Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Professional Practice > EBP Quiz > Flashcards

EBP Quiz Flashcards

1
Q

Evidence based practice

A

Integration of best available, evidence, expertise, and patient values when evaluating in treating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

History of manual muscle tests

A

In the 1930s, from the polio epidemic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

History of physical therapy

A

World War I, Mary McMillan. A PTA started in 1921.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Archie Cochrane

A

Created grouping of articles and summarizing them. One of the founding fathers of evidence base practice.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

David sackett

A

One of the founding fathers of evidence based practice. Developed levels of evidence and the pyramids of articles.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Process of evidence based practice

A

Patient dilemma, asking questions, acquiring evidence, assessing evidence, and apply and reassess

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

PICO

A

Patient/problem, intervention, comparison intervention, outcome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

FINER acronym

A

Feasible, interesting, novel, ethical, relevant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Database searching at TWU

A

Go to library, click on databases, start with PubMed, and CINAHL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Medline database

A

National library of medicine

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Pubmed database

A

Provides free access to Medline. Can search PICO literature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Primary sources of evidence

A

Original research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Secondary sources of evidence

A

Predigested research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Randomly controlled trial

A

Highest quality. Subjects are randomized and typically blinded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Cohort study

A

Predetermined groups with specific disease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Case-control studies

A

Groups have disease, look back in time to find possible causes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Systematic review versus meta-analysis

A

Systematic review: asks specific clinical questions and performs a comprehensive search that illuminates the poorly done studies
Meta-analysis: systematic review that includes data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

CEBM information resources pyramid levels

A

1a, 1b, 1c. 2a, 2b, 2c. 3a, 3b. 4, 5.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

CEBM information resources pyramid grades

A

A-F

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

1A

A

Systematic reviews/meta-analysis.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

1B

A

Randomized controlled trials with a narrow confidence interval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

1C

A

All or none. All patients died before research was available, now some survive. Some patients died before research was available, now, none die.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Confidence interval

A

Shows the direction research favors and precision of estimated value. Do not want to cross zero. less than zero or greater than zero is preferred.
Narrow confidence, interval: no overlap in the confidence intervals. Wide confidence intervals: lots of overlap in the confidence intervals.

24
Q

Standardized mean difference

A

Measure of effect size. The main difference divided by the mean standard deviation of the difference.

25
Q

2A

A

Systematic review of cohort studies. Identification of two groups, one that receive exposure, and one that did not.

26
Q

2B

A

Individual cohort study. Or low quality randomized controlled trial.

27
Q

2C

A

Outcomes research. Focused on the value for the patient (effectiveness). Does the intervention make a difference in the eyes of the patient?

28
Q

3A

A

Systematic review of case-control studies. Identifying patients who have the outcome of interest and then looking backwards in time to find the causes.

29
Q

3B

A

Individual case control study. I didn’t find patients who have the outcome of interest, and then looking backwards to find the cause.

30
Q

4

A

Case study or series. Detailed analysis of a well defined case.

31
Q

5

A

Expert opinion or bench study (research done, not on humans)

32
Q

Grade A evidence

A

Strong evidence with at least one level one study

33
Q

Grade B evidence

A

Moderate evidence with a single high-quality randomized controlled trial

34
Q

Grade c evidence

A

Weak evidence, single level 2 study

35
Q

Grade D evidence

A

Conflicting evidence, higher quality studies on the topic disagree

36
Q

Grade E evidence

A

Theoretical/foundational evidence, evidence from animal or cadaver studies, or bench search

37
Q

Grade F evidence

A

Expert opinion, based on clinical evidence alone

38
Q

PEDro

A

Tool to measure quality of randomized controlled trials, ranging from 0 to 10 with greater than six being considered high quality

39
Q

Article components

A

Title, abstract, key words, introduction, Methods, results, discussion, conclusion

40
Q

Authorship order

A

First author: designs and conceives to study and writes the first draft
Last author/senior author: usually experienced investigator, who partners with the first
Second author: major contributor
Middle authors: everyone else who qualifies for authorship

41
Q

Beall’s list

A

Oh, wait to search for predatory journals, 15,000 predatory journals identified

42
Q

Hypothesis

A

Null or alternative. Null not used as often.

43
Q

Methods section

A

4 subsections: participants, instrumentation, procedures, data analysis

44
Q

Methods participants

A

Clear, inclusion and exclusion criteria, should not be redundant. Should have a reasonable amount of participants, as well as a consort flow diagram to show the allocation of participants.

45
Q

Descriptive statistics: standard deviation

A

Square root of sum of squares/number of participants -1

46
Q

Descriptive statistics: variance

A

Standard deviation squared

47
Q

T-test

A

Differences between two means. Can be matched or non-matched.

48
Q

ANOVA

A

Differences between multiple means. Compares affect of intervention, effect of time on intervention, and interactions between time and affect in the groups

49
Q

R-value

A

Measures the degree and direction of a relationship between two variables. Do you want it to be closer to 1. Negative is a negative relationship, and positive indicates a positive relationship.
0.05

50
Q

Alpha level

A

Set an advanced as a goal for the significance level typically at 0.05, or a 5% risk of committing a type one error

51
Q

P value

A

Actual probability that the results occurred are just an error, do not want it to be greater than 0.05.

52
Q

Reliability

A

Consistency of the results. you want a scale to be reliable

53
Q

Validity

A

How accurate are the results? you want a thermostat to be valid.

54
Q

Types of reliability

A

Intertester: can different subjects, get the same score
Intra-tester: can the same subject get the same score
Test retest: can multiple measurements by an instrument be consistent and canned multiple measurements by a patient be consistent

55
Q

Agreement

A

With two or more ratings do the scores remain reliable

56
Q

Types of validity

A

Face: does an instrument measure what it is supposed to
Contant: does the instrument determine the entire domain it is to be measured (does the IQ questionnaire cover all areas of intelligence)
Criterion based: the degree of which the outcomes of one test correlate with the gold standard
Concurrent: degree of which the outcome of one test correlates with the outcome of another test
Predictive: can an instrument be used to predict future outcomes
Construct: degree of which theoretical construct is measured

Professional Practice (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions