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Critical Inquiry > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Population

A

All members that meet set criteria for a study

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2
Q

Sample

A

Subgroup of population

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3
Q

Inclusion Criteria

A

Characteristics that will qualify someone eligible for the sample

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4
Q

Exclusion Criteria

A

Characteristics that would preclude someone from being a subject

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5
Q

Characteristics of the sampling section in a research article (2)

A
  1. Conveys validity in your methodology
  2. Gives confidence in your results and discussion
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6
Q

Types of probability sampling (4)

A
  1. Random
  2. Stratified
  3. Cluster
  4. Systematic
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7
Q

Types of non probability sampling (2)

A
  1. Convenience
  2. Purpose
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8
Q

Random Sampling

A

Type of probability sampling where each member of the pop. has an equal chance of being selected (ex. table of random #s, random # generator); can be difficult to access total pop.

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9
Q

Stratified sampling

A

Type of probability sampling where specific & relevant chars. of the pop. are identified, & members of the pop. are assigned to these groups; ex. social media habits of undergrad students in the state of IL (grouped by year)

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10
Q

Cluster sampling

A

Type of probability sampling where larger pop. is divided into series of smaller units; successive random sampling of series of units; convenient & efficient w/large pops.; ex. perceptions of ICU nurses’ experiences w/physicians in the U.S. (randomly choose 10 states –> 6 hospitals –> nurses from these hospitals)

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11
Q

Systematic sampling

A

Type of probability sampling where inds./clusters are selected according to a predetermined sequence (originated by chance) established in protocol; ex. select every 7th unit

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12
Q

Convenience sampling

A

Type of nonprobability sampling where subjects are chosen on basis of availability rather than a random selection; can’t assume sample represents the pop., so ability to generalize to pop. is difficult

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13
Q

Purposive sampling

A

Type of nonprobability sampling where researcher makes specific decisions based upon set criteria rather than simple availability; can be judgmental, selective, or subjective; ex. orthopedic surgeon selects from her pats. after successful knee replacement surgery to participate in a study investigating a new rehab device

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14
Q

Sampling bias

A

When each member of pop. doesn’t have an equal chance to be part of the study; can be conscious or unconscious

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15
Q

Conscious sampling bias

A

Type of sampling bias that occurs purposefully; ex. testing new therapy procedure to reduce LBP only on inds. w/minimal pain levels

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16
Q

Unconscious sampling bias

A

Type of sampling bias that occurs unintentionally; ex. interviewing people at random as they leave a gym about healthy eating habits

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17
Q

Examples of selection bias (3)

A
  1. Participants want to participate in study
  2. Studies that recruit
  3. Survey research
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18
Q

External validity

A

Extent to which the results of the study using the sample can be generalized to the population

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19
Q

In what situation is survey research ideal?

A

When it’s not possible to observe/there’s no need for direct observation

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20
Q

Advantages of survey research (4)

A
  1. Ease of distribution
  2. Quantitative
  3. Data analysis
  4. Replicable
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21
Q

Disadvantages of survey research (3)

A
  1. Superficial
  2. Define structure
  3. Based on self-report
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22
Q

Types of survey questions (4)

A
  1. Open-ended
  2. Rank order
  3. Forced choice
  4. Rating scales (Likert)
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23
Q

Open Ended

A

Type of survey question that functions to:
-collect a qualitative aspect in the survey
-gain a deeper understanding of a concept
-provide thematic analysis

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24
Q

Rank Order

A

Type of survey question that functions to:
-bring many factors into the question
-identify a mean rank of each item
-identify freq. of each item ranked

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25
Q

Forced choice

A

Type of survey question that requires a selected answer; used to understand distribution of respondents in conjunction w/survey concepts/factors

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26
Q

Likert scale

A

Type of survey question that investigates a behavior, opinion, attitude on a scale (ex. strongly disagree, excellent, much better, etc.)

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27
Q

Types of data (4)

A
  1. Nominal
  2. Ordinal
  3. Interval
  4. Ratio
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28
Q

Nominal data

A

Type of data - names/categories w/o order, distance, ranking, etc.

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29
Q

Ordinal Data

A

Type of data - ordered categories (Likert - strongly agree = 4, strongly disagree = 1)

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30
Q

Interval Data

A

Type of data - data w/standard & equal units of measurements (ex. test scores, temp.); no absolute 0

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31
Q

Ratio DataType of data

A

Type of data - has absolute zero (ex. weight, height, mph)

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32
Q

Tips to avoid poor survey questions (4)

A
  1. Make questions concise
  2. Use common language
  3. Be consistent in formatting & scales
  4. Avoid negative language
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33
Q

Double barreled question

A

Type of poor survey question, covers more than 1 topic (ex. The affordability & variety of food in the cafeteria meet my needs.)

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34
Q

Leading/loaded question

A

Type of poor survey question that appears to suggest a desired response or has other info that may influence response (ex. The library has been cited as the favorite place to study. Where do you like to study?)

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35
Q

Survey concerns (4)

A
  1. Response rate
  2. Selection bias
  3. Length of survey
  4. Order of questions
36
Q

Survey validity

A

Refers to survey’s accuracy; extent to which questions measure what is supposed to be measured

37
Q

Types of validity (3)

A
  1. Face validity
  2. Content validity
  3. Construct validity
38
Q

Face Validity

A

Type of validity, info obtained is plausible & appropriate

39
Q

Content Validity

A

Type of validity, question adequately addresses underlying behavior/body of knowledge

40
Q

Construct Validity

A

Type of validity, question adequately addresses construct being measured

41
Q

Survey reliability

A

Aspect of survey concerned w/consistency or degree to which the questions elicit the same kind of info each time they’re asked (ex. test-retest)

42
Q

What should be included in the survey preamble? (9)

A
  1. Background & purpose of study
  2. Name of PI
  3. Estimated length of time
  4. Potential risks/discomforts from research
  5. Engagement is voluntary
  6. Privacy/confidentiality statement
  7. Contact info for questions
  8. Protocol & IRB info
  9. Click “I approve”/”Next” to participate
43
Q

Quantitative Research

A

Researcher collects and analyzed numeric data

44
Q

Qualitative Research

A

Researcher’s measurements are based on open-ended questions, interviews, and observations

45
Q

Does Qualitative research test a hypothesis?

A

No.
Better understanding an experience and develop theory

46
Q

Types of data collection (4)

A
  1. Observations
  2. Interviews
  3. Focus Group interviews
  4. Document review
47
Q

Data Analysis

A

Organize –> Review –> Classify –> Synthesis

48
Q

Considerations (4)

A
  1. Triangulation
  2. Member checking
  3. Transferability
  4. Confirmability
49
Q

Triangulation

A

Methods (field notes, transcripts, etc) or people

50
Q

Member checking

A

Provide validation, feedback, alternative explanations

51
Q

Transferability

A

Results should apply similarly to people in similar situations (generalizability)

52
Q

Confirmability

A

Findings come from the participants, not the researcher.

53
Q

Common types of qualitative research methods (5)

A
  1. Ethnographic
  2. Grounded Theory
  3. Phenomenological
  4. Case Study
  5. Content Analysis
54
Q

Ethnographic (3)

A
  1. Sharing common culture
  2. Lengthy time period
  3. Cultural norms, beliefs, social structures, and cultural patterns
55
Q

Grounded Theory

A

Constant comparison of data collected until saturation occurs

56
Q

Phenomenological

A

Understanding people’s perceptions, perspectives

57
Q

Case Study

A

Understand institutional culture

58
Q

Qualitative research in EBP (4)

A
  1. Credibility
  2. Transferability
  3. Dependability
  4. Conformability
59
Q

Credibility

A

Can you believe the results?

60
Q

Strategies for Credibility (6)

A
  1. Prolonged engagement
  2. Reflexivity (field journal)
  3. Member Checking
  4. Triangulation
  5. Researcher competence established
  6. Structural Coherence
61
Q

Transferability

A

The ability to generalize, external validity

62
Q

Strategies for Transferability? (3)

A
  1. Dense background information about the participants
  2. Comparison of sample to demographic information
  3. Representative sample
63
Q

Dependability (Concistency)

A

Would the results be similar if the
study was repeated with the same subjects in a similar context?

64
Q

Strategies for Dependability (5)

A
  1. Detailed descriptions of research methods
  2. Multiple researchers independently judge the data
  3. Triangulation
  4. Code-recode procedure
  5. Peer examination/external audit
65
Q

Confirmability (Neutrality)

A

Was there and attempt to enhance objectivity by reducing research bias?

66
Q

Strategies for confirmability (3)

A
  1. Triangulation
  2. External audit
  3. Reflexivity (field journal)
67
Q

Role of SSRD (2)

A
  1. Bridge gap between research evidence and clinical practice when there is heterogeneity
  2. Typically conducted in the clinic as opposed to a research lab
68
Q

What is SSRD? (6)

A
  1. Experimental
  2. Quantitative
  3. An individual unit of study
  4. IV and DV are operationally defined
  5. One IV variable manipulated at a time
  6. DV is measures repeatedly
69
Q

Case Report

A
  1. Describe intervention for a pt with a rare diagnosis
  2. New measurement strategy
  3. Develop a research hypothesis
  4. Illustrate EBP
  5. Share clinical experience
70
Q

Four Basic Single-Subject Research Design (4)

A
  1. AB Design
  2. Withdrawal Designs
  3. Multiple Baseline Designs
  4. Alternating Treatments Design
71
Q

AB Design

A
  • Changes observed in the intervention phase
  • Weakest of four designs
72
Q

Types of Withdrawal Designs (5)

A
  1. ABA
  2. ABAB
  3. ABABABA
  4. ABACA
    5.Etc.
73
Q

Withdrawal Designs

A

Dependent variable should
return to previous baseline
levels

74
Q

Multiple Baseline Designs

A

Variable length of the baseline phase is used
– Across Subjects
– Across Settings
– Across outcome behaviors

75
Q

Across subjects

A

Subjects enter the intervention
phase at different times, Data comparison is performed
between subjects continuing in
baseline and the subject who has
entered the intervention phase

76
Q

Across Setting

A

Baseline data are collected in each setting for the
same subject, Change is expected only in intervention data in each setting (Home, school, community)

77
Q

Across outcome behaviors

A

Baseline data are collected for each of the target
behaviors for the same subject, Target behaviors are independent from each other

78
Q

Alternating Treatment Design

A

Effects of several intervention conditions on a dependent
variable are compared, with immediate effects observed

79
Q

Single Subject Design Research: Levels of Evidence

A

Cause and effect assumptions can be made based on
the study results
– Stronger in the higher level of evidence single subject
design studies

80
Q

Level 1

A

Systematic Reviews (SRs) of Randomized Controlled Trials
(RCTs); individual RCTs

81
Q

Level 2

A

SRs of cohort studies; individual cohort studies; low quality
RCTs; “outcomes” research; ecological studies

82
Q

Level 3

A

SRs of case-control studies; individual case-control studies

83
Q

Level 4

A

poor quality cohort and case-control studies

84
Q

Level 5

A

Expert opinion without critical appraisal; bench research

85
Q
A

Critical Inquiry (1 decks)

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