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Research Design > Evaluating Research > Flashcards

Evaluating Research Flashcards

1
Q

What does PICOT stand for?

A

Population, Intervention, Control, Outcome, Time.

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2
Q

Population

A

Who you’re studying and why.

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3
Q

Population subsets.

A

Target population: General or specifc
Accessible population: People available to study
Sample: The people you do study

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4
Q

How can you characterize populations?

A

Demographics: Age, sex, identity, nationality, ethnicity, etc.
History: Diagnosis, condition, lifestyle, training, risk factors etc.

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5
Q

What is intervention

A

What you’re doing to change them (participants, or what the study is trying to test.

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6
Q

What is manipulated interventions

A

The researchers artificially produce conditions, can be done by pharmaceuticals, training, posture, gait.

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7
Q

What is non-manipulated interventions

A

Things researchers cannot control, conditions or groups naturally exist. Examples, clinical diagnosis, age, existing lifestyle, gender, occupation.

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8
Q

What is Control

A

Want to see how the intervention affected person/people. Done by comparing the intervention to: no intervention, placebo intervention, sham intervention, standard intervention, before or after the intervention.

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9
Q

What does the combination of intervention(s) and control(s) describe?

A

Independent variables

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10
Q

What is Outcome?

A

What you’re measuring (discrete/categorical, continuous), aka dependent variables.

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11
Q

What is Time in the context of research?

A

How long you are tracking the outcome.

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12
Q

What is a cross-sectional study?

A

Assess at a “single” time point. Assumes no development between intervention/control. Usually over a short amount of time.

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13
Q

What is a longitudinal study?

A

Track over time to allow progression. Explicit development. Over longer periods of time like an 8 week exercise intervention.

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14
Q

3 things to consider when writing a hypothesis:

A
  1. Refer to a specific set of intervention/control and outcomes.
  2. Indicate direction of changes whenever possible.
  3. Explicitly tie rationale to theory/evidence.
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15
Q

What are control variables?

A

Measured things that keep consistent as independent variable(s) change. Done to ensure only the independent variable affects the dependent variable.

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16
Q

What are confounding variables?

A

Unmeasured things that could also affect dependent variable(s). Sources of error (control variable you missed).

17
Q

What is reliability?

A

How consistent are outcomes/measures for identical inputs/attempts? Can be expressed as an error term (units %).

18
Q

What is validity?

A

How well does an instrument measure what it’s intended to measure? Internal, external, and others.

19
Q

Can something be reliable but not accurate?

A

Yes.

20
Q

What is internal validity?

A

The degree to which the independent variable causes changes in the dependent variable.

21
Q

How does Selection threaten internal validity?

A

The groups might not be similar enough. Solution: randomize.

22
Q

How does History threaten internal validity?

A

An outside event altered dependent variables. Solution: Randomize.

23
Q

How does Maturation threaten internal validity?

A

Participants naturally change during experiment. Solution: Randomize, controls.

24
Q

How does testing threaten internal validity?

A

Learning tests/tasks. Solution: randomize, controls.

25
Q

How does instrumentation threaten internal validity?

A

Bad measurement tools: rater bias. Solutions: randomize, controls, blinding.

26
Q

How does attrition threaten internal validity?

A

Unequal drop out of participants. Solutions: intent-to-analyze (being upfront about who dropped out), adherence (making the participants want to participate.

27
Q

What is external validity?

A

Can the causal relationships or correlations be generalized to different scenarios? How applicable is the study to the general population.

28
Q

How is participant selection a threat to external validity? 1 Solution?

A

The sample to the target population could be misaligned. Solution: Random sampling from target population.

29
Q

How is intervention selection a threat to external validity? 1 Solution?

A

Unfeasible intervention for target population. Solution: Consult practitioners/experts on designing interventions.

30
Q

How are confounding effects threats to external validity? 1 Solution?

A

Threats because of poor internal validity. Solution: Connect internal validity (to a degree).

31
Q

How is inappropriate design a threat to external validity?

A

The design choices do not allow useful knowledge gains in topic.

32
Q

What does STROBE stand for?

A

STrenghtening the Reporting of OBservational studies in Epidemiology.

Research Design (3 decks)

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