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Research I > Week 2 > Flashcards

Week 2 Flashcards

1
Q

How many levels are in the Level of Evidence?

A

5 levels

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2
Q

What is considered as the gold standard?

A

Randomized control trial (RCT)

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3
Q

What is Level 1?

A

High quality prospective cohort study with adequate power or systematic review of these studies

Ex// Large RCTS with clear cut results

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4
Q

What is Level 2?

A

Lesser quality prospective cohort, retrospective cohort study, untreated controls from an RCT, or systematic review of these studies

Ex// Small RCTS with unclear results

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5
Q

What is Level 3?

A

Case control study or systematic review of these studies

Ex// Cohort and case control studies

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6
Q

What is Level 4?

A

Case series

Ex//Historical cohort or case control studies

Ex// case series, studies with no controls

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7
Q

What is Level 5?

A

Expert opinion; case report or clinical example; evidence based on physiology, bench research or “first principles”

Ex// case series, studies with no controls

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8
Q

What are the three clinical tasks that OT’s use research for?

A
  1. Identifying occupations and occupational performance patterns that are familiar to and values by specific client population
    - age group, risk factors
    - developmental milestones (dressing, sharing)
  2. Selecting assessments and evaluation procedures
    Ex/ PHQ9 -> proven to be valid
  3. Planning intervention
    Ex/ Boston marathon (research guides effective treatments)
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9
Q

What clinical task is Descriptive Research Evidence associated with?

A

Descriptive - Identifying occupations and occupational performance patterns that are familiar to and valued by a specific client population

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10
Q

What clinical task is research evidence Intervention associated with?

A

Intervention - Planning intervention

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11
Q

What clinical task is research evidence Assessment associated with?

A

Assessment - Selecting assessments and evaluation procedures

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12
Q

What makes Descriptive research?

A
  1. Presentation of problem - how often and when does a particular clinical disorder or impairment cause the profile I see in my client?
  2. Clinical presentation - what is/are the most common symptoms, complications and challenges someone with this order experiences?
  3. Causes of problem (Etiology): What are the likely causes of the challenges my client is having?
  4. Prognosis: What is the likely clinical course and outcome for my client over time?
    —> use literature to guide our responses
  5. Comparison group: What are the roles, occupations, and abilities of a comparative population or the advantages/ disadvantages of a similar assessment tool?
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13
Q

What makes Assessment research?

A
  1. Evaluation of the problem: What are the most reliable and valid methods relevant to assess occupations and occupational performance i the target population?
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14
Q

What is Reliable?

A

Measure multiple times to the same person there will be the same result

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15
Q

What is Valid?

A

Measures what it intends to measure

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16
Q

What makes Intervention research?

A
  1. Therapy: Which of the available intervention option is likely to do more good than harm? Which of the available interventions is most likely to produce the most favorable outcomes?
  2. Prevention: What potential intervention could minimize this clients risk? (Ex. Hand splints)
  3. Client experience: What is the client’s understanding and meaning of the illness/injury? What are the client’s perceptions of his/her participation, long term occupational performance and influencing factors?
17
Q

What is the first step in the research process?

A

Step 1: Formulating the PICO question

18
Q

What does the P in PICOT stand for?

A

P = persons, population, patient, problem’s characteristics

19
Q

What does the I in PICOT stand for?

A

I = intervention, assessment tool, descriptive information (increasing participation)

20
Q

What does the C in PICOT stand for?

A

C = comparison intervention, control group, comparison assessment tool (is not always included)

21
Q

What does the O in PICOT stand for?

A

O = outcome.

  • Patterns of occupational performance (descriptive)
  • Description of target population (descriptive)
  • Reliable and valid methods of assessment (assessment)
  • Effective interventions for increasing participation in satisfying daily life activities (intervention)
22
Q

What does an Intervention Question look like?

A

Is 1:1 peer-mentoring more effective than weekly support group for reducing depressive symptoms in young adult males diagnosed with SCI?

23
Q

What is the steps of a literature search?

A

Research question —> literature search —> refine research question —> literature search —> research methodology

24
Q

What is Plagiarism?

A

Plagiarism is presenting another’s person’s words or ideas as if they were your own and not citing the source.

25
Q

What are the two types of plagiarism?

A

Intentional and Unintentional

26
Q

What is intentional plagiarism?

A

Copying someone else’s work.

Buying papers.

Cutting and pasting blocks of text from electronic sources without documenting.

Taking ideas from spark notes, blog, journal article without changing the words

27
Q

What is Unintentional plagiarism?

A

Careless paraphrasing.

Poor documentation.

Quoting excessively.

Failure to use your own “voice”

28
Q

What does NOT need a citation?

A

Facts that are widely known (discipline and cultural specific)

Information or judgments considered “common knowledge”
- Easily observed, commonly reported, familiar sayings

29
Q

What are the three strategies that help avoid plagiarism?

A
  • Quoting
  • Paraphrasing
  • Summarizing
30
Q

What are the components of a journal article?

A
  1. Abstract = a snapshot
  2. Introduction = contains a lot of paraphrasing and summarizing
    - aim and purpose of the paper
    - the highlight
    - Mentions that there is a gap —> Why this research is important
  3. Methods
    Headings included in methods: design of the study, what they are doing, participation description, data collection, setting, instruments, IRB approval
  4. Results/ Findings
  5. Discussion

Research I (5 decks)

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