends on characteristics of patients already enrolled).

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13
Q

Cluster RCTs

A

Cluster randomised trials (CRTs) involve randomisation of groups (clusters) of individuals to control or intervention conditions.
The CRT design is commonly used to evaluate non-drug interventions, such as policy or service delivery interventions.

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14
Q

Selection Bias in Cohort Studies

A

Were only people at risk of outcome included?
Was the exposure clearly defined, specific and measurable?
Were the exposed and unexposed groups similar in all aspects except the exposure?
A national cohort is always best, although often not possible.

The control group can be selected an internal group that develops from the cohort (ie, those exposed who do not develop outcome of interest) or an external control group.

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15
Q

Selection Bias in Case Control Studies

A

Case and controls should be similar in all aspects except for the disease in question. They should be selected independent of the risk of exposure, so the control group has same risk of exposure as the cases, and is representative of the population at risk of outcome. Selection bias occurs when a control group is inappropriately selected, which is not uncommon.

Ways to minimise selection bias:
- Convenience sample - sample controls in the same way as cases
- Matching - matching cases and controls for known confounders
- Population based sample - random selection of cases and controls from a population based register

Controls can be selected from known groups (random dialing of phone number, nested case control study) or unknown groups (neighbourhood controls, hospital controls, snowball sampling, relatives). A nested case control study involves a group nested within a larger cohort study.

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16
Q

Misidentification Bias

A

A form of selection bias that can occur in case-control studies.
For example; many suicides may not be classified as such, so the case group is not representative.

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17
Q

Berkson’s Bias

A

Controls selected from hospital setting.
A form of selection bias.

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18
Q

Neyman Bias

A

Incidence-prevalence bias. Occurs when a risk factor influences prognosis directly.
For example, smoking kills people before they develop dementia so appears to reduce risk.

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19
Q

Selection Bias in Diagnostic Studies

A

This occurs when the study population is different from the clinical population in whom the test is applied.

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20
Q

Selection Bias in Meta-Analyses

A

· Publication bias - studies with positive results are more likely to be published. Can use funnel plot to identify this.
· Language bias - studies with positive results are more likely to be published in English language journals.
· Indexing bias - studies with significant results are more likely to be published in a journal indexed in a literature database.
· Inclusion bias - knowledge of the result of studies may result in differential inclusion of studies
· Multiple publication bias/Citation bias - studies with significant results are more likely to be cited and may be published in multiple journals

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21
Q

Information/Measurement Bias

A

Information bias occurs during data measurement. It is the error due to incorrect measurement of the exposure and/or outcome.
There are two parties involved, so it can be classified as such:
- Patient = performance/subject bias
- Researcher = observer/investigator bias

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22
Q

Recall Bias

A

A type of information subject bias.
Plays a role in case control and retrospective cohort studies.

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23
Q

Treatment unmasking

A

A type of information bias, which can apply to subject or investigator.
The patient becomes aware of the treatment he or she is receiving, for example, due a side effect,
OR the investigator becomes aware of treatment patient is receiving.

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24
Q

Hawthorne Effect

A

A type of information subject bias.
Participants behave differently when they are aware they are being observed.

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25
Q

Bias to middle and extremes

A

A type of information subject bias.
Individuals are more likely to give answers close to middle and extremes in rating scales

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26
Q

Social desirability bias

A

A type of information subject bias.
Patients may choose to give more socially acceptable answers.

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27
Q

Diagnostic/exposure suspicion bias

A

A type of information observer bias.
The researcher is more likely to search for exposures if they know the disease the patient has, or vice versa.

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28
Q

Outcome measurement bias

A

A type of information observer bias.
May occur if person measuring outcome is aware of the treatment the patient has received .

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29
Q

Implicit review bias

A

A type of information observer bias.
Occurs in case control studies when collecting data from notes that may be open to interpretation.

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30
Q

Halo effect

A

A type of observer information bias.
The knowledge of patient characteristics influences the researcher’s impression of patients with respect to other aspects.

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31
Q

Blinding - Classification of RCTs

A

Used to minimse information bias in RCTs.
Open label = both patients and investigators are aware of treatment being given.
Single blind = either patients or investigators blinded, but not both.
Double blind = both patients and investigators are blinded.
Triple blind =double blind, plus the outcome assessors are also blinded.

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32
Q

Types of Blinding

A
  • Blinding of patients - less likely to have biased responses to interventions, less likely to seek adjunctive interventions.
  • Blinding of trial investigators - less likely to transfer personal attitudes to participants, less likely to administer interventions/adjust dose, less likely to differentially encourage or discourage participants to continue trial.
  • Blinding of outcome assessors - less likely to affect outcome measurement.
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33
Q

Minimising information bias in Case Control Studies

A

Clearly define exposure and blind investigators to outcome status

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34
Q

Minimising information bias in Cohort Studies

A

Clearly define outcome and blind investigators to exposure status.

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35
Q

Work-up / Verification Bias

A

A form of information bias in diagnostic studies.
The gold standard test should be applied to all patients irrespective of the diagnosis.

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36
Q

Will Rogers Phenomenon

A

A form of information bias in diagnostic studies.
Occurs due to improvement in diagnostic tests that can cause different staging of illness across different centres with different diagnostic capabilities.

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37
Q

Minimising Information Bias in Meta-Analyses

A

Studies are selected based on strict inclusion and exclusion criteria, rating the studies according to quality, with blinding of the investigators here (the investigators rating the studies should be independent from those who selected studies).

Studies are weighted according to allocation concealment, randomisation, blinding, and intention to treat analysis. Weighting of trials is a quality assessment that is ideally done by independent researchers.

For network meta-analysis, similar processes are applied.

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38
Q

Confounding Bias

A

Error introduced due to confounding factors, which cause a blurring of the association of interest.
Can occur at any stage during the study.

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39
Q

What is a Confounder?

A

An independent risk factor for the outcome of interest, which is also associated with the exposure. It is not part of the causal pathway directly.

Confounders are only an issue when they occur in uneven distribution between the two groups. That is why randomisation is powerful - it ensures equal distribution of confounders between groups.

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40
Q

Strategies to Reduce Confounding

A

Design phase = matching for known confounders, randomisation, restriction.
Analysis phase = regression analysis, stratification analysis.

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41
Q

Regression Analysis

A

= several variables are included within statistical model to see their effect on the outcome variable. Different types of regression analysis are used depending on the type of data.

42
Q

Stratification Analysis

A

A form of post-hoc restriction where results are stratified by levels of confounding factor, using the Mantel-Haenszel formula.

43
Q

Linear Regression

A

Used when both independent variable (confounder) and outcome variable are continuous.
Simple linear regression is used for two continuous variables, and multiple linear regression for multiple continuous variables.

44
Q

Logistic Regression

A

Used if data is dichotomous or binary

45
Q

Poisson Regression

A

Used if data is related to the number of counts, for example, the number of episodes.

46
Q

Cox proportional hazards regression

A

Type of regression analysis for survival curves.
Used to estimate effect of independent variable on the time to an event.
Takes into account the effect of independent variables on the final outcome in survival curves.
Can be used in RCTs and other cohort studies.

47
Q

Attrition Bias

A

Linked to a differential range of dropouts from the study before it is completed. All patients that drop out must be accounted for, using intention to treat analysis.

48
Q

Minimising Attrition Bias

A

· Design trials to minimise dropouts
· Proactive steps to follow up dropouts
· Use alternate sources of outcome information when possible
· Intention to treat analysis (ITT)

49
Q

Intention to treat analysis

A

= the results of the dropouts are included in the final analysis and analysed as part of the group they were originally allocated to.

There are a range of ways to carry this out:
- Last observation is carried forward - note that this is not an appropriate way to analysis dropouts in conditions that naturally deteriorate over time, like dementia, as it may overestimate the effect.
- Worst case scenario
- Half responders/half non-responders

50
Q

Censoring

A

Can be used in cohort studies. It is said to be present when information on time to outcome event is not available for all study participants, for example, the exclusion of individuals who do not develop the outcome of interest or who are lost to follow-up.

51
Q

Heterogeneity

A

A concept that is specific to meta-analysis. It is the degree to which the trials included in the analysis are compatible with each other. Ideally, there is a homogenous sample of studies.

52
Q

Types of Heterogeneity

A
  • Clinical - clinical differences in populations included in the studies
  • Statistical - differences in statistical analysis and reported effects
  • Methodological - differences in study designs
53
Q

Managing Heterogeneity

A
  • Fixed effects model - an analysis that makes the assumption that all studies are estimating a single underlying treatment effect
  • Random effects model - a statistical model that assumes that each study is estimating a different treatment effect. This gives wider confidence intervals that fixed effects models.
  • Sensitivity analysis - the robustness of the results are checked.
  • Data transformation - continuous data is converted into dichotomous data to make it more homogenous.
  • Subgroup analysis - meta-analyses on subgroups within studies
  • Meta-regression
54
Q

Ways to detect Heterogeneity

A
  • Forest plot - if you can draw a line that crosses confidence intervals of all studies, then no significant heterogeneity. Note the x2 test for heterogeneity is distribution-free.
  • Galbraith plot - outliers indicate heterogeneity
  • Chi square test for heterogeneity - by looking at p-value (if >0.05, then no statically significant heterogeneity) and the i2
  • L’Abbé plot
55
Q

Incoherence/Inconsistency in Meta-Analyses

A

= statistical conflicts in the network model (regarding source of evidence, degree of similarity of data, lack of consistent information) that should be investigated to guarantee the robustness of the model.
Can arise from the studies’ characteristics, since they are usually differently designed, or when both direct and indirect estimates of an effect size are available in the literature, but are divergent.
For example, studies of different comparisons are undertaken in different contexts or settings.

56
Q

Assumptions in Network Meta-analysis

A
  • Similarity assumption - the selection of trials should be based on rigorous criteria and thus studies should be similar, in terms of study population, design, outcome measures, and effect modifiers (study and patient characteristics that are known to influence treatment effect of interventions).
  • Homogeneity assumption - there is no relevant heterogeneity between trial results in pairwise comparisons.
  • Consistency and transitivity assumptions - there is no relevant discrepancy or inconsistency between direct and indirect evidence.
57
Q

Protopathic Bias

A

Occurs when the exposure is influenced by early subclinical stages of the illness, eg, antipsychotics and diabetes.

58
Q

Lead time bias

A

The added time of illness produced by the diagnosis of a condition during its latency period.

59
Q

Temporal ambiguity

A

Temporality cannot be conclusively established. This is common in cross-sectional and case-control studies.

60
Q

Validity

A

The validity of a test is the degree to which it measures what it is supposed to measure. Validity depends on how the test is used, as the same test can be valid for one purpose but not another. Most measures of validity are correlation coefficients between test scores and another variable.

61
Q

External vs Internal Validity

A

Internal validity = the methodology and robustness of the study.
External validity = how generalisable the results are to the real world.
For example, broad inclusion criteria may decrease internal validity but increase external validity.

62
Q

Face/Content Validity

A

A form of validity in diagnostic studies.
The degree to which the test’s content is related to what the test is supposed to measure. Are the criteria used overtly related to the diagnosis?

63
Q

Criterion validity

A

A form of validity in diagnostic studies.
The extent to which test scores correlate with another direct and independent measure (criterion) of what the test is supposed to measure.

64
Q

Concurrent validity

A

A form of validity in diagnostic studies.
Compares the measure being assessed with an external valid yardstick at the same time.

65
Q

Incremental validity

A

A form of validity in diagnostic studies.
Indicates whether the test is superior to other measurements in approaching true validity.

66
Q

Cross-validity

A

A form of validity in diagnostic studies.
Determines whether after establishing criterion validity for one sample, it maintains criterion validity when applied to another sample.

67
Q

Predictive validity

A

A form of validity in diagnostic studies.
Can the diagnosis be used to accurately predict outcome or other patient-related events?

68
Q

Convergent validity

A

A form of validity in diagnostic studies.
Established when measures expected to be correlated are indeed found to be associated.

69
Q

Divergent validity

A

A form of validity in diagnostic studies.
When measures discriminate successfully between other measures of unrelated constructs.

70
Q

Construct validity

A

A form of validity in diagnostic studies.
The extent to which the scores on a test are in accordance with one’s theory about what is being tested and in terms of future consequences. It relies on both convergent and divergent validity being established. Most psychiatric diagnoses have this type of validity.

71
Q

Test-retest reliability

A

A type of reliability in diagnostic studies.
High correlation between scores on the same test on different occasions.

72
Q

Alternate-form reliability

A

A type of reliability in diagnostic studies.
Two forms of the same test can be used.

73
Q

Split-half reliability

A

A type of reliability in diagnostic studies.
A correlation coefficient is calculated between a person’s scores on two comparable halves of the test.
Cronbach’s alpha gives a measure of the average correlation between all the items when assessing split half reliability - it therefore indicates the internal consistency of the test.

74
Q

Inter-rater reliability

A

A type of reliability in diagnostic studies.
High correlation between results of two or more raters of the same material at roughly the same time.
Measured using ICC (intraclass correlation coefficient), with ICC >0.7 being acceptable.

75
Q

Intra-rater reliability

A

A type of reliability in diagnostic studies.
The level of agreement between assessments made by a single assessor of the same material presented at two or more times.

76
Q

Kaplan Meier Survival Curve

A
  • Used in cohort studies.
  • Shows survival rates between two groups from study entry to a given outcome.
  • The median relapse time is indicated by the 50% point on the y-axis, ie, the time at which 50% of the cohort has experienced the event.
77
Q

Cost Effectiveness Analysis

A

Is the extra benefit worth the extra cost?
Effect measured in natural units.
Usually used when a new treatment is both more effective and more expensive.
Involves calculating ICER and a CEA curve.

78
Q

ICER

A

Incremental cost effectiveness ratio = the cost savings associated with an increase in the outcome measure.
ICER = (costB - costA) / (effectB - effectA)

79
Q

CEA curve

A

A cost-effectiveness acceptability (CEA) curve may be used as a graphical representation in a cost-effectiveness analysis of the incremental improvements in probability of better outcome with more money spent.
This curve is constructed using the bootstrapping technique.
A cost effectiveness scatter plot can used be used to signify uncertainty.

80
Q

Incremental Net Benefit

A

Incremental Net Benefit (INB) calculation can be used if a proposed cost for something is worth the benefit. λ is willingness to pay.
INB = λ(effectB - effectA) - (costB - costA)
If INB <0, then the value of QALY gain doesn’t outweigh the costs.
If INB >0, then the value of QALY gain does outweigh the costs.

81
Q

Cost Benefit Analysis

A

Does the treatment offer greater monetary benefit (savings) for its cost compared to other treatments?
Both treatment and outcome is measured in monetary value ($).
Difficult to measure health benefits in monetary terms.

82
Q

Cost Minimisation Analysis

A

Which treatment is cheapest?
No effects are measured. Cost comparison only. Used when treatments are equally effective.

83
Q

Cost Utility Analysis

A

How much does the treatment cost to produce one unit gain in QALY?
Outcome is QALY (quality adjusted life years, between 0 and 1). QALY measures vary by respondents and between societies.

84
Q

Discounting

A

A term often used in economic analysis. It is based on the principle that a dollar invested today is worth more than a dollar tomorrow. Discount rate is often the cash rate as set up the reserve bank. The lack of discounting can overestimate cost savings.

85
Q

Sensitivity Analysis

A

Carried to take into account uncertainties in the results. The researcher tests the robustness of the findings under various assumptions to investigate whether inclusion or exclusion of any specific studies leads to overall significant change in results. It can help the researcher determine which parameter influences the results the most. It can be used in meta-analysis to determine the effect of heterogenous studies on the results. It can be used in CEA to determine the effect of different discount rates on the ICER. It will increase the level of confidence the researcher may have in the results.

86
Q

Qualitative Research - Advantages

A

A broad term for studies involving personal experiences, behaviours, interactions and social contexts, without the use of statistical procedures or quantification.

Advantages include that it can be used to develop surveys and questionnaires, and can help enhance understanding of health care.

87
Q

Principles of Sampling in Qualitative Research

A
  • Non-random sampling - investigators intervene in sampling to avoid a random sample. The more diverse the sample, the more themes can be found.
  • Iterative sampling - the process where researchers move back and forth between selecting cases for data collection and engaging in preliminary analysis.
88
Q

Data Sampling Methods in Qualitative Research

A
  • Purposive - researcher purposefully includes a wide range of informants to explore meanings.
  • Theoretical - researcher creates a theory from initial sample, and then decides which further data to collect and from whom.
  • Convenience - sampling of a population by convenient methods.
  • Snowball sampling - also called chain sampling. Already selected participants are asked to nominate others who are also relevant to the study.
  • Extreme case sampling - participants are chosen because of their knowledge by being the most extreme case.
89
Q

Data Collection in Qualitative Research

A

A critical process to enhance data collection is called triangulation - this is where multiple data gathering techniques and multiple sources are used. There are three types of triangulation:
- Investigator (researchers from different backgrounds involved)
- Data (data from different individuals is obtained)
- Method (different methods used to obtain data)
Methods to obtain data can include interviews, focus groups and participant observations (ethnographic research).

90
Q

Data Analysis in Qualitative Research

A

· Meaning focused approaches - emphasise meaning and comprehension to identify recurrent themes between individuals.
· Discovery focused techniques - analyse segments of text, which are coded, sorted and organised to identify patterns or connections.
· Constant comparison - circular process of theme generation. Data collection is ceased when data saturation is reached.

91
Q

Audit Trail in Qualitative Analysis

A

Data analysis should contain an adequate description of the detailed depth and complexity of data, and processes by which this data has been generated.

92
Q

Discourse analysis

A

Study of use of language in transcripts.

93
Q

Autoethnographic analysis

A

Used when a patient documents and reflects on their own experiences.

94
Q

Verbatim Statements in Qualitative Research

A

Verbatim statements can be included to increase transparency and validity, and to enable reader to make up their own interpretation. It is does not increase reliability.

95
Q

Minimising Bias in Qualitative Studies

A
  • Transparency - clear description of sampling, analysis to enable reader to come to their own conclusion.
  • Bracketing - conscious attempt at exclusion of preconceptions.
  • Reflexivity - requires researchers to be aware of and describe their own preconceptions.
  • Member checking - researcher checks the themes with the participants to validate interpretations.
96
Q

Galbraith Plot

A

Displays several estimates of the same quantity that have different standard errors.
Can be used to examine heterogeneity and publication bias in a meta-analysis.

97
Q

Forest Plot

A

Used in meta-analysis to compare different studies.

98
Q

Funnel Plot

A

Used to check for publication bias in systematic reviews and meta-analyses. Asymmetry indicates the presence of publication bias. Smaller studies are at the bottom due to having larger confidence intervals and standard error.

99
Q

L’Abbe plot

A

Scatterplot of event rate between intervention and control group, for example, log odds in the control group on the x-axis and that of the treatment group on the y-axis. Can be used to identify publication bias.

100
Q

Grounded theory

A

Themes are generated from the data gathered from the sample and not from the researcher’s inclination.
Used in qualitative research.

101
Q

Scatter Plot

A

Compares two variables with data displayed as a collection of points.
A scatterplot of cost effectiveness is a graphical representation of uncertainty calculated using 1000 simulations (called Monte Carlo simulations).

102
Q

Monetary value of health effect

A

Used in cost-benefit analysis.
The equation used to convert a health outcome into a monetary value is:
Monetary value of health effect = λ (effectB - effectA) where λ is willingness to pay.