Research methods and evidence Flashcards

1
Q

Aetiology

A

The study of the causes.

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2
Q

Prognosis

A

a forecasting of the probable course and outcome of a disease, esp. of the chances of recovery.

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3
Q

screening

A

a test or examination to discover if there is anything wrong with someone:

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4
Q

how does EBM bridge the gap between research and clinicians

A

Evidence is reviewed by experts.
Often, this results in Guidelines for treatment, and recommendations for future research.
UK example: National Institute for Health and Clinical Excellence- NICE.
Clinicians’ are expected to implement recommendation.
Some practical problems often arise…

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5
Q

outline the NICE guidelines for mental health and behavioural conditinos

A

23 complete guidelines
Example: three sets of guidelines for depression:
Adults
Children and young people
Depression with a chronic physical health problem

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6
Q

what does EBM stand for?

A

evidenced based medicine

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7
Q

what are the aims of EBM

A
Aim: aims to apply the best available evidence gained from the scientific method to medical decision making.
How? 
By ranking evidence based on:
 the quality of studies
The strength of their findings
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8
Q

what does the , U.S. Preventive Services Task Force use to test if intervention is effective?

A

Level I: Evidence obtained from at least one properly designed randomized controlled trial.

Level II-1: Evidence obtained from well-designed controlled trials without randomization.

Level II-2: Evidence obtained from well-designed cohort or case-control analytic studies, preferably from more than one centre or research group.

Level II-3: Evidence obtained from multiple time series with or without the intervention. Dramatic results in uncontrolled trials might also be regarded as this type of evidence.

Level III: Opinions of respected authorities, based on clinical experience, descriptive studies, or reports of expert committees.

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9
Q

what is the process of an EBM review?

A

Search
Read, include & exclude studies.
Appraise, according to set criteria to establish quality.
Synthesise where possible, by pooling results across studies.

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10
Q

what is EBM research based in?

A

Appraisal
Of published papers

Depends in quality of search
And on good critical criteria

Laboratory tests
Clinical experience

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11
Q

what are the main issues highlighted by EBM research

A

Main issue:
Systematic and
Critical

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12
Q

what is the critical apprraisal of method?

A

Critical Appraisal of Method:
Example of an item: Participants
Who is the study about?

Recruitment
Is it representative? (APD in prisons)
Are inclusion criteria well defined?
GP case notes for the tag ‘depression’, rather than diagnostic criteria
Exclusion
Have groups been included that could unduly sway the results? Women’s’ anxiety levels, not excluding pregnant.

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13
Q

outline a way to assess treatments

A

Randomised control trials
The gold standard

Randomisation:
- Controls for unknown bias and confounding

Blinding: single and double

Control group

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14
Q

why are randomised control trials often flawed?

A

Incomplete randomisation (drop-out, allocation bias)
Length of trial? (e.g. dynamic versus behaviour therapy)
Blinding patients?
Assessor?
Choice of control group? (Are waiting lists ethical?)
Choice of outcome? (Days off work might be a primary outcome to government, but not to patients…)

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15
Q

How can RCT be probalamatic?

A

Clearly successful intervention (implemented already or reviewed in meta-analysis
): replace with head to head or non-inferiority trials.

Unethical (AZT)
antiviral drug- treatment for aids

Very large subject groups needed, or when cases are very rare (Examining the effect of counselling on ‘unifying’ personality in people with split personality)
Arguably, when treatment cannot be standardised (think which psychological model would fare better for standardisation)

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16
Q

outline observational methods as an EBM technique

A
Other forms of evidence: Observational methods: prospective cohorts
Cohort studies (Example):

Hill & Dolls’ famous ‘Doctors Study’ started in 1951, finished in 2001, and provided strong evidence the smoking was closely linked to lung cancer.

17
Q

Outline prospective cohorts

A
Longitudinal.
Baseline measures.
No intervention, observe follow up over time, measure outcome.
Inform about causality.
Often large, costly, and time consuming.
18
Q

give an example of a systematic review of a perspective cohort

A

Examination of GP consultations with patients with uncertain causes/ treatments
Split GP behaviours into affective and cognitive reassurance
Examines patients outcomes at follow up

Pincus T, et al., Cognitive and affective reassurance and patient outcomes in primary care: a
systematic review. Pain. 2013 Nov;154(11):2407-16.

19
Q

outline case-control studies

A

Retrospective.
Select ‘cases’ and match with control group. ‘caseness’ is the outcome.
Measure exposure in the past to suspected factor.
If Odds are significantly higher in cases, exposure factor may have contributed to developing disorder.

20
Q

Outline an example of a case-control study

A
Sudden Infant Death Syndrome (SIDS)
Sudden, unexpected, unexplained
Rare: less than 1 in 1000.
How to investigate?...
Evidence now supports brain abnormalities (in some), viral infection (in some), position face down (in some…)
21
Q

Outline retrospective cohort

A

Schizophrenia and flu in second trimester
First identified from cohort correlation: flu epidemic curve and later incidence increase.
How to study
Brown et al. (2004) were able to analyse blood serum from expecting mothers (59 children with Schizophrenia,105 matched controls)

22
Q

what are cross-sectional/ correlations

A

A snapshot in time: all variables measured simultaneously.

Statistic tests inform on the relationship between two variables: significance and grade of relationship (high, moderate, low).

23
Q

Outline the Bradford Hill criteria

A
Time line
Plausibility of model
Research data from different designs/ samples
Quality of relationship (R, d’, p)
Dose-response
Reversibility
24
Q

what are the problems for EBM?

A
Measurements: 
surrogate (e.g. behaviour for cognition), 
self-report, 
validity (stress?), 
reliability, 
cut-points
Can’t blind
Often ignore / can’t measure main issue (communication)
Multi-faceted problems
25
Q

outline the issues with experiments

A

Can’t always generalise from animals (Seligman et al, 1978)

Can learn about internal processes (e.g. Stroop in Spider Phobics)

High on reliability but what about validity?

26
Q

what is the issues with publication bias

A

Replication (not original)

Refutation (Type II error)

Political (from experimenters or editors)

27
Q

Outline the issues with case reports

A

Individual patients (e.g. Freud)

Form of a story

Can form a case series

Evidence? Controversial

AIDS was identified through case reports

28
Q

Outline the procs and cons of case studies

A

Necessary for rare disorders: split personality or neuropsychology

But no control for bias or confounding

Empirical quality can be improved in single subject designs (experimental, base-line, manipulation, outcome)

29
Q

Outline the hierarchy of case evidence

A
Systematic reviews and meta-analysis
Randomised Control Trials
Cohort studies
Case-control studies
Cross-sectional studies
Case reports
30
Q

outline the strengths of evidence based psycholgoy

A

strong evidnece in
Experiments
Genetic research

BUT most interventions are based on case-studies / experience:
Treatment is never the same for two individuals
Most therapists ‘eclectic’

31
Q

why is EBM not popular?

A

Challenges clinical experience / authority
Forces clinicians to continue learning
Disputes value of clinical decisions based on:
anecdotes,
press cutting,
expert opinion