Final Flashcards
Reading comprehension
The ability to understand what is read and to be able to apply this understanding to new ideas and situations
Set the stage for reading
- have an open mind - consult other resources - choose the right environment and time of day - minimize internal and external distractions
Skimming
Rapid reading for main ideas
Scanning
Careful search for specific ideas
Increase reading speeds
- read groups of words - avoid using finger to guide reading - for narrow columns, focus eyes on middle of column - avoid sub vocalization
SQ3R
Survey Question Read Recite Review
Survey
Pre-reading or previewing - chapter title, intro, outline, objectives, key terms, tables, figures, margin notes, photographs, summary, glossary, review questions, and exercises
Question
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
Read
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
Recite
Answer questions from Q stage - use whatever strategies fit your learning style
Review
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
Evidence from high-quality research is required for
- assignments in upcoming classes - answering your clinical instructors questions - passing your board exam - deciding how to safely, effectively treat your patients
PICO
Patient, intervention, comparison, outcome
Background
General information on a disease or procedure - info on causes, but not on treatment
Foreground
Info on treatments, interventions, what can be done for the patient?
Hierarchy of evidence
Parts of article
Title and abstract Introduction Methods Results Discussion and conclusion
KWL
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
EBP pillars
Best research evidence Clinical expertise Patient values
P value
- 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
Confidence intervals
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
Specificity and sensitivity
Snout and spin - a test with high sensitivity rules a condition out - a test with high specificity rules in a condition
Power
The probablility of rejecting the null hypothesis when it is false
How to interpret findings
Generalizability - significance - random chance - coincidence vs causation
