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Evidence Based Health Science > Evidence Based Quiz #1 > Flashcards

Evidence Based Quiz #1 Flashcards

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1
Q

3 elements into decision making process

A

best available research
clinical expertise
needs and values of the individual patient

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2
Q

original research

A 
intro/background
specific aims/purpose
methods
results
discussion
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3
Q

clinical tools

A 
developing an answerable clinical question
search for the best evidence
appraise the evidence
application of the best evidence
evaluate the outcomes
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4
Q

what is research

-2 essential components of research

A

finding answers to questions in a logical, orderly & systematic fashion
-systematic nature
specific question must be clearly identified

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5
Q

sources of info

A

tradition (myth?)
experience or authority
logic/reasoning/theory
research

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6
Q

purpose of research

A

advances the body of knowledge
helps others
-navigate truth claims
-with their health

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7
Q

boolean operators

A

AND, OR and NOT

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8
Q

MeSH

A

medical subject headings

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9
Q

types of studies

A

quantitative

qualitative

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10
Q

levels of research evidence

A 
1A = systematic review of randomized controlled trials (RCTs)
1B = RCTs with narrow confidence interval
1C = all or none case series
2A = systematic review cohort studies
2B = cohort study/low quality RCT
2C = outcomes research
3A = systematic review of case-controlled studies
3B = case-controlled study
4 = case series, poor cohort case controlled
5 = expert opinion
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11
Q

primary studies

-what does each examine

A 
case-control study
-asks about past exposures
cross-sectional study
-asks about current status
cohort study
experimental
-both examine future outcomes
-participants must be followed forward from a baseline exam
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12
Q

case series

A

select participants based on disease status

no comparison group

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13
Q

cross-sectional study

A

select participants who represent a population

one point in time

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14
Q

case-control study

A

select participants based on disease status

comparison group

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15
Q

cohort study

A

select participants based on exposure status
select participants who represent a population
-multiple points in time
-observe exposure

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16
Q

experimental study

A

select participants who represent a population

  • multiple points in time
  • assign exposure
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17
Q

4 types of questions

A

descriptive
difference
relationship
prediction

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18
Q

descriptive question

A

seeks to describe phenomena/characteristics of one group of participants/data

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19
Q

relationship question

A

examines the degree to which two or more variables are associated with each other

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20
Q

difference

A

seeks to make comparisons between or within groups of interest

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21
Q

prediction

A

seeks to make predictions for one variable based on one or more other variables

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22
Q

critical review scales

A

PEDro Scale
Oxford CEBM
-PICO
-RCT Appraisal sheet

23
Q

components of a good intro/background

A

well written story
know your audience
facts/claims must be cited
A. clearly answers question “why is this topic important/relevant”
B. summarizes relevant literature and makes it understandable
-clearly leads from point 1 –> point 2
-points out a gap in current knowledge
C. leads to climax (purpose aka problem statement)

24
Q

purpose statement

A

takes place after extensive review of literature
specific statement which clearly identifies the problem being studied
-identify the type of question
-identify the key variables
-provide some info about the scope of the study
-may be in either question or declarative form

25
Q

specific aims

A

stem from purpose
each of these specific aims should take the form of a measurable question or a “to” statement
-each should represent a logical step toward answering the main study question

26
Q

delimitations

A 
define the scope/set the boundaries of the study
normally under control of the researcher
examples
-number and kinds of subjects
-treatment conditions
-tests, measures, instruments used
-type of equipment
-location, environmental setting
-type of training (time and duration)
27
Q

limitations

A

focus on potential weakness of the study

possible shortcomings of the study… usually cannot be controlled by the researcher

28
Q

assumptions

A

while we don’t want to assume
basic, fundamental conditions that must exist in order for the research to proceed
assumptions about
-motivation of subjects
-whether subjects responded truthfully
-validity of the measuring instrument
-whether subjects fooolowed directions correctly

29
Q

variables

A

characteristic, trait, or attribute of a person or thing that can be classified or measured

  • attitude
  • gender
  • heart rate
  • hair color
30
Q

independent vs. dependent variable

A

independent
-manipulated by researcher
dependent
-recorded by researcher

31
Q

extraneous variable

A

aka confounding variable
3rd variable that may affect the relationship between the IV and the DV
researcher should control or eliminate EV as much as possible

32
Q

methods and the big picture

A 
intro/background
methods
-participants
-data collection
--step by step
--give validity/reliability/references for selected techniques
-data processing
-data analysis (aka stats)
results
discussion
33
Q

participants

-questions to answer

A

are the research participants representative of the population of interest
are the research participants appropriate for the research question
-what are characteristics of participants
how many research participants should be used

34
Q

participants: sampling

A

population - refers to an entire group

sample - a small subgroup of a population of interest thought to be representative of that population

35
Q

sampling techniques

A

define population first, then

probability vs. non-probability sampling

36
Q

probability sampling

A

probability of selecting each participant is known

utilizes “random” processes, but does not guarantee the sample is representative of population

37
Q

probability sampling examples

A

simple random sampling
-each person has an equal chance of being selected
systematic sampling
-after a random start point, every nth person is selected
-stratified sampling
-simple random samples selected from each of several strata
cluster sampling
-an area is divided into geographic clusters and some clusters are selected for inclusion

38
Q

non-probability sampling

A

samples are not selected at random
-difficult to claim sample is representative of population
often utilizes intact groups or volunteers
-purposive sampling
–researcher selects participants who best meet the purpose of the study
-convenience sampling

39
Q

random processes

A

random selection
-enables researcher to generalize results to a larger population
random assignment/allocation
-enables researcher to assume that groups are “equivalent” at the beginning of the study
-has nothing to do with the selection of the sample

40
Q

practical notes

A

certain types of research must have a representative sample
-descriptive, epidemiological studies, correlational
other research can get away with a less representative sample
-experimental studies
almost all research uses volunteer participants

41
Q

participants

-questions to answer

A

are the research participants representative of the population of interest
are the research participants appropriate for the research question
-what are characteristics of participants
how many research participants should be used

42
Q

sample size

A

sample size doesn’t negate/override sampling errors or biases
point to consider regarding sample size
-nature of the study
-number of treatment groups
-statistical considerations and variability
-practical factors (resources, time)

43
Q

power

A 
type 1 error
-find difference in study that isn't real
-limit alpha <0.05
type 2 error
-fail to find true difference
-set beta at least 80%
44
Q

external vs. interval validity

A

the degree to which the findings can be inferred to the population of interest or to other populations or settings
-the generalizability of the results
the validity of findings with the research study/ the technical soundness of a study, particularly concerned with the control of extraneous influences that might effect the outcome

45
Q

threats to internal validity

A

extraneous variables
changes over time (e.g. specimen maturation, participant fatigue)
-incomplete washout in cross-over treatment
learning effect of test-retest designs
-instrumentation
-selection bias
-experimental mortality - loss of participants from comparison groups due to non-random reasons
-interactions among factors
-difference between controlled lab setting and real-world

46
Q

sources of error

A

hawthorne effect
-people act differently when they are being watched
placebo
-people respond positively to fake treatment
John Henry
-people are measuring this, so I should try harder
rating effect/error (halo effect)
-we have an innate preference toward pretty people (can be elite athletes)
-they will score better on semi-objective measures
experimenter bias
-I think A is better than B, so I rank A as better than B

47
Q

nominal

A

classifies objects in accordance with similarities and differences with respect to some property
no hierarchy of scores

48
Q

ordinal

A

type of data that is characterized by the ability to rank order on the basis of an underlying continuum
no common unit of measurement

49
Q

interval

A

data having equal distances between score units, but having an arbitrary zero point

50
Q

ratio

A

possess same properties of interval data, but as a true zero point

51
Q

range

A

lowest score - highest score + 1

52
Q

organizing and graphing scores

A 
frequency distributions
-simple frequency distribution
-group frequency distribution
graphing techniques
-histogram
-frequency polygon
normal curve
-bell-shaped curve
-skewed distribution
53
Q

simple frequency distribution

A

easiest way to organize the data is in a frequency distribution

54
Q

histogram

A

may be easier to interpret or view the data in a frequency distribution by forming a histogram

Evidence Based Health Science (1 decks)

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