What is Evidence Flashcards

1
Q

Desirable Evidence

A
  • should be prioritized by clinician to use the best available and relevant evidence
  • research is emphasized due to ability to provide objective unbiased results
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2
Q

Forms of Evidence

A
  • published research articles
  • clinical practice guidelines
  • patient/client records
  • recall or prior patient/client cases
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3
Q

Research Design Overview

A
  • design options that address bias
  • randomization: techniques to distribute subjects into groups
  • the use of more than one group in order to make a comparison
  • controlled experiments manipulation of the subjects
  • measures at the patient/client level
  • systematic method for collecting and analyzing information
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4
Q

Research Designs-Timing

A
  • prospective: follows subjects forward over a specified period of time
  • retrospective: research design that uses historical data from sources such as medical records, insurance claims, or outcomes databases
  • cross-sectional: research design that collects data about a phenomenon during a single point in time or once within a defined time interval
  • longitudinal: research design that looks at a phenomenon occurring over time
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5
Q

Types of REsearch

A
  • quantitative: measurement of outcomes using numerical data under standardized conditions
  • qualitative: attaining a deep understanding of a phenomenon through narrative description
  • experimental: (categories are true and quasi) manipulate and control one or more variables; observes the results
  • non-experimental: descriptive or exploratory (tries to look at relationship between variables) in nature, do not have direct control over the studied variables
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6
Q

Research Design-What is the Question?

A

-the question posed for a study guides the choices about the research design

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7
Q

Evidence Hierarchies

A

-ranking schemes in which research designs are ordered from highest to lowest in terms of bias control
-intended to facilitate the efficiency of the evidence selection process
-details vary because research designs are dictated by the question posed
-systematic reviews of high quality studies are at the top of all traditional hierarchies
most bias control: experimental designs, then quasi-experimental designs, then nonexperimental designs, then case/report anecdote are on least bias control end of continuum

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8
Q

From Highest to Lowest Level-Treatment Benefits

A
  • systematic review
  • randomized clinical trials
  • cohort studies
  • case control studies
  • case-series study
  • expert opinion
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9
Q

Low Quality vs. High Quality Evidence

A
  • inability to find high quality evidence should not discourage EBPT but rather reaffirm that clinical judgment and expertise are valuable in determining how to use lower quality evidence in clinical decision making
  • strength of evidence depends on the scale against which it is being rated
  • hierarchies are tools to facilitate EBPT
  • PTs must read and critically appraise the evidence before using it in clinical decisions
  • best available evidence must be relevant to the clinical question asked
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10
Q

Introduction/Background

A
  • provides context (i.e. clinical issues)
  • summarizes current knowledge: epidemiological data
  • offers rationales for current research
  • states purpose of current research (research problem)
  • provides framework for study
  • states hypothesis
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11
Q

Where do research topics/questions come from?

A
  • clinical experience
  • professional literature
  • clinical theory:
  • organize set of relationships among concepts or constructs: concept-observable phenomenon and expressed in words; construct: non observable abstract idea defined by observable measures
  • small scale theories referred to as conceptual frameworks: Nagi, ICF
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12
Q

Concept

A
  • mental image of an observable phenomenon described in words
  • ex: age, fatigue, pain
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13
Q

Construct

A
  • non-observable abstraction created for a specific research purpose that is defined by observable measures
  • ex: patient satisfaction, quality of life, motivaition
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14
Q

Purpose

A
  • description of phenomena
  • prediction of future behavior
  • explanation of why phenomena behave the same way that they do
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15
Q

Conceptual Framework

A
  • describes relationships among concepts and constructs

- biologic plausability

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16
Q

Conceptual Example of Conceptual Model Development

A
  • step 1: define “motivation” a construct with observable measures
  • step 2: link “motivation” to “discharge” destination
  • step 3: include other factors that may influence “discharge destination”
17
Q

Evaluation of Theoretical or Conceptual Model

A
  • clearly articulated with relationships specified
  • appropriated for the question(s) asked?
  • supported by appropriate rationale and available evidence?
  • provides a basis for the study
18
Q

Develop the Research Question: IMportance, Feasibility, Answerable

A
  • researchers try to construct a research question that is not too broad to answer but not so small as to be insignificant
  • FINER: feasible, interesting, novel, ethical, relevant, answerable
19
Q

Hypothesis

A

-claims, tentative answers, or predictions that reveal the investigators expectations about the outcome of the study

20
Q

Null Hypothesis

A
  • statistical hypothesis
  • there will be no statistically significant difference (or relationship) between groups in the study
  • any differences (relationships) observed are due to chance
21
Q

Research Hypothesis

A
  • investigator experts to find a difference (or a relationship)
  • once committed to this expectation, you can’t change your mind
22
Q

Evaluation of Hypotheses

A
  • clearly stated?
  • related to the questions being asked?
  • consistent with the theoretical or conceptual framework utilized?
  • reasonable?
  • testable?
23
Q

Research-Initial Elements

A
  1. identify a topic of interest
  2. review background information
  3. develop the research question/problem
  4. formulate a hypothesis