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Research Methods > Experimental Designs > Flashcards

Experimental Designs Flashcards

1
Q

What is non-experimental research?

A
  • researcher observes the phenomena as they occur naturally; doesn’t intervene
  • descriptive research
  • correlational research
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2
Q

What is experimental research?

A
  • researcher plays an active role by manipulating the IV
  • examines cause and effect
  • randomised controlled trial
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3
Q

What are the 2 types of design?

A

Experimental and correlational
- both designs start with an experimental hypothesis that predicts a relationship between 2 variables but the aims and methods of each approach are different

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4
Q

What are the different levels of the hierarchy of evidence?

A
  1. Systematic review
  2. Randomised control trail
  3. Cohort studies
  4. Case reports
  5. Expert opinion
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5
Q

What are the different significance of evidence levels?

A
  1. Randomised controlled studies
  2. Controlled longitudinal studies
  3. Uncontrolled longitudinal studies
  4. Cross-sectional studies and case studies
  5. Expert opinions
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6
Q

What are the different elements of study design?

A
  • objectivity
  • hypothesis testing
  • experimental and study designs
  • large representative samples
  • data collection by structured instruments
  • numerical data
  • analysis by statistical tests
  • conclusion bass on statements of probability
  • validity and reliability
  • generalisability
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7
Q

What are cohort studies?

A
  • looking for differences between groups and try to identify variables
  • looking for a causal relationship
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8
Q

What is required to infer causality?

A
  • the cause must precede the effect
  • the causal variable and effect variable must be associated with each other
  • the relationship must not be explicable by any other cause
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9
Q

What do experimental designs include?

A
  • manipulation
  • control
  • randomisation
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10
Q

What do quasi-experimental designs include?

A
  • similar to experimental designs
  • less control (no comparison group, not randomised)
  • less certain that results are due to the intervention
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11
Q

What is manipulation?

A
  • process by which the researcher manipulated the IV in order to determine the effect on the DV
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12
Q

What are RCTs?

A
  • highest level of evidence
  • reduced bias
  • ran done allocation of pts to intervene group or control/usual care group
  • use CONSORT guidelines
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13
Q

What is the consort statement?

A
  • consolidates standards of reporting trials
  • 25 item checklist for elements of RCT
  • flow chart of participant progress
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14
Q

What is a control group?

A
  • group of participants whose performance on the DV is used to evaluate the performance of the experimental group on the same DV
  • without a control group it is not possible to know if changes in the DV are due to the IV
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15
Q

How do you reduce the possibility of extraneous factors having an impact on the outcome?

A
  • manipulation of the IV
  • comparison/control group
  • randomisation
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16
Q

What does randomisation ensure?

A
  • group assignment is independent of participant characteristics
  • every person in a target population should have equal chance of being selected
  • every selected person should have equal chance of assignment to experiment or control group
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17
Q

What are the different types of randomisation?

A
  • simple
  • block
  • stratified
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18
Q

What is simple randomisation?

A

Computer generated random numbers

19
Q

What is block randomisation?

A

Ensures that the numbers of participant assigned to each group is equally distributed; commonly used in smaller trails

20
Q

What is stratified randomisation?

A

Ensures that important baseline variables (potential confounding factors) are evenly distributed between groups

21
Q

What are the elements of randomisation before an assignment?

A
  • sequence generation

- allocation concealment

22
Q

What are the elements of randomisation after an assignment?

A

Blinding

23
Q

What is sequence generation?

A

Rule for allocating interventions should be based on chance

24
Q

What are adequate methods of sequence generation?

A
  • dice
  • shuffled cards
  • random numbers
25
Q

What are inadequate methods of sequence generation?

A

Systematic (predictable) methods e.g. Date of birth

26
Q

What is allocation concealment?

A
  • works in conjunction with sequence generation

- shields those enrolling participants from knowing upcoming assignments

27
Q

What are adequate methods for allocation concealment?

A
  • numbered
  • opaque
  • sealed envelopes
  • sequentially numbered drug containers
  • central randomisation
28
Q

What is blinding?

A
  • could participants/study personnel have knowledge of group assignment, if so, could the knowledge affect the outcomes?
29
Q

What is the role of the p-value when testing a hypothesis?

A

Reports the the probability of obtaining a study result of the null hypothesis is true

30
Q

What does a small p-value indicate?

A
  • results are unlikely when the null hypothesis is true
  • null hypothesis is rejected
    (
31
Q

What does a large p-value indicate?

A
  • results obtained are likely when the null hypothesis is true
  • null hypothesis is accepted
    (>0.05)
32
Q

What is type 1 error?

A

Finding a significant difference when it doesn’t exist and rejecting the null hypothesis

33
Q

What is type 2 error?

A

Failure to find a significant difference when there really is one and accepting the null hypothesis

34
Q

What are the characteristics of true/classical experiments?

A
  • randomisation
  • manipulation
  • control
35
Q

What are the constraints of a true experiment?

A
  • in a real life setting, controls are difficult to apply
  • individual nature of human subjects
  • expensive
  • difficulties with randomisation
36
Q

What are the different sources of bias?

A
  • selection bias
  • performance bias
  • attrition bias
  • measurement bias
  • Hawthorne bias
37
Q

How do you minimise selection bias?

A

Random assignment to groups

38
Q

How do minimise performance bias?

A

Mask/blind interventions if possible and clearly defined protocols

39
Q

How do minimise attrition bias?

A

Follow up all who leave the study and faithful reporting of attrition

40
Q

How do you minimise measurement bias?

A
  • reliable, valid measurement tools/instruments and trained testers/data collectors
41
Q

How do you minimise the Hawthrone effect?

A

Compare control and experimental interventions

42
Q

What are the difficulties with experimental designs?

A
  • manipulation of IV or randomisation may not be feasible/ethical
  • DV may not be measurable
  • long term or rare outcomes or those unkown to be important at start of trial
43
Q

What are the elements of a research question?

A
  • PICO
  • patients/population/problem
  • intervention
  • comparison
  • outcome

Research Methods (10 decks)

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