Final

Question 1

Reading comprehension

Answer 1

The ability to understand what is read and to be able to apply this understanding to new ideas and situations

Question 2

Set the stage for reading

Answer 2

• have an open mind - consult other resources - choose the right environment and time of day - minimize internal and external distractions

Question 3

Skimming

Answer 3

Rapid reading for main ideas

Question 4

Scanning

Answer 4

Careful search for specific ideas

Question 5

Increase reading speeds

Answer 5

• read groups of words - avoid using finger to guide reading - for narrow columns, focus eyes on middle of column - avoid sub vocalization

Question 6

SQ3R

Answer 6

Survey Question Read Recite Review

Question 7

Survey

Answer 7

Pre-reading or previewing - chapter title, intro, outline, objectives, key terms, tables, figures, margin notes, photographs, summary, glossary, review questions, and exercises

Question 8

Question

Answer 8

Helps with comprehension and relating information to what you know - write questions linked to chapter headings; questions may come form the textbook, from lecture notes, or form your survey

Question 9

Read

Answer 9

Active reading - write down: ideas that relate to your questions and record key concepts and terms - highlight, underline, circle text - write in margins - divide reading into smaller segments - find the main idea

Question 10

Recite

Answer 10

Answer questions from Q stage - use whatever strategies fit your learning style

Question 11

Review

Answer 11

Review and summarize - test yourself: answer own questions, make flashcards, answer end-of-chapter review questions, review with a classmate or study group, teach someone else

Question 12

Evidence from high-quality research is required for

Answer 12

• assignments in upcoming classes - answering your clinical instructors questions - passing your board exam - deciding how to safely, effectively treat your patients

Question 13

PICO

Answer 13

Patient, intervention, comparison, outcome

Question 14

Background

Answer 14

General information on a disease or procedure - info on causes, but not on treatment

Question 15

Foreground

Answer 15

Info on treatments, interventions, what can be done for the patient?

Question 16

Hierarchy of evidence

Answer 16

Question 17

Parts of article

Answer 17

Title and abstract Introduction Methods Results Discussion and conclusion

Question 18

KWL

Answer 18

What i think i already know What i want to know What i learned - you cannot assume the article is relevant to your question unless you critically read the entire article

Question 19

EBP pillars

Answer 19

Best research evidence Clinical expertise Patient values

Question 20

P value

Answer 20

• usually expressed as decimals - can be easily understood as % - chance results could be random (happened by chance) - a large p-value means results have high probability of being completely random and not due to anything in the experiment - smaller the p-value, more important (significant) your results

Question 21

Confidence intervals

Answer 21

The big part under the bell curve (p-values at both ends) - type of estimate interval that might contain the true value of an unknown population parameter

Question 22

Specificity and sensitivity

Answer 22

Snout and spin - a test with high sensitivity rules a condition out - a test with high specificity rules in a condition

Question 23

Power

Answer 23

The probablility of rejecting the null hypothesis when it is false

Question 24

How to interpret findings

Answer 24

Generalizability - significance - random chance - coincidence vs causation

Question 25

6 c

Answer 25

Clear - complete - concise - consistent - correct - courteous