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Research > Exam 1 Review > Flashcards

Exam 1 Review Flashcards

1
Q

Describe the purpose of clinical research.

A

INFORM clinical judgements as well as organization and economics of practice

ENGAGE in collaboration and interprofessional efforts

CONTRIBUTE to scientific thought and discovery

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2
Q

Quantitative or qualitative?

Based on numerical data

A

Quantitative

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3
Q

Quantitative or Qualitative?

Measured w/ subjective, narrative info

A

Qualitative

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4
Q

Quantitative or Qualitative?

Based on experience

A

Qualitative

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5
Q

Quantitative or Qualitative?

Logical positivism

A

Quantitative

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6
Q

Quantitative or Qualitative?

Subjective information that is put on an objective scale

A

Quantitative

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7
Q

Quantitative or Qualitative?

Social constructivism

A

Qualitative

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8
Q

5 steps of research process

A

Identify the research question
Design/plan the study
Implement the study
Analyze the data
Disseminate findings

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9
Q

What is the role of evidence in clinical decision making

A

Provision of quality care depends on the ability to make decisions based in the best evidence available experience

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10
Q

components of the International Classification of Functioning, Disability and Health

A

body functions, body structures, activities, participation, environmental factors, personal factors

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11
Q

Function and disability of the ICF

A

body functions, structures, activates, participation

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12
Q

Activities and participation are based on

A

capacity and performance

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13
Q

Environmental and personal factors are

A

contextual factors

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14
Q

role of interprofessional research

A

For members of multiple professions to work together and make decisions

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15
Q

Explanatory research

A

compares 2 or more conditions/interventions addressing efficacy and effectiveness

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16
Q

intervention and placebo w/ cause and effect conclusions

A

RCT

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17
Q

focus on real-world outcomes for quality of life, cost, and implementation

A

Pragmatic clinical trial

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18
Q

compare group and no control group

A

Quasi-experimental design

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19
Q

more subjects w/ repeated measurements

A

Single-subject designs

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20
Q

observational, used to examine a phenomenon of interest

A

Exploratory research

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21
Q

groups followed prospectively for observational research and outcomes

A

Cohort studies

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22
Q

compare patients w/ and w/o disorder or outcome of interests

A

Case-control studies

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23
Q

can be used as basis for decision-making, diagnosis, prognosis, and preventions

A

Correlational/predictive studies

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24
Q

correlation and comparative methods for reliability and validity instruments

A

Methodological studies

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25
Q

describing a group w/ questionnaires, interviews, direct observation, and/or databases

A

Descriptive research

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26
Q

Research that changes over time

A

Developmental research

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27
Q

Research that serves as guidelines for diagnosis and treatment planning

A

Normative research

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28
Q

documents condition and intervention effect

A

Case reports/case studies

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29
Q

reconstructs past to inform contemporary perspectives

A

Historical research

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30
Q

observation of experience

A

Qualitative research

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31
Q

combo of quantitative and qualitative methods

A

Mixed method research

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32
Q

The direct application of scientific discoveries into clinical practice

“Bench to bedside”

A

Translational research

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33
Q

Proof of the concept

Uses RCT to study efficacy of new therapy and comparing it to placebo or standard care

Used in ideal conditions

A

Efficacy

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34
Q

Real-world conditions

Inclusion and exclusion criteria is more lax = more comorbidities

Uses PTC to consider function and quality of life for pt satisfaction

A

Effectiveness

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35
Q

“gold standard”, intervention group and placebo in controlled environment

Limited to where research is being done
Higher exclusion

A

RCT

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36
Q

hypothesis and study design formulated based on the information needed to make a clinical decision

Study involved in routine practice (primary care settings)

Higher inclusion

A

PTC

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37
Q

Multidirectional integration of basic research, patient-oriented research, population-based research, with LTG to improve public health

Can be viewed as new drugs, treatments, interventions or the focus of research findings being implemented into practice

A

Translational continuum

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38
Q

Phases of translational research

A

T0 = basic research
T1 = translation to humans
T2 = translation to patients
T3 = translation to practice
T4 = translation to populations

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39
Q

generation and synthesis of evidence that compares the benefits and harms of alternative methods to prevent diagnose, treat, an monitor/improve delivery of care

A

Comparative effectiveness research

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40
Q

Advantage of comparative effectiveness research

A

New research

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41
Q

Limitation of Comparative effectiveness research

A

It simply may not work

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42
Q

come directly from pt and can be tested across multiple populations; strong correlation to function

Setting: pragmatic or RCT
Goal: pt engagement in outcome measures

A

Patient-reported outcome measures

43
Q

outcomes that measure things that a pt would care about: symptoms, quality of life, func, $$$, length of stay

A

Patient-oriented evidence that matters

44
Q

the purpose of implementation studies

A

With new occurring evidence due to efficacy and effectiveness studies they will accumulate and must be implemented

45
Q

Implementation studies address

A

clinical performance audits

use of patient/provider alerts to remind them of guideline’s, influence of leaders in practice, problem management, and patient education intervention

46
Q

Describe the process of developing a research question.

A

Identify the research problem

Identify the rationale

Identify the type of research

47
Q

Discuss the sources of research questions.

A

Clinical experience

Clinical theory

Professional literature: gaps, conflicts, replication

48
Q

Describe how a theoretical rationale forms the framework for a research question.

A

Based on generalization from existing studies

How should interventions work and how should the variables be related

49
Q

IV

A

Interventions

50
Q

DV

A

Outcomes

51
Q

Describe the purpose of operational definitions.

A

Variables that are defined to explain how they will be used in a study

52
Q

Describe the characteristics of good research hypotheses.

A

Declarative and predict relationship b/ w the IV and DV
Provides evidence so that the hypothesis may be accepted or rejected

53
Q

Research problem

A

What you’re researching

54
Q

Reserach question

A

PICO

55
Q

Specific aims

A

Expanding the studies hypothesis

56
Q

Research hypothesis

A

What you’re thinking will happen within research

57
Q

Discuss the role of theory in clinical practice and research.

A

Used to generalize beyond a specific situation and to make prediction about what should happen

58
Q

Identify four purposes of theories in clinical research.

A

Summarize existing knowledge
Predict what should occur
Stimulate development of new knowledge
Provide basis for asking a question in applied research

59
Q

acceptance of a general proposition/premise and the subsequent inferences that can be drawn in specific areas

A

Deductive reasoning

60
Q

Theory developed w/ few or no prior observations, and often requires the generation of new concepts to provide adequate explanation.

A

Hypothetical-deductive theory

61
Q

developing generalizations from specific observations. It begins w/ experience and results in conclusions or generalizations that are probably true

A

Inductive reasoning

62
Q

data based and evolve through a process of inductive reasoning w/ empirically verifiable observations.

A

Indicative theory

63
Q

abstractions that allow us to clarify natural phenomena and empirical observations

— Can be assigned values and relationships can be examined
— Essential building blocks of a theory are concepts

A

Concepts

64
Q

invented names for abstract variables that cannot be seen directly, latent variables

— Most can be defined as function of many interrelated concepts

A

Constructs

65
Q

generalized statements asserting the theoretical linkages between concepts

— Create hypothesis and provide foundation for testing theory

A

Propositions

66
Q

simplified approximations of reality
Describe conceptual structure closely to give better understanding of the phenomena

A

Models

67
Q

explanation of phenomena

A

Theories

68
Q

structural representation of specific concepts that comprise theory

A

Model

69
Q

tested to demonstrated whether the premise of the theory hold true in certain circumstances

A

Hypotheses

70
Q

derived through empirical testing of hypothesis that are deduced from it and from observation of the phenomenon the theory describes

A

Validity of theory

71
Q

the factors that have influenced the need for evidence-based practice (EBP) in your profession

A

To improve clinical decision making

72
Q

sources of knowledge and how they relate to the use of evidence in practice.

A

Adaptation of quality research into relevant priorities, including the creation and application of knowledge

Relates to long-standing problem of underutilization of evidence; may take years to implement evidence into practice

73
Q

use of best research evidence in conjunction w/ clinical expertise, patient values, and clinical circumstances, to inform clinical decisions

A

EBP

74
Q

the five steps in the EBP process

A

Ask the clinical question: PICO
Acquire relevant literature: synthesized evidence
Appraise the literature
Apply the evidence
Assess effectiveness of evidence

75
Q

PICO format

A

P — population or problem
I — intervention w/ exposure or test
C — comparison if relevant
O — outcome

76
Q

Describe the general questions used to critically appraise a study.

A

Is the study valid?
Are the results meaningful?
Are the results relevant to my patient?

77
Q

Describe the levels of evidence used to distinguish the strength of studies for quantitative and qualitative studies

A

Level 1 — systematic reviews
Level 2 — RCTs, observational studies w/ strong designs
Level 3 — study designs w/ poor control of bias, such as retrospective cohorts
Level 4 — descriptive studies: case series
— QUANTITATIVE AND QUALITATIVE
Level 5 — mechanistic reasoning

78
Q

involves adaptation of quality research into relevant priorities

Creation and application of knowledge

May take years to implement evidence into practice
A

KNOWLEDGE TRANSLATION

79
Q

search engines and databases for locating research literature.

A

MEDLINE, CINAHL, Cochrane Database of Systematic Reviews, OT search, PEDro

80
Q

Boolean

A

AND, OR, NOT

— Combing, alternating, excluding terms

81
Q

MeSH — medical subject headings

A

Developed by national library of medicine
Provides hierarchy of key terms related to search

82
Q

Describe several methods for refining or broadening a search

A

Categories
Broad search = sensitivity
Narrow search = specticity
Selecting identity systematic reviews

83
Q

provided directly by investigator

Journal articles, research articles, systematic reviews

A

Primary sources

84
Q

reviews of studies presented by someone other than the original author

Review articles and textbooks

A

Secondary sources

85
Q

established the rules and regulations that govern the conduct of research in the United States

A

Belmont report — common rule

86
Q

Autonomy/Respect for persons

A

there is no lesser

87
Q

Beneficence

A

maximize well-being and do no harm

88
Q

Justice

A

fairness in research process
— Equity and equality

89
Q

role of the institutional review board in clinical research

A

Reviews proposals

90
Q

Describe the elements of informed consent.

A

Concise introduction
Purpose of the research
Procedures
Potential risks and discomforts
Potential benefits
Information on study outcomes
Alternatives to participation
Confidentiality
Compensation
Contact information and request for more information
Consent statement
Signatures

91
Q

Does not require full review
Ex: Surveys, interviews

A

EXEMPT —> Approved by administration —> APPROVED —> review submitted —> Final report

92
Q

Does not have potential for harm
Ex: Recording data for subjects
Takes less time

A

EXPEDITED —> Approved by administration —> APPROVED —> review submitted —> Final report

93
Q

People
Questionable

A

FULL REVIEW —> review by full IRB —> Approval deferred —> Revisions submitted —> full review

94
Q

Define the three main types of misconduct in research.

A

Fabrication — made up
Falsification — lying
Plagiarism — copying

95
Q

Explain the purposes of a research proposal.

A

Critical thinking and scientific literature to ensure the question is refined enough to be studied.
External funding
Details on the project
Application for review by IRB
Enhances communication for colleagues
Detailed account of methods

96
Q

Describe the components of a research proposal.

A

Research plan
Administrative support

97
Q

Describe the important issues for administrative support of a research proposal.

A

Personnel

Facilities and resources

Budget

98
Q

anyone involved in research

A

Personnel

99
Q

Space and equipment

A

Facilities and resources

100
Q

direct and indirect costs

A

Budget

101
Q

Cost associated with carrying out the project, including salaries, equipment, facilities, supplies, and travel.

A

Direct cost

102
Q

Cost relate principally to the overhead charged by the sponsoring institution for administrative activities, facility maintenance, and any other support services

A

Indirect cost

103
Q

Describe how research personnel may be involved in the development of a research proposal.

A

Scheduling, support staff, research assistants, other
Biosketch for investigators specific to proposal for all personnel
Brief overview of person — how they lend expertise

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