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More SciPrac > Lec 2 > Flashcards

Lec 2 Flashcards

1
Q

The aim of critical appraisal is to understand…

A

the strengths, weaknesses, and potential for bias in research before you apply it (e.g. in practice).

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2
Q

What were the examples of biases covered in class? (just the names)

A

Dig Sand Maybe Really Play Right design, selection/sample, measurement, response, performance, reporting bias

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3
Q

What is design bias?

A

Failure to account for inherent biases. A specific example of design bias in therapy research could be related to the structure of the therapy sessions in the intervention. For instance, if a study comparing two therapeutic approaches schedules more sessions for one treatment group than for the other, this would create a structural design bias.

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4
Q

What is selection/sampling bias?

A

Non representative (but may not want to if you’re for example doing research on interventions on dementia)

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5
Q

What is measurement bias?

A

An inaccurate or poorly designed measure (is your scale validated?)

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6
Q

What is response bias?

A

Consciously or subconsciously responding according to what the experiments ‘wants’ or ‘expects to find’

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7
Q

What is performance bias?

A

when participants or researchers act differently because of allocation in control or experimental group

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8
Q

What is reporting bias?

A

Errors, or bias toward publication of positive results

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9
Q

What are three questions to ask when critically appraising evidence (venn diagram)?

A

Is the evidence valid?
Is the evidence applicable/relevant?
Is the evidence clinically significant / clinically important?

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10
Q

What are four questions you can ask to critically appraise a study?

A

Does the study address a clearly focused question?
Did the study use valid methods?
Are the valid results of this study important?
Are these valid, important results applicable?

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11
Q

When was CONSORT first published?

A

1996 (updated 2001)

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12
Q

What is a systematic review?

A

A systematic review summarises the results of available carefully designed healthcare studies (controlled trials) and provides a high level of evidence on the effectiveness of healthcare interventions.
Judgments about the evidence (from several trials) can inform recommendations for healthcare.
These reviews are complicated and depend largely on what clinical trials are available, how they were carried out (the quality of the trials) and the health outcomes that were measured.

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13
Q

What exactly is a meta-analysis (as in how does it differ from a systematic review)?

A

Review authors pool numerical data about effects of the treatment

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14
Q

What are the steps in a systematic review?

A
  1. Determine the research question (should be fairly narrow - otherwise too many papers to examine)
  2. Assemble the research team
  3. Determine if there are any registered (in process) or published systematic reviews on your topic
  4. Develop and register the protocol of your study
  5. Develop a comprehensive search strategy, informed by your inclusion and exclusion criteria
  6. Select studies for inclusion based on the predefined criteria
  7. Extract and analyse the data
  8. Interpret and synthesise results for publication
  9. Update review as required
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15
Q

What are two screening questions to ask when appraising a systematic review?

A

Did the review address a clearly focused question?
Did the authors look for the right type of papers?

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16
Q

Applying the results to your client incorporates:
(5 things)

A
  • some assessment of their individual baseline risk
  • judgement about whether the evidence can be extrapolated to your client
  • understanding of factors that may increase the benefits or harm their experience
  • considering what are my client’s values and preferences?
  • asking can this practice be implemented in this setting?
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17
Q

What are the benefits of qualitative research, what does it add? (5 things)

A
  • Can provide insights into a problem
  • Provides rich data from individuals’ experiences
  • Qualitative research can fill a gap or complement [quantitative studies]
  • Helps to gain a rich understanding of underlying reason, opinions and motivations (e.g. for a treatment or effect).
  • Qualitative methods may also determine patients’/clients’ experience of, and with, an intervention. If this is negative (e.g., side effects of medication, behavioural intervention too time consuming) it will impact on treatment uptake.
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18
Q

What is the efficacy of treatment (as opposed to effectiveness) and what kind of validity is it’s focus?

A

The efficacy of treatment is determined by a clinical trial or trials in which many variables are carefully controlled to demonstrate that the relationship between the treatment and outcome are relatively unambiguous.
Efficacy studies emphasise internal validity of the experimental design
Controlling the types of patients included in the study (e.g. limiting comorbidity)
◦ Using manuals to standardise treatment delivery
◦ Training and monitoring therapists
◦ Controlling the number of treatment sessions
◦ Random assignment to conditions and the use of blinding procedures for raters.

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19
Q

What is the effectiveness of treatment (as opposed to efficacy) and what kind of validity is it’s focus?

A

Effectiveness studies seek to examine the outcomes of interventions under circumstances that more closely approximate the real world i.e., they emphasise the external validity of the experimental design. Thus, clients may be more heterogenous, the number of treatment sessions may not be fully controlled, and may reflect delivery that is more routine in clinical settings (e.g., therapy is not manualised, therapist adherence is not monitored).

20
Q

What are ethics?

A

branch of philosophy that deals with the principles of behaviour expected by a group or profession
* Guiding principles promoting fairness and expectations, which help us to decide what is good or evil.
* Standards which govern the life of a person.

21
Q

What are morals?

A

Morals include the social, cultural and religious beliefs or values of an individual or group which tells us what is right or wrong.
* They are the rules and standards made by the society or culture which is to be followed by us while deciding what is right.

22
Q

What is one difference between morals and ethics?

A
  • Ethics are generally uniform - followed to the letter
  • Morals can differ from culture to culture.
23
Q

What is the purpose of the National Statement on Ethical Conduct in Human Research?

A
  • Promote ethically good human research
  • Clarify responsibilities of ethical review bodies in ethical review of research
    • Deliberate potential issues
    • Justify decisions you make based on following guidelines
24
Q

What is human research?

A

Research that is conducted with or about people, or their data or tissue.

Research involvement of human beings through:
* surveys, interviews, focus groups
* undergoing medical, mental, health assessments or treatments
* being observed by researchers
* accessing data or personal records
* Collection of body organs, skin tissues or fluids, or exhaled breath

25
Q

The minimum membership of an HREC is ….

A

8

26
Q

within an institutional board like at UQ) as far as possible an HREC should consist of (which people):

A

(a) there should be equal numbers of men and women; and
(b) at least one third of the members should be from outside the institution for which the HREC is reviewing research.
This minimum membership is:
(a) a chairperson
(b) at least two lay people, one man and one woman, who have no affiliation with the institution and do not currently engage in medical, scientific, legal or academic work;
(c) at least one person with knowledge of, and current experience in, the professional care, counselling or treatment of people; for example, a nurse or allied health professional;
(d) at least one person who performs a pastoral care role in a community, for example, an Aboriginal elder, a minister of religion;
(e) at least one lawyer, where possible one who is not engaged to advise the institution; and
(f) at least two people with current research experience that is relevant to research proposals to be considered at the meetings they attend.

27
Q

What are potential harms that can occur as a result of research?

A

Physical harms, Psychological Harms, Devaluation of Personal worth, Social Harms

28
Q

What is psychological harm?

A

includes feelings of worthlessness, distress, guilt, anger, or fear related, for example, to disclosure of sensitive or embarrassing information

29
Q

What is devaluation of personal worth?

A

includes being humiliated,
manipulated or in other ways treated disrespectfully or unjustly

30
Q

What are social harms?

A

includes damage to social networks or relationships with others

31
Q

According to the APS, a less serious harm is discomfort, how is this defined?

A

can involve body and/or mind. Discomforts include, for example, minor side-effects of medication, the discomforts related to measuring blood pressure, and anxiety induced by an interview.

32
Q

Informed Consent should be:

A
  • Voluntary choice
  • Based on sufficient information
  • Adequate understanding of both the proposed research and implications of participation in it
  • Written, verbal or other means
  • Consent and Assent (continuous and ongoing agreement) and withdrawal
33
Q

When obtaining informed consent…psychologists inform participants about: (APA code) 8 things

A
  1. The purpose of the research, expected duration, and procedures;
  2. Their right to decline to participate and to withdraw from the research once participation has begun;
  3. The foreseeable consequences of declining or withdrawing;
  4. Reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects;
  5. Any prospective research benefits;
  6. Limits of confidentiality;
  7. Incentives for participation;
  8. Whom to contact for questions……”
34
Q

When it is necessary for scientific purposes to conduct a study without fully informing participants of its true purpose, the investigator must ensure…

A

that participants do not suffer distress from such a procedure.

35
Q

TRUE/FALSE: Ethics guidelines do not permit the use of deception, even in exceptional circumstances,

A

FALSE They do permit it in exceptional circumstances if it is justified in cost-benefit (utilitarian) terms, and with appropriate debriefing. using deceptive techniques are justified by the study’s significant value (e.g. knowledge); and effective non-deceptive alternatives procedures are not feasible There is no likely reason to assume that participants would not have consented if they would have known before the start of the study what the study involved

36
Q

What are four things you must ensure you do in your study if you have to deceive participants.

A
  • Ensure study does not increase the risk of harms
  • Participants are debriefed
  • Participants retain the right to discontinue at any time
  • Debriefing must fully inform participants and ask for their permission to retain data
37
Q

What are four areas in Science where Honesty and Dishonesty come into play

A
  • plagiarism
  • authorship
  • predatory journals
  • falsifying or misrepresenting data
38
Q

Academic misconduct includes: (10 examples total)

A
  • Cheating
  • Collusion
  • Plagiarism
  • Falsifying data
  • Research misconduct
  • Grade tampering
  • Accessing examination materials without consent
  • Impersonating another student
  • Falsifying documents for academic advantage (e.g. a medical certificate, a bibliography), or
  • Changing the work of another student in a group without their consent.
39
Q

TRUE/FALSE The APA dictates: “Psychologists do not present portions of another’s work or data as their own, even if the other source is cited occasionally.”

A

TRUE

40
Q

The order of authorship of any publication is dependent on the relative contribution of the researchers/authors, factors such as:

A
  1. Conception of the idea for the study;
  2. Development of the design;
  3. Collection of the data;
  4. Analysis of the data;
  5. Conduct of the literature review; and
  6. Drafting and revising the article.
41
Q

According to UQ rules, attribution of authorship depends to some extent on the discipline but, in all cases, must be based on substantive contribution to at least one, and usually more than one, of the following activities:

A

(1) conception and design of the project;
(2) analysis and interpretation of the research data on which the publication is based;
(3) drafting significant parts of the publication or critically reviewing it so as to contribute to the interpretation.

42
Q

What are four types of contributions that should NOT justify being listed as an author on a study:

A

(1) being an Organisational Unit Head, holding other positions of authority, or personal friendship with the authors;
(2) providing a technical contribution but no other intellectual input to the project or work to be submitted;
(3) providing routine assistance in some aspects of the project, the acquisition of funding, or general supervision of the research team or research higher degree candidate;
(4) providing data that have already been published or materials obtained from third parties, but with no other intellectual input.

43
Q

What are some red flags that a journal might be predatory:

A
  • quick turn around
  • Accept articles for publication along with author’s fees (as distinct from reputable open access publishing)
  • Publish (for a fee) without providing peer-review or editing services.
44
Q

What are some things you can do to check whether a journal is predatory?

A
  • Always check the website thoroughly. …
  • Check if the journal is a member of DOAJ, COPE, OASPA or STM. …
  • Check the journal’s contact information. …
  • Research the editorial board. …
  • Take a look at their peer review process and publication timelines. …
  • Read through past issues of the journal.
45
Q
A

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