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SCS Mine > Research > Flashcards

Research Flashcards

1
Q

type I error

A

false +

you see a difference but there really isn’t one

overcalling it

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2
Q

type II error

A

didn’t get a difference but there should have been one

p value affects
*establish likelihood of type I error
*smaller p value=more likely a true accurate difference

under calling it

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3
Q

CI

A

narrow = less variable data

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4
Q

correlation coefficient

A

0-1
1=better correlation

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5
Q

sensitivity

A

measure of true +

false negative = 1-SN

use a negative test to rule out

associated with -LR

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6
Q

specificity

A

measure of true negative

use a + SP to rule in

false + = 1-SP

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7
Q

PPV- positive predictive value

A

patients who test positive who actually have the disease

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8
Q

NPV- negative predictive value

A

patients who test negative who actually don’t have disease

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9
Q

incidence

A

rate of new cases in specific time

RATE OF CHANGE to express risk of disease

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10
Q

prevalence

A

of cases at a specific time

CANT predict probability because it’s not a rate of change

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11
Q

likelihood ratios

A

closer to 1 = less useful

+LR = Sn / (1-Sp)

-LR = (1-Sn) / Sp

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12
Q

odds ratio

A

odds of event in control group / odds in experimental

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13
Q

P vs alpha value- stat significance

A

P value must be lower than alpha to be statistically significant

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14
Q

level I evidence

A

high quality from RCT, diagnostic studies, prospective studies

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15
Q

level II evidence

A

lesser quality diagnostic studies, prospective studies, RCT
such as improper randomization, <80% f/u, no blinding

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16
Q

level III evidence

A

case control study or retrospective

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17
Q

level IV evidence

A

case series

18
Q

level V evidence

A

expert opinion

19
Q

specificity

A

ability to be negative when a variable is absent

measures the proportion of negatives which are correctly identified.

20
Q

sensitivity

A

ability to be + when variable is present

very sn = good screening tool

proportion of those with a positive test given that they have the condition being tested for

21
Q

LR values

A

+ LR
>10 = large probability of condition
5-10 = moderate
<5 = small
1 = no change

  • LR
    <0.1 = large probability
    0.1-0.2 = moderate
    >0.2 = small
    1 = no change
22
Q

likelihood ratio definition

A

The likelihood that a test result would be expected in a patient with the target disorder compared with the likelihood of the results with a patient without the disorder

Tells you how much a test result changes the pre-test probability of being correct

+ LR = how much to increase suspicion of condition based on + test
-LR = how much to dec suspicion of condition based on in test

23
Q

how to control type II error

A

statistical power
increase number of subjects to decrease error

24
Q

how to control type I error

A

alpha - significance value

25
Q

Kappa coefficient

A

0-1
0= not reliable
1= perfect
<0.4 = poor
0.6=fair
0.75=good
>0.75=excellent
1=perfect

26
Q

inter vs intra rater reliability

A

inter: all PTs will get same (think INTERnet connects many people)

intra: same PT will get same results each time

27
Q

effect sizes- small/mod/large

A
  • 0.2 - small
  • 0.5 - moderate
  • 0.8 - large effect size
  • sample size is related to the effect size; lower effect sizes require higher sample sizes to detect meaningful differences
28
Q

Levels of Evidence 1-5

A
  • 1: High-quality, randomized clinical trial (RCT), prospective or diagnostic study Systematic reviews with homogeneity of RCT
    1. Lesser-quality RCT, retrospective study, cohort, or untreated control RCT Systematic reviews of cohort studies
    1. Case-controlled studies or systematic reviews of case-controlled studies
    1. Case series
    1. Expert opinion
29
Q

Internal validity

A

The ability of a study to correctly measure and identify differences
- Exists when changes in the dependent variable are due to changes in the independent variable
- Indicates good control of the research design

30
Q

Selection Bias

A
  • Refers to the use of improper subjects for the study, who are usually not representative of the population being studied
  • Threat to external validity
31
Q

Odds ratio

A

Gives the probability or odds of an event happening or not

  • Used in case-control and epidemiological studies, and are determined by dividing the incidence in one group by another comparison group
32
Q

Relative Risk

A

Determined by dividing the proportion of the outcome or incidence of the treatment group by the incidence in the control group
- A value of 0 means there was no effect
- Relative risk of <1 indicates a reduced risk or effectiveness of the intervention
- Relative risk of >1 indicates no effect or increased risk.

33
Q

SN

A
  • Ability to correctly identify those with the condition
  • Values are noted as the percentage of patients who have the problem and test positive
  • If a clinical test for an ACL tear is done in 100 patients WITH a tear and the test is positive in 60 patients, it has a 60 percent sensitivity
34
Q

SP

A
  • Ability to correctly identify those without the condition
  • Values are noted as percentage of patients who don’t have the problem and test negative
  • If a clinical test for an ACL tear is done in 100 patients WITHOUT a tear and the test is was negative in 95, the
    test has 95 percent specificity
35
Q

Pearsons R

A

-1 to 0 to 1
-1 = perfect inverse relationship: increase in one variable dependent on decrease in other

36
Q

Grades of evidence

A
  • A: Consistent, Level I studies
  • B: Consistent Level II or III, or extrapolation of from Level I studies
  • C: Level IV studies or extrapolations from Level II or III studies
  • D: Level V evidence or troubling, inconsistent, or inconclusive studies of any level
37
Q

hawthorne effect

A

alter behavior when you know you are being studied

38
Q

nocebo effect

A

negative expectations of treatment cause it to have even more negative effect

39
Q

john henry effect

A

control group perceives they are at disadvantage, so they work harder or may seek other treatment

best way to fix is to blind PARTICIPANTS

40
Q

pygmalion or rosenthal effect

A

belief of authority figure may change outcome

ie teachers thought certain kids had higher IQ, those kids showed greater improvements during the year than everyone else

how to prevent- blind PTs administering treatment AND those evaluating subjects

SCS Mine (29 decks)

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