Kin 232 Module 2

Question 1

PICOT

Answer 1

P- population
I - Intervention
C - Control/Comparison
O - Outcome
T - Time

Question 2

purpose of PICOT

Answer 2

• a useful model to help strucutre an answerable question
• used to formulate clinical or research questions
• breaks down question into four/five key elements

Question 3

Target Population vs Accessible Population Vs Sample

Answer 3

Target: Identify the population that you wish to study and hope to apply the results of your study to

Accessible Population: The portion of the target population from which you are able to recruit participants

Sample: The participants who you recruited and who met your inclusion criteria (volunteers)

Question 4

Intervention in pIcot

Answer 4

refers to the treatment that participants in your study will receive

What is it you want to know the effect of

intervention groups do not always need to be manipulated

Question 5

Control/comparison in piCot

Answer 5

To determine if the intervention worked/changed something

A group that intervention is compared to

Can be two/or more levels of the same variable

Not always needed

Question 6

Outcome in picOt

Answer 6

What are you observing or measuring

Dependent variables

Discrete/Categorical or continuous

Question 7

Time in picoT

Answer 7

occur over time: longitudinal

occur at one specific point in time: cross sectional

Question 8

What can time also be used as?

Answer 8

an intervention

Question 9

Null Hypothesis

Answer 9

A sample is representative of (equal to) a population

Intervention (exposure) and control groups will have the same outcome

No difference between groups or there’s no effect of an intervention/exposure

Question 10

Alternative hypothesis

Answer 10

This hypothesis contradicts the null hypothesis

A sample does not represent (differs from) a population

The outcome of the intervention and control groups will differ

Question 11

Research hypotheses and directionality : Non-directional

Answer 11

Non-directional: Predict a change or difference in the outcome measure, but you do not specify which way that change is/will go

Question 12

Research hypotheses and directionality: Directional

Answer 12

Directional: predict the direction of the change or difference in the outcome measure between the groups

Question 13

Independent variable

Answer 13

This is what a researcher typically manipulates in a study

It is selected by the researcher to determine its relationship/effect on some other observed variable

The independent variable is plotted on the x-axis of a graph

Question 14

Dependent variable

Answer 14

This is what is measured or observed

This is the outcome of interest as selected by the researcher

The dependent variable is plotted on the y-axis of a graph

Question 15

Control variables

Answer 15

These are variables that are held constant by researchers

The goal is to minimize the effects that these variables might have on the dependent variable or other aspect of the study

Question 16

Cofounding variables

Answer 16

These are variables other than the independent variable that may have an effect on the dependent cariable

They can lead to erroneous conclusions about the relatiobship between the independent and dependent variables

Question 17

Intervening Variable

Answer 17

a conceptual variable

difficult to define/measure

ex. health

Question 18

Reliability

Answer 18

referred to as repeatability or precision
- researcher should consistently get the same output when providing the same input or performing the same measurement

True reliability occurs when our measurements are consistent and free from random errors

Question 19

Factors effecting test-retest reliability

Answer 19

1. Effects of testing
2. Effects of test/re-test intervals
3. Rater bia
4. External factors

Question 20

Effects of testing

Answer 20

Participants ‘learn’ and perform better on subsequent trials

Question 21

Effects of test/retest intervals

Answer 21

Too much rest = boredom

Too little rest = fatigue (physical/mental)

Question 22

Rater bias

Answer 22

People will perform measurement’s slightly differently

Same person should measure the outcome on all participants

Question 23

External factors

Answer 23

Ambient conditions , noise, temperature, distractions

Question 24

Validity

Answer 24

the extent to which an instrument measures what it is intended to measure
‘believability’ or ‘trueness’ of results

Question 25

Can a measurement device be reliable but no valid

Answer 25

yes. sometimes an instrument can be reliable but may not be measuring exactly what you are intending to measure

Question 26

Internal validity

Answer 26

the degree to which a study establishes a cause-and-effect relationship between the treatment (independent variable) and the outcome (dependent variable)

Question 27

Threats to internal validity

Answer 27

Selection History Maturation Testing instrumentation Attrition

Question 28

How to control for/mitigate threats to internal validity

Answer 28

Attrtion/withdrawl/drop-out : intention to analyze all data is analyzed regardless of subjects dropping out or receiving a treatment when they should really be in the control group

Question 29

External validity

Answer 29

refers to whether casual relationships can be generalized to different measures, persons, settings, and times In other words, how generalizable/applicable are the findings to a wider setting

Question 30

Threats to external validity

Answer 30

Selection of participants Selection of treatment Multiple treatment effects Repeated testing

Question 31

Ways to mitigate threats to external validity

Answer 31

Random sampling: randomly drawing people froma. target population to participate in your research Selecting an appropriate research design: reduce the multiple treatment and testing threats. Washout periods will help mitigate the multiple treatment effect

Question 32

Critical appraisal of research

Answer 32

process of carefully and systematically examining research to judge its trustworthiness, and its value and relevance in a particular context. It is an essential skill for evidence based medicine because it allow people to find and use research evidence relaibly and efficiently

Question 33

Social and clinical value

Answer 33

Will answering the research question have a significant value for society or for present or future patients with a particular illness?

Question 34

Scientific validity

Answer 34

is the question researchers are asking answerable? Are the research methods valid and feasible? Is the study designed with a clear scientific objective and does it use accepted principles, methods, reliable practices

Question 35

Fair subject selection

Answer 35

The primary basis for recruiting and enrolling groups and individuals should be the scientific goals of the study - not vulnerability, privilege, or other factors unrelated to the purposes of the study

Question 36

Favourable risk-benefit ratio

Answer 36

Risks can be physical (death, disability, infection), psychological (depression, anxiety , economic (job loss), or social (for example, discrimination or stigma from participating in a certain trial) Has everything been done to minimize the risks and inconvenience to research subjects

Question 37

Independent review

Answer 37

to minimize potential conflicts of interest and make sure a study is ehtically acceptable, an independent review panel with no vested interest in the study should review the proposal and ask question

Question 38

Informed consent

Answer 38

informed consent - individuals are accurately informed, understand the info and how it relates to them, make voluntary decision to participate