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First Year Comprehensive Review > Research & Research Stats Review > Flashcards

Research & Research Stats Review Flashcards

1
Q

The Research Question

P.I.C.O stands for = ?

A
  • P = Population, patient, problem
  • I = Intervention or exposure
  • C = comparison
  • O = Outcome
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2
Q

Components of Theories

Essential building blocks of theories = ?

A

Concepts = essential building blocks of theories

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3
Q

Components of Theories

concepts that are intangible = ?

A

Constructs = concepts that are intangible

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4
Q

Components of Theories

concepts are integrated into a generalized theory = ?

A

Propositions = concepts are integrated into a generalized theory

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5
Q

Components of Theories

A simplification of a theory; a structural representation of interrelated concepts = ?

A

Models = a simplification of a theory; a structural representation of interrelated concepts.

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6
Q

What kind of reasoning

Broad to specific = ?

A

Deductive reasoning:

  • Top-down
  • Broad to specific
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7
Q

What kind of reasoning

Specific to broad = ?

A

Inductive:

  • Bottom-up
  • Specific to broad
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8
Q

3 Pillars of EBP = ?

A
  • Best available research
  • Patient values and preferences
  • Clinical expertise
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9
Q

Levels of evidence

  • 1a = ?
  • 1b = ?
  • 2a = ?
  • 2b = ?
  • 3a = ?
  • 3b = ?
  • 4 = ?
  • 5 = ?
A
  • Level 1a: SR/MA of RCTs
  • Level 1b: RCTs
  • Level 2a: SR of Cohort Studies
  • Level 2b: Cohort studies
  • Level 3a: SR of case control studies
  • Level 3b: Case-control study
  • Level 4: case study or case series, cross sectional study
  • Level 5: Clinical experience, expert opinion, mechanism-based reasoning
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10
Q

5 A’s of EBP = ?

A
  • Ask
  • Acquire
  • Appraise
  • Apply
  • Assess
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11
Q

Four parts of informed consent = ?

A
  • Disclosure
  • Comprehension
  • Voluntariness
  • Competence
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12
Q

3 Ethical principles = ?

A
  • Respect for persons =
  • Beneficence =
  • Justice =
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13
Q

Groups who are considered vulnerable are = ?

A
  • Prisoners
  • Pregnant women
  • Children

Assent: the form of consent with children, but still need a yes from parent/legal guardian

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14
Q

Types of harm = ?

A
  • Physical: injury, side effects, or no improvement
  • Economic: cost to participate
  • Social
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15
Q

Examples of ethical issues in research = ?

A
  • Tuskegee Syphilis study: no equitable distribution
  • Nuremberg trials: lack of consent and no benefits
  • Henrietta Lacks cells: lacked consent
  • Willowbrook hospital hepatitis study: lacked consent
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16
Q

Code of ethics

First formal guidelines, voluntary consent to participate = ?

A
  • Nuremberg code: first formal guidelines, voluntary consent to participate
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17
Q

Code of ethics

Independent review of protocols = ?

A
  • Declaration of Helsinki: independent review of protocols
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18
Q

Code of ethics

Clearly stated research design, informed consent = ?

A
  • National research act: clearly stated research design, informed consent
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19
Q

Code of ethics

The common rule:

A

Belmont report: the common rule

  • Respect for persons
  • Beneficence (Do no harm)
  • Justice
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20
Q

What level of measurement ?

A

Nominal: Named Variables

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21
Q

What level of measurement ?

A

Ordinal:

  • Named
  • Ordered Variables
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22
Q

What level of measurement ?

A

Interval:

  • Named
  • Ordered
  • Propotionate interval between variables
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23
Q

What level of measurement ?

A

Ratio:

  • Named
  • Ordered
  • Propotionate interval between variables
  • Can accomodate absolute zero
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24
Q

Reproducibility and consistency of a measurement = ?

A

Reliability:

  • Reproducibility and consistency
  • Consistency of a measurement
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25
Q

Accuracy and correctness / Alignment of the measurement with a targeted construct = ?

A

Validity:

  • Accuracy and correctness
  • Alignment of the measurement with a targeted construct
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26
Q

Reliability is a prerequisite for ?

A

Reliability is a prerequisite for validity

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27
Q

Types of evidence for validity

A

- Face: appears to test what is intended to; judged by users of a test after the test is developed

- Content: do the measurements represent the concept

  • More commonly used in questionnaire development

3 requirements:

  • Must represent full scope of construct being studied
  • The number of items are proportionate to the importance of that component
  • No irrelevant items

- Criterion-related: can the outcomes of the test/instrument establish a gold standard, Highest and most objective form, and measured by correlation coefficients.

  • Concurrent: scores from a new measure correlate with scores from a well-known measure
  • Predictive: outcome of target test can be used to predict a future criterion score or outcome

- Construct: reflects the ability of an instrument to measure the theoretical dimensions of a construct

  • Cannot observe but can measure!
  • Convergence: correlation with groups that go hand in hand
  • Divergence: low correlation on different tests
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28
Q

Types of measurement error = ?

2

A
  • Systematic error: always overestimating or underestimating
  • Random error: due to chance; unpredictable
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29
Q

Sources of measurement error = ?

3

A
  • Rater: error in perception or reporting of measurement
  • Instrument
  • Variability of characteristic being observed
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30
Q

Quantifying reliability

Relative reliability vs. Absolute reliability = ?

A
  • Relative reliability: ratio of total variability between scores to variability within scores
  • Absolute reliability: how much of a measured value is likely due to error; expressed in same units as measurement
31
Q

ICC scores

  • ICC > 0.9 = ?
  • ICC > 0.8 = ?
  • ICC > 0.75 = ?
  • ICC < 0.75 = ?
A
  • ICC > 0.9 = best for clinical measures
  • ICC > 0.8 = acceptable
  • ICC > 0.75 = good
  • ICC < 0.75 = poor to moderate
32
Q

Types of reliabilities = ?

6

A

- Test - retest:

  • An instrument/ tool is capable of measuring a variable consistently
  • Conditions that noticeably change over time are not good for this

- Intra-rater

  • “with-in raters”: degree that examiner agrees with themselves
  • Rater bias: when one rater takes 2 measurements; influenced by memory of 1st score

- Inter-rater

  • “between” raters: 2+ raters who measure the same group of people
  • Best assessed in a single trial

- Internal consistency:

  • Often used to construct and evaluate scales/questionnaires
  • Estimates how well the items that reflect the same construct yield similar results

- Internal consistency – split half:

  • Take all questions, divide (odd-even), and compare halves

- Alternate form:

  • To see if 2 versions of the same instrument are equivalent
33
Q

MDC vs. MCID = ?

A

Responsiveness:

- Minimal detectable change (MDC)

  • Value at which observed change is NOT measurement error
  • Below this score = measurement error

- Minimally clinically important difference (MCID)

  • Ability of an instrument to detect minimally important change
34
Q

Components of Pedro = ?

A
  1. Eligibility criteria were specific
  2. Random assignment
  3. Allocation concealed
  4. Were the groups similar at baseline
  5. Subject blinding
  6. Therapists
  7. Raters
  8. Key outcome measure in >/= 85% of subjects
  9. Intention to treat
  10. Was there between-group statistical compairson for at least one key outcome
  11. Is there a point measure and measure of variability for at least one outcome
35
Q
  • Probability of type 1 error = ?
  • Probability of type 2 error = ?
A
  • Alpha: Probability of type 1 error (set before the study)
  • Beta: Probability of type 2 error
36
Q

?

A

Type I Error (False positive)

37
Q

?

A

Correct outcome (True positive)

38
Q

?

A

Correct outcome (True negative)

39
Q

?

A

Type II Error (False negative)

40
Q

calculated probability of type 1error = ?

A

p-value: calculated probability of type 1error (calculated after the study)

41
Q

calculated value for t-test = ?

A

t-statistic: calculated value for t-test

42
Q

calculated value for ANOVA = ?

A

F-statistic: calculated value for ANOVA

43
Q

equal variances for RM ANOVA = ?

A

Mauchly’s W: equal variances for RM ANOVA

  • r: correlation coefficient
  • r2: the percent variance in one variable explained by the other
44
Q

effect size for t-test = ?

A

Cohen’s d: effect size for t-test

45
Q

effect size for ANOVA = ?

A

Eta squared: effect size for ANOVA

46
Q

reliability for continuous data (unitless) = ?

A

ICC: reliability for continuous data (unitless)

47
Q

reliability for categorical data (unitless) = ?

A

Kappa: reliability for categorical data (unitless)

48
Q

measure of internal consistency = ?

A

Cronbach’s alpha: measure of internal consistency

49
Q

Three things we need to know about confidence intervals = ?

A

- Point estimate: a single value that represents the best estimate of the population value

- Confidence interval: a range of values that we are confident contains the confidence interval

- 95% Confidence interval: If we were to repeat sampling many times, 95% of the time the confidence interval would contain the true population mean.

50
Q

Multiple comparison tests

  • Independent groups ANOVA = ?
  • Repeated MeasuresANOVA = ?
A

Multiple comparison tests - Anova

  • Independent groups: Fisher’s, Tukey’s HSD, Bonferroni
  • Repeated Measures: Fisher’s, Sidak’s, Bonferroni
51
Q

Equal Variances - Levene’s Test

What should we know about p-values = ?

A

Equal Variances - Levene’s Test

  • p < 0.05 variances are not equal
  • P > 0.05 variances are equal

This is done before the interpretation of the results of the t-test or ANOVA

52
Q

Utilized for a one-way RM ANOVA and is interpreted the same as Levene’s = ?

A

Mauchly’s W is utilized for a one-way RM ANOVA and is interpreted the same as Levene’s.

53
Q

How can we increase power = ?

A
  • increase alpha
  • increase effect size
  • decrease variance
  • increase sample size
54
Q

Strength of correlations

  • 0-0.25 = ?
  • 0.25-0.5 = ?
  • 0.5-0.75 = ?
  • 0.75-1.0 = ?
A

Strength of correlations

  • 0-0.25 = None to low
  • 0.25-0.5 = Low to medium
  • 0.5-0.75 = Medium to strong
  • 0.75-1= Strong
55
Q

Correlations - Effect Size

  • 0-0.1= ?
  • 0.1-0.3 = ?
  • 0.3-0.5 = ?
A

Effect size

  • 0-0.1= Low
  • 0.1-0.3 = Medium
  • 0.3-0.5 = Large
56
Q

Relative Risk

RR of 1.5 means that those with exposure are = ?

A

Relative Risk

  • Used for cohort studies
  • Classify participants by exposure
  • RR of 1.5 means that those with exposure are 1.5 times more likely to develop the outcome
57
Q

Odds ratio

OR of 1.5 means that the odds of the outcome are = ?

A

Odds ratio

  • Used for case control studies
  • Classify participants by outcome
  • OR of 1.5 means that the odds of the outcome are 1.2 times higher in those that have been exposed
58
Q

Number needed to treat vs. Number needed to harm

A
  • Number needed to treat = The number of patients needed to treat to avoid one poor outcome
  • Number needed to harm = The number of patients needed to treat to cause one poor outcome
59
Q

Diagnostic accuracy

  • Sensitivity = ?
  • Specificity = ?
  • Positive Likelihood Ratio = ?
A
  • Sensitivity: The probability of detecting a true positive
  • Specificity: The probability of detecting a true negative
60
Q

Positive Likelihood Ratio vs. Negative Likelihood Ratio

A

- Positive Likelihood Ratio: the likelihood that a person who tests positive has the condition

  • 1-2 = Small
  • 2-5 = Small, sometimes important
  • 5-10 = Moderate
  • 10+ = Large and often conclusive shift

- Negative Likelihood Ratio: The likelihood that a person who tests negative has the condition

  • 0.5-1= Small
  • 0.2-0.5 = Small, sometimes important
  • 0.1-0.2 = Moderate shift
  • < 0.1= Large and often conclusive shift
61
Q

?

A

Mann-Whitney U

62
Q

?

A

IG ANOVA

63
Q

?

A

Krusal-Wallis ANOVA

64
Q

?

A

Paired T-Test

65
Q

?

A

Wilcoxon Signed-Rank

66
Q

?

A

RM ANOVA

67
Q

?

A

Friedman’s ANOVA

68
Q

?

A

Unpaired T-Test

69
Q

?

A

Pearon’s r

70
Q

?

A

Spearman’s rho

71
Q

?

A

Exposure - Relative Risk

72
Q

?

A

Outcome - Odds Ratio

73
Q

?

A

Chi Square

First Year Comprehensive Review (18 decks)

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