PPS Flashcards

1
Q

3 Models of Stress

A
  1. Stress as a response: General Adaptation Syndrome.
  2. Stress as a stimulus: Life Change Model
  3. Stress as a process: Transactional Model
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2
Q

Definition of stress

A

A physical and emotional response to any situation that may be perceived as threatening or exceeding the person’s ability to cope with it

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3
Q

Key factors associated with increased stress

A

o Unpredictable (sudden bereavement, made redundant)
o Uncontrollable (noisy neighbours)
o Imminent (driving test today)
o Occurring at unexpected time (being widowed in 30s)
o High amounts of life change (kids)

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4
Q

Stages of GAS model of stress

A
  1. Alarm reaction (immediate reaction)
  2. Resistance (attempts to reverse effects of alarm stage)
  3. Exhaustion (body’s defences/resources are depleted and ability to resist stressor declines)
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5
Q

Strengths of GAS

A

Laid foundations to future stress-physiology research
Highlighted core biological response
1st to outline stress-illness link.

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6
Q

Limitations of GAS

A

Assumes automatic response to external stressor
All stressors don’t produce same uniform response
Individual variability (no consideration for influence of individual psychosocial factors)

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7
Q

In the Life Change Model, stress is seen as:

A

the amount of adjustment/ number of life changes a person is faced with in a certain timeframe e.g. moving house, new job

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8
Q

Limitations to Life Change Model of Stress

A

• People react differently to similar events – is divorce always stressful/can it be relief?
Recall - Evidence based on retrospective assessment-> people who are ill are more likely to look for cause and attribute it to past events.
Severity e.g. death- sudden or expected?
Restricted range of events- disasters omitted, non-events e.g. not becoming pregnant, not getting into university.
Ignores relationship between stressors e.g. major ones can trigger minor ones and vv : difficult to establish causality.
Moderating variables e.g. social support not considered

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9
Q

Strength/ evidence of Life Change Model

A

Evidence:
• Stressful life events are associated with changes in immune response .
• Chronic illness: MS pts- the greater the number of acute life stressors the more likely the relapse.
• Life event stress was associated with more depressive symptoms and worse QoL in individuals w COPD.
Bereavement studies:
• Death of a child aged 10-17 years = 31% inc. in mother’s risk of all-cause mortality.
• Inc. risk of mortality following death of a parent, sibling and spouse (Unexpected bereavement associated with greater risk than bereavement following chronic illness)
Anniversary reactions: Increased mortality risk among mothers who lost a child aged 1 – 17yrs during anniversary of week of death (CVD and suicide most common causes).

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10
Q

According to Lazarus and Folkman stress is

A

a process/ series of transactions

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11
Q

Limitations of Transactional model of Stress (Lazarus and Folkman)

A
  • Lack of empirical evidence (difficult to test)
  • Primary and Secondary appraisal may be linked
  • Emotions may influence appraisal
  • Assumes that demand outweighing resources is all that is needed for stress (doesn’t account for value/ stakes , motivational relevance of stressor can play a role)
  • Variability and complexity of individual stress response
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12
Q

Strengths of Lazarus and Folkman Model of stress (Transactional Model)

A
  • Highly influencial
  • Most applicable as a model
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13
Q

Definition of coping

A

Attempt to manage perceived demands that cause stress.

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14
Q

What are the two coping strategies

A

Problem-focused: Seeks to reduce demands/ increase resources.
Emotion-focused: Seeks to manage emotional response to stressor.

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15
Q

Mediators of stress

A
  • Personality (Type A personality, Neuroticism/ -ve effect, perfectionism)
  • Social support (Instrumental, Informational, Emotional)
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16
Q

Definition of screening

A

Systematic, pop-based method to determine if apparently healthy people are at higher risk of a health condition, so early treatment/info provided, to help them make informed decisions.

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17
Q

Examples of screening programmes in NHS

A
  • Newborn hearing screening programme (NHSP)
  • Diabetic eye screening (DES) programme
  • Breast screening programme (BSP)
  • Cervical screening programme (CSP)
  • Fetal anomaly screening programme (FASP)
  • Newborn blot spot (NBS)
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18
Q

Advantages of screening

A

Early detection of condition - can reduce risk of developing or dying from the disease – provide more options for treatment
Tests are typically quick to perform and cheap

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19
Q

Disadvantages of screening

A

Not 100% accurate:
False ID as high risk – unnecessary anxiety, further tests
False ID of low risk – provide false reassurance

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20
Q

Differentiate between sensitivity and specificity

A

Sensitivity = the ability of a test to correctly ID those with disease
No. of true positives/ no of true positive+ false negatives

Specifity = the ability of a test to correctly classify an individual as disease-free
No of true negatives/ no of true negatives+ false positives

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21
Q

What is Positive predictive value (PPV)?

A

The probability that following a positive test an individual will actually have the disease

True positive/ true positive + false positive

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22
Q

What is the Negative Predictive Value (NPV)?

A

The probability that following a negative test the individual will not truly have the disease

True negative/ true negative + false negative

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23
Q

Describe UK policy for screening for Breast cancer

A

Rationale
Save lives- finding at early stage when too small to see/feel. Screening doesn’t prevent the person from developing breast cancer.

Risks
Some diagnosed & treated that would never otherwise have been found or caused them harm. X-rays from a mammogram can very rarely cause cancer but having one every 3 years for 20 years slightly increases risk. Mammograms do not find all cancers/ can be missed on interpretation.

Criteria
- Inclusion age – all women aged 50 years old up to their 71st birthday invited for breast screening every 3 years. 1st invitations sent between the woman’s 50th and 53rd birthdays.
- Women aged 71 years or older – still at risk. No longer receive screening invitations but can still have breast screening every 3 years.
- Contact - Some local breast screening services may send SMS appointment reminders.

Screening process:
- During screening, 4 mammograms done– 2 for each breast. Performed by a specialist mammographer (female). Appointment ~30 minutes, mammograms only take a few mins.
- 2 views – craniocaudal and mediolateral oblique. Reduces overlapping anatomy, decreases tissue thickness, less scatter/blurring of anatomical structures, less motion and lower radiation dose.

  • Results delivery- sent by post within 2 weeks of appointment. Results also sent to GP.
    Results: no sign of breast cancer = No further tests required & invited again for screening in 3 years.
    Results: further tests needed - triple assessment (1. Breast exam, Hx taken. 2. Imaging – US or additional mammograms. 3. Needle biopsy
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24
Q

Factors Increasing Risk of VTE

A

• Reduced rate of blood flow
• Increased coagulability of blood
• Damage to venous endothelium (e.g. by trauma/severe injury to lower limbs and pelvis)

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25
Q

What is Virchow’s Triad?

A

Describes stasis/ reduced rate of blood flow, increased coagulability of blood, and venous endothelial injury as three important factors that contribute to the initial thrombosis.

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26
Q

Consider strategies for prevention of air travel related DVTs

A

Individual actions:
High Risk individuals
- Avoidance of flights (especially long-haul)
- Elastic compression stockings
- Pharmacological e.g. LMWH – assess possible safety concerns

Low-risk individuals/ Entire population
Lower limb movement (exercise calf muscles while seated, walk about regularly. keep well hydrated, avoid alcohol & coffee)

Societal actions:
Design of airplanes/filling of airplanes
- Seating: Seat density, difficulty leaving seats, narrow or obstructed aisles, trolleys, film screens, (“Economy-class syndrome”);
- Special seats with legroom/aisle access
- Oxygen levels to avoid hypoxia.

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27
Q

Differentiate between precision and accuracy

A

• Accuracy: how close a measured value is to the actual value.
• Precision: how close a series of measurements are to 1 another/ how reproducible the numbers are.

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28
Q

Main Sources of Bias in Case-Control Studies

A

Information bias
Selection bias

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29
Q

What is selection bias

A

Systematic error due to difference in study groups in measured and unmeasured characteristics, leading to differential prognosis of outcome

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30
Q

What is information bias?

A

In which info on exposure obtained from the cases and controls is not comparable (e.g. recall bias – where cases are more motivated to recall exposure than controls)

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31
Q

What is a confounding factor?

A

A factor associated both with exposure and the outcome of interest.

32
Q

How to deal with confounding at design stage of study

A

Make sure that confounding factor is evenly shared between case & control groups.
• Match each case and control to have same level of exposure to confounder e.g. age matching.
• Do the whole study in people at the same level of confounder.

33
Q

How to deal with confounding factors at analysis stage

A

• Examine relationship between exposure and outcome at each level (stratum) of confounder.
e.g. for smoking - Look separately at relationship between air travel and VTE separately in smokers, non-smokers.
• Can then pool the analysis across all strata (ADJUSTED analysis)

34
Q

What is a “Cause” vs “risk factor”?

A

• Cause = factor which increases the risk of a disease occurring.
• Risk factor= ANY characteristic which ID a group at increased risk of disease now or in the future

35
Q

Bradford-Hill criteria

A

A set of principles to establish the relationship between suspected causes and observed effects in the field of public health.

  • Temporality
  • Plausibility
  • Consistency
  • Strength
  • D/R
  • Reversibility
  • Study design
  • Evidence
36
Q

Guiding Principles for selection of control

A

The ideal control is a person who, were they to develop the disease, would have become a case.
• Comes from the same community/source population as cases.
• Representative of the exposure distribution in the source pop.

Sampling frame:
• Pop/community controls are ideal.
• Hospital/sick controls with a dif disease, can have practical advantages, BUT may not represent pop in terms of exposure under study – you may end up finding the risk factors for the control disease, rather than the risk factors for the case disease.
• High participation– similar response rate to cases to avoid selection bias.

37
Q

Number of controls needed per case to give optimal statistical power

A

Between 1 and 4

38
Q

Types of information bias

A

• Recall bias
• Interviewer/observer bias
• Misclassification bias

39
Q

Advantages of a case-control study

A

Can study many exposures in relation to the outcome
Good approach for rate diseases
Does not need such a large sample size
Quick to carry out
Cheaper (due to lower sample size and short time period)

40
Q

Disadvantages of case-control study (compared to cohort)

A

Cannot obtain a measure of incidence or RR
Cannot measure exposure prospectively with standardised approach - this may result in info bias where measurement of exposure is influenced by disease status e.g. recall bias
Often cannot be sure that exposure precedes outcome
Not good for rare exposures
Does not suffer from loss to follow up but may suffer from low response rate

41
Q

4 main functions of GMC under Medical Act 1983

A

1) To keep up-to-date registers of qualified doctors
2) To foster good medical practice
3) To promote/ deliver high standards of medical education and training
4) To deal firmly and fairly with doctors whose fitness to practice is in doubt

42
Q

What is the 4 quadrants approach?

A

Medical indication
Patient preference
QoL
Contextual Factors

43
Q

What are the four principles of ethics (Beauchamp and Childress, 1988)?

A

Non-malefience
Beneficence
Autonomy
Justice

44
Q

Golden Triad of Moral Philosophy

A

Virtue ethics
Conseuentialism
Deontology

45
Q

What info must clinician give for pt to make informed decision

A

P- Procedure
A- Alternatives
R- Risks
Q- Questions

46
Q

To have competence the pt must

A

• Understand the info given
• Retain that info for required time.
• Appreciate relevance of info & weigh up pros & cons to make informed decision
• Communicate decision back to the clinician.

47
Q

What is Bolam Standard

A

“A doctor is not guilty of negligence if he has acted in accordance with a practice accepted as proper by a responsible body of medical men skilled in that particular art”.

48
Q

What act ensures consent needed for removal, storage & use of material from the deceased for all scheduled purposes (incl. transplantation, education/ training, public display)

A

The Human Tissue Act 2004

49
Q

Outline Bernie Neugarten Social Clock Theory

A

The social clock= Cultural timeline set by society on what should be achieved at each life stage

Life course structured through events such as birth, education, work, marriage, childbirth, children leaving home, retirement and widowhood.
• The more predictable the event, the less likely it is to demand individual adjustment (e.g. widowhood for women over sixty).
• The less predictable the event (e.g. death of an adult child) the more effortful the adjustment and the greater the risk of being destabilised.

50
Q

Outline Erikson’s stages of psychosocial development

A

Theory outlines 8 stages of psychosocial development from infancy to adulthood.
Believes that at each stage of life we face a particular type of psychosocial crisis. Successful resolution helps establish a ‘virtue’ that then serves us well in addressing challenges later in life

Infant- Trust vs Mistrust (Virtue = Hope)
Early childhood- Autonomy vs Shame/Doubt (Virtue = Will)
Play age- Initiative vs Guilt (Virtue = Purpose)
School age - Industry vs Inferiority (Virtue = Competency)
Adolescence- Identity vs role confusion (Virtue = Fidelity)
Young adulthood- Intimacy vs Isolation (Virtue = Love)
Middle adulthood- Generativity vs stagnation (Virtue = Care)
Late adulthood- Integrity vs Despair (Virtue = Wisdom)

51
Q

Piaget’s Theory of Cognitive Development

A

Cognitive development of children

4 distinct stages:
- Sensorimotor
- Preoperational
- Concrete operational
- Formal operational

52
Q

Ageing related changes in cognitive functioning

A

• Prefrontal cortex (responsible for executive functions) deteriorates more quickly than other parts of the brain.
• Memory impacted
• Working memory (ability to retrieve information) much more impacted than long-term memory (ability to remember past events) as we age.
• More pronounced declines in episodic memory (ability to remember past events) than semantic memory (ability to remember general information, like facts)
• More pronounced decline in retrieval (ability to ‘go find’ information) than recognition (ability to decide whether information has been encountered before)

53
Q

The Theory of the Third Age (Peter Laslett)

A

• The period in the life course that occurs after retirement but prior to onset of disability.
• Looks at late life as a period of self-fulfilment when individuals can follow their own projects and plan their lives.

54
Q

Social & Psychological Factors Impacting Physical & Mental Health

A
  • Trauma & PTSD
  • Unresolved grief
  • Poverty/inequality
  • Domestic violence
  • Housing/homelessness
  • Adverse childhood experiences
55
Q

Why people in deprived areas are at higher risk of poverty and cancer

A

o More likely to smoke.
o More likely to be obese.
o Less likely to uptake screening.
o Lower recognition of symptoms.
o Have other barriers to seeking help.
o Diagnosed at a later stage or in an emergency.
o Receive different treatment.
o Have worse cancer survival.

56
Q

Barriers to Seeking Help

A

o Worry about wasting time.
o Appointments.
o Worries about tests.
o Bad experience in the past.

57
Q

Lay Beliefs about Cancer

A

o Biological & environmental attributions.
o Lifestyle.
o God, fate, chance & stress

58
Q

According to Demand-Control-Support (DCS) models of work stress by Robert Karasek, in what circumstances is job strain most likely to occur

A

High job demands + low job control/ autonomy + low social support from colleagues = greater stress than workers in high-demand jobs with greater autonomy.

59
Q

What is purpose of Health Belief Model

A

• Predicts that a specific health behaviour is more or less likely based on perceived threat, perceived benefits and perceived barriers to that behaviour.

60
Q

What are the 6 constructs of the HBM

A

i. Perceived susceptibility to disease
ii. Perceived severity of disease
iii. Perceived benefits to action
iv. Perceived barriers to action
v. Cue to action
vi. Self-efficacy

61
Q

Limitations of HBM

A

• Doesn’t define how to test relationships between different elements in the model.
• May overestimate the role of ‘threat’
• Doesn’t acknowledge the role of habit or social norms in motivation for behaviour change.
• Assumes rationality for basis of decision making, downplaying role of emotion in decisions we make.
• Assumes that beliefs are static and fixed and does not account for interpersonal dynamics.
• Cognitive biases – Positive Illusions Theory (Taylor & Brown, 1988) – people consistently underestimate their likelihood of being involved in accidents, contracting disease and overestimate their potential.

62
Q

Utility of HBM

A

• Research supports that individual’s perceptions of susceptibility, beliefs that the problem is severe & the perception that action outweighs the costs involved are related to a no. of health behaviours.
• IDs importance of barriers & benefits to behaviour change.
• Benefits and barriers consistently the strongest predictors in the model.

63
Q

Name the Social cognition models

A

Health Belief Model
The Theory of Planned Behaviour

64
Q

Utility of Theory of Planned Behaviour

A

• Intentions can predict some behaviours – interventions which-> large changes in intention can -> changes in behaviour, although these are much smaller.
• Highlights perceived behavioural control (PBC) as a key factor in behaviour change.
• Acknowledges role of social norms in influencing our behaviour.

65
Q

Limitations of Theory of Planned Behaviour model

A

• Intentions don’t fully explain behaviour: Meta analyses of intention behaviour relationship= 28%
• Excludes unconscious and emotional influences on behaviour (Focus on rationale reasoning)
• Past behaviour is often a good predictor of behaviour.
• Assumes that behaviour = result of a linear decision-making process & does not consider that it can change over time.

66
Q

Stages in transtheoretical model

A

Pre-contemplation
Contemplation
Preparation
Action
Maintenance
Relapse

67
Q

Utility of Transtheoretical model

A

• Intuitively appealing model which is popular in practice.
• Some support for interventions based on stage models.
• Broad and has identified many useful processes involved in behaviour change.

68
Q

Limitations of Transtheoretical model

A

• Stage definitions arbitrary and vary widely between studies and lead one to assume this process occurs in all behaviour change.
• Assumes that change is planned and involves conscious decision making – spontaneous change left out.
• Precontemplation, Contemplation and Preparation could be viewed as a continuum of ‘desire’ rather than discrete stages.
• Role of social influences is limited.
• Suggests insight into behaviour/impact in order to change.

69
Q

Intention is said to be the result of a process that takes account of:

A

• Attitudes
• Subjective norms
• Perceived behavioural control

70
Q

What is the null hypothesis?

A

Hypothesis that there is no real difference between the groups being tested

71
Q

When to reject or not reject null hypothesis

A

If p > 0.05 don’t reject null
If p < 0.05, reject null

72
Q

What is a type I error in statistical testing

A

A false positive
When the effect of an intervention is deemed significant when it is not

73
Q

What is a type II error in statistical testing

A

It is a false negative
When results are deemed insignificant although they are significant

74
Q

When might type II errors occur

A

• More likely to occur when sample sizes are too small, the true diff or effect is small, and variability is large.

75
Q

Causes of type I error occurring

A

uncontrolled confounding influences, and random variation

76
Q

5 steps of EBM

A
  1. Asking answerable questions
  2. Search for the evidence
  3. Critically appraise results (unless pre-appraised)
  4. Decide what action to take form findings
  5. Evaluate your new or amended practice