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EBP > Week 3 — Research Articles & Quantitative Research > Flashcards

Week 3 — Research Articles & Quantitative Research Flashcards

1
Q

Main sections of a research article include:

A
  1. Abstract
  2. Introduction
  3. Methods
  4. Results
  5. Discussion
  6. References
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2
Q

Abstract section should contain:

A
  1. Overview and purpose of the study
  2. General description and methods
  3. Highlights of results
  4. Statement of significance of results
  5. General conclusions
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3
Q

Introduction section should contain:

A
  1. Statement of the Problem
  2. Clinical Relevance
  3. Review of current literature
  4. Rationale and theoretical framework
  5. Specific purpose and hypotheses (guiding research
    question)
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4
Q

often concludes with a research question… Although not
always present, specific research questions are often
delineated at the conclusion of the introduction section

A

Introduction section

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5
Q

Methods section should contain:

A
  1. Study design
  2. Criteria for and methods of subject selection
  3. Description and number of subjects
  4. Measurement methods and data collection techniques
  5. Data analysis procedures
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6
Q

Results section should contain:

A
  1. Narrative description of statistical outcomes
  2. Tables and figures that summarize findings
  3. Statements of support of the hypotheses or rejection of
    the hypotheses
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7
Q

Discussion section should contain:

A
  1. Importance of the results
  2. Limitations of the study
  3. Suggestions for future research
  4. Applicability of the results to clinical practice
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8
Q

brief statement of the purpose of the study and it’s
findings

A

Conclusion section

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9
Q

Styled format of references?

A

APA

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10
Q

Research that is based around focus of study, research question, hypothesis, collected data, analyzed data, and interpreted data

A

Quantitative research

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11
Q

Measurement of outcomes using numerical data and
statistical data
Concerned with relationship between variables
Variables are the building blocks of the research
question

A

Quantitative research

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12
Q

3 general categories of quantitative research:

A

Experimental, descriptive, and mixed

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13
Q

This type of design is considered to be the most
rigorous. Includes the randomized control trial (RCT) which is considered to be the “gold standard”.

A

Experimental

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14
Q

What characteristics must be present to be considered as an experimental design?

A
  1. One sample
  2. One independent variable (IV)
  3. Participants must be randomly assigned to groups
  4. IV must be administered as planned
  5. Confounding variables are minimized & variables are
    controlled by the researcher
  6. One dependent variable (DV) on which all subjects
    are measured
  7. The hypothesis is attempting to show a cause & effect
    relationship between the IV and the DV
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15
Q

The study sample consists of the people who are the
subjects in the research study and should be a “subset” of the population you are studying.

A

Representative sample

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16
Q

The primary traits of the target/representative population

A

Age, gender, sex, geographical location

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17
Q

Factors that would preclude someone from being a subject in a representative study:

A

Anyone considered confounding to the results

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18
Q

Types of variables

A
  1. Independent variables (active variables)- IV
  2. Dependent variables- DV
  3. Categorial variables
  4. Extraneous variables
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19
Q

predicts that the IV will have an effect on the DV and should attempt to show a cause & effect
relationship

A

Hypothesis

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20
Q

A variable that will predict or cause an outcome

A

independent variable

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21
Q

This variable is the response or outcome related to the effect of the IV.

A

dependent variable

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22
Q

variable that places individuals into categories

A

Categorical variable

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23
Q

When extraneous factors are recognized and kept constant so as to minimize their effects on the outcome

A

Control variable

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24
Q

Factors that can alter the dependent variable making it difficult to understand the relationship between the independent and the dependent variable

A

Extraneous variables

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25
Q

When extraneous variables are not controlled, they exert an influence on the IV and contaminate it in a way that could affect the study

A

Confounding variable

26
Q

Blinding the members of the research team can help
Person conducting the randomization can be blinded to
the groups.
The person measuring the dependent variable (the
outcome) can be blinded from knowing which subjects
received which intervention. They would assess the
subjects to see if there were any changes, but they
wouldn’t know what caused the changes, if any were
present.

These are all ways to….

A

Minimize confounding variables

27
Q

techniques used to reduce experimental bias by keeping the
subjects and/or the investigators ignorant of group assignments and research hypothesis

A

Blinding

28
Q

2 types of blinding

A

Double-blind study
Single-blind study

29
Q

Methods to improve validity and reliability

A

Pick appropriate outcome measures
Randomized groups
Administer IV as planned
Avoid fidelity problems

30
Q

A special RCT in which clinical sites are randomly assigned to an experimental condition.

A

Cluster RTC

31
Q

Advantages of cluster RCT

A

Prevention of bleeding or contamination
Balanced skill levels and possible biases

32
Q

Disadvantages of cluster RCT

A

Complexity w/ training
Issues w/ fidelity and ethics
Loss of power in statistical analysis

33
Q

Begins as a basic experimental design. Each participant
is randomly assigned to a group. Each group then
experiences each condition of the IV. Observations of
all groups are made following each intervention

A

Crossover

34
Q

Crossover advantages

A

Type one errors reduce type two errors
Increase of statistical power w/ more measurements taken

35
Q

Disadvantages of crossover

A

Sequence of carryover effect may make it difficult to determine superiority of intervention

36
Q

With this method the researcher can gain insight as to how
long it takes for the intervention to cause an effect

A

Repeated measures design

37
Q

This design is used to determine if one intervention can have multiple effects.

A

Multiple DV and one IV

38
Q

Describes populations and is designed to document factors that describe characteristics, behaviors, and conditions of individuals and groups

A

Descriptive research

39
Q

Two purposes of descriptive research

A

Explore observation
Better understanding of problem/phenomena

40
Q

Steps in descriptive research

A
  1. OBSERVATIONS
  2. PATTERN NOTED
  3. HYPOTHESIS
  4. TESTING OF HYPOTHESIS
  5. GENERAL CONCLUSIONS
41
Q

Types of descriptive research

A

Comparative
Developmental
Correlation
Survey
Retrospective

42
Q

Measures behavior of 2 or more subjects

A

Comparative

43
Q

designed to document how certain groups change over time on specific variables

A

Developmental

44
Q

explores the relationship among variables without active manipulation of variables by the researcher

A

Correlational

45
Q

used to collect data on subject characteristics, as part of descriptive, exploratory, or experimental studies

A

Survey

46
Q

analyzes observations that were collected in the past

A

Retrospective

47
Q

Design with no control group that usually leads to type 1 errors

A

Pretest-post test

48
Q

when the researcher reports a relationship between the intervention and the outcome, when no relationship really exists

A

Type 1 error

49
Q

Subjects in one naturally occurring group receive
one intervention and the subjects in a different
naturally occurring group receive a different
intervention

A

Non-randomized control group

50
Q

▪ Subjects are not assigned to groups.
▪ In this type, the IV is a variable consisting of a pre-
existing condition
▪ This type of design is useful in answering
questions related to special characteristics of
disability groups.

A

Cross-sectional design

51
Q

Involves collecting data over time using repeated
measures and completing a longitudinal analysis of the
data

A

Longitudinal research

52
Q

All longitudinal research designs are characterized by

A
  1. They must be measured across time
  2. Observations must be made at more than two
    points to identify the impact of time on the
    trajectories
53
Q

Types of longitudinal research designs

A
  1. Simultaneous Cross-Sectional Studies
  2. Trend Studies
  3. Time Series & Intervention Studies
  4. Panel Studies
54
Q

An epidemiologic study in which the researchers select
groups of people based on whether or not they have the
disorder being studied

A

Case-control study

55
Q

Disadvantages regarding a retrospective study

A

Unreliable data

56
Q

A subject with a hypothesized risk factor is matched
with a subject who does not have this risk factor.

A

Multigroup cohort design

57
Q

structured method of analyzing available studies to answer a clinical question

A

Systematic review

58
Q

statistical technique for quantitatively combining the results of the multiple studies used in SR to measure the outcomes

A

Meta-analysis

59
Q

Data is collected from subjects through structured
questions via phone, mail, or internet is known as

A

Survey research design

60
Q

Research that is based on the performance of one subject
or a small group of people being considered as one
subject.

A

Single-subject research

61
Q

Notation system for single-subject research design

A

A = baseline
B = intervention
C and other letters = additional interventions

EBP (22 decks)

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