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Critical Inquiry final > notes from first half of review sheet > Flashcards

notes from first half of review sheet Flashcards

1
Q

What is Tradition

A
  • Precedent- what we’ve always done
  • Allows for shared language and communication
  • Lacks external validation, Stifles search for new info, Rejects contrary evidence
  • appropriate to use when it works for your patient
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2
Q

what is Authority

A
  • Often based on success, popularity
  • useful when scientific evidence is weak or not available
  • stifles critical analysis
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3
Q

Trial & Error

A
  • it may work but, it may not be the best response
  • Useful when no other basis for making a decision
  • knowledge not always shared, not systemic, time consuming
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4
Q

Deductive Reasoning

A
  • General to specific
  • it allows you to use logic to justify work-related decisions
  • reliable source
  • tests to see an existing theory
  • dependent on the truth of premise, organizes but doesn’t create new knowledge, doesn’t account for outliers or unfamiliar scenarios

Ex: Cold decreases fluid infiltration in tissue. Edema occurs in ankle sprains due to fluid infiltration, therefore, cold decreases edema following an ankle sprain.

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5
Q

Inductive reasoning

A

-Develops generalizations from specific observations
(specific to general)
-it helps to see patterns, and tests to see a developing theory
-Basis of common knowledge (problem-solving tactic)
-dependent on representativeness of observations

ex. Ice decreases swelling in swollen knees and elbows, it may, therefore, decrease swelling in other joints

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6
Q

Primary source

A
  • the original report of research written by researchers
  • comes from direct study
  • top ranking
  • Journal or research article
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7
Q

Secondary source

A
  • Books, chapters, anecdotes, case reports, opinion articles, conference proceedings, theses and dissertations
  • someone else’s interpretation
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8
Q

teritary source

A
  • research about the research

- Meta-analysis or systematic reviews

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9
Q

What does it mean to critically appraise an article or a number of articles?

A

To review the literature, understand the study as a whole, and then analyze each section.

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10
Q

Why should we critically appraise an article?

A

Allows us to answer clinical questions, solve problems, provide our best care to patients, and educate others

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11
Q

Title section

A

The information included is: to identify the purpose of the study, population, variables studied, equipment or tests used.

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12
Q

Introduction

A

This section includes the problem, question, hypothesis, and null hypothesis.

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13
Q

methodology

A

-Information included are the subjects, (demo, inclusion/exclusion),
Inclusion: those who can participate
Exclusion: who can’t participate in the study
-instrumentation, procedures, and analysis
-To understand the design of the project. Instructs the reader on the way that things “will be done”

Tests, assessments( validity or procedure)

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14
Q

Data analysis

A

To understand the data and what information was analyzed.

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15
Q

results

A

Just the facts of the research study and NO interpretation. Discuss the subject demos, the data analysis, and the hypothesis

Tables/graphs/visuals
subject demographics/
Hypothesis- whether it was supported or not

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16
Q

discussion

A
  • To understand the authors logical interpretations on the research
  • Subjections can vary here, explain what data means and how the data supports the hypothesis/question. Acknowledges limitations and accounts for differences
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17
Q

conclusion

A

Summary of each section to get an overview with a definitive closing statement-not redundant

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18
Q

hypothesis

A
  • a predictive statement

- proposes an expected result.

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19
Q

null hypothesis

A

a statement of no difference

-has no effect or relationship between variables

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20
Q

operational

A

something that is measurable. Uniqueness
-pain scale on a 0-10 is a sharp pain in the low back
(very specific)

21
Q

conceptual

A

-textbook definition, does it explain the construct ( how well the two variables actually relate) , more generalized
-pt. in pain is it sharp, dull, aching, having paresthesia, shooting etc.
(more general)

22
Q

reliability

A

consistency, degree of dependability

“it is the degree to which the result of measurement, calculation, or specification can be depended on to be precise”

23
Q

instrument reliability

A

the measurements within the instrument – using a device to measure consistency

24
Q

intra-rater reliability

A

within the same researcher, pre vs post how consistent are the measurements by the same person

25
Q

inter-rater reliability

A

how consistent is the measurements between two researchers, do they get the same or similar results

26
Q

validity

A

It provides a sense of usefulness and truthfulness to understand how a test or measurement is intended to perform.

27
Q

internal validity

A

How well the experiment was performed by limiting confounders. We ask was the research done “right”?

28
Q

Threats to internal validity

A

selection bias, history, maturation, attrition, testing effect, reactive measurements, instrument variability, lacking blinding between groups

29
Q

external validity

A

results of the experiment can be generalized to the target population. We ask if the study is useful outside of the parameters of the study.

30
Q

threats to external validity

A

treatment interaction, setting, timing, Environment not similar, passage of time, subject characteristics not similar at baseline

31
Q

construct valdity

A

how well the two variables relate to each other

32
Q

content validity

A

how well every aspect of the construct was measured

33
Q

statistical validity

A

how reliable and accurate the conclusions were from the statistical analysis

34
Q

foreground

A
  • also referred to as PICO (patient, intervention, comparison, outcome)
  • Developed in response to the need to identify evidence regarding the use of a specific intervention in the management of a particular patient

ex. In a 38-year-old female with carpal tunnel syndrome, what is the efficacy of exercise and ergonomic interventions compared to no treatment for decreasing pain and disability?

35
Q

background

A
  • Leads clinicians to information regarding the specific pathology, they usually do not provide clinicians with up-to-date information about optimal treatment options for patients.
  • Developed to enhance knowledge relative to a specific disorder.

ex. What causes carpal tunnel syndrome?
Why do patients develop coronary artery disease?

36
Q

level I evidence

A

High Quality ( experimental, diagnostic, prognostic, and treatment, randomized control studies)

37
Q

level II evidence

A

Quasi Experiment - attempts to establish a cause-and-effect relationship (often have higher external validity)
may have weaker diagnostic criteria, reference standards, improper randomization, <80% follow up

38
Q

level III

A

Case Controlled/retrospective studies

less quality evidence, follow up is rare, retrospective: hypothesis is formulated after data collection

39
Q

level IV evidence

A

Case series/ case studies

has more room for bias, opinion and lower strengths of evidence

40
Q

level V evidence

A

Expert Opinion

More bias, opinions, and little to no strengths of evidence

41
Q

nominal

A 
Qualitative- No ordering or direction
very black and white 
your either this or not 
-categorizes and labels values
ex. Marital status, gender, ethnicity
42
Q

ordinal

A

Qualitative- Rankings, order, or scaling
very fluctuating it can change
-categorizes and labels values, ranks categories in order
Student letter grade, NFL team ranking

43
Q

interval/continuous

A

Quantitative
the sum of the moment every time
-categorizes and labels values, ranks categories in order, has known equal intervals
The temperature in Fahrenheit, SAT scores, IQ, Year

44
Q

ratio/discrete

A

Quantitative
can compare two numbers
-categorizes and labels values, ranks categories in order, has known equal intervals, has a true or meaningful zero
Age, height, weight

45
Q

independent variable

A

is the cause

46
Q

dependent variable

A

the variable being tested or measured in an experiment

47
Q

qualitative

A
  • Descriptive- relating to words and languages-describes certain attributes
  • lots of info in a small sample size
  • research is flexible
  • open ended questions
  • specific insights
  • Lack of statistical representation
  • results are difficult to replicate
  • ex. documents, pictures, audio recordings, descriptions or labels
48
Q

quantitative

A

-Countable or measurable- relating to numbers - tells us how many, how much, how often
-gather large amounts of data
-easier to generalize data
-straight to the point questions
-Get a less detailed picture
-lacking context
-can have possible misinterpretation by consumer
-no in-depth information
measurements, ROM, cost, weight

Critical Inquiry final (1 decks)

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