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MCAT > Reasoning About Design & Execution of Research > Flashcards

Reasoning About Design & Execution of Research Flashcards

1
Q

The Scientific Method

[8]

A
  1. Generate a testable question
  2. Gather data and resources
  3. Form a hypothesis
  4. Collect new data
  5. Analyze the data
  6. Interpret the data and existing hypothesis
  7. Publish
  8. Verify results
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2
Q

FINER Method of Evaluating A Research Question

A
  1. Feasible?
  2. Interesting?
  3. Novel?
  4. Ethical?
  5. Relevant?
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3
Q

FINER Method of Evaluating A Research Question

A
  1. Feasible?
  2. Interesting?
  3. Novel?
  4. Ethical?
  5. Relevant?
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4
Q

What is a control (standard)?

A

Conditions that can be applied to act as a method of verifying results

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5
Q

What is a control (standard)?

A

Conditions that can be applied to act as a method of verifying results; used to correct for any influences of an intervention that are not part of an experimental model

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6
Q

Positive Control

A

Ensure that a change in the dependent variable occurs when expected

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7
Q

Negative Control

A

Ensure that no change in the dependent variable occurs when none is expected

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8
Q

Negative Control

A

Ensure that no change in the dependent variable occurs when none is expected

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9
Q

Placebo Effect

A

An observed or reported change when an individual is given a sham intervention

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10
Q

Placebo Effect

A

An observed or reported change when an individual is given a sham intervention

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11
Q

Independent Variable

A

The part of the experiment that is being purposefully manipulated; plotted on the x-axis

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12
Q

Dependent Variable

A

The part of the experiment that is being observed; plotted on the y-axis

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13
Q

Casual Relationship

[If-then Relationship]

A

When there is a theoretical or known mechanism that links the independent and dependent variables

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14
Q

Explain a causal relationship.

A

If the change in the independent variable always precedes the change in the dependent variable AND the change in the dependent variable does not occur in the absence of the experimental intervention.

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15
Q

Explain a causal relationship.

A

If the change in the independent variable always precedes the change in the dependent variable AND the change in the dependent variable does not occur in the absence of the experimental intervention.

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16
Q

Accuracy (Validity)

A

Quality of approximating the true value

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17
Q

Precision (Reliability)

A

Quality of being consistent in approximation

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18
Q

Why are causal relationships harder to prove in human subject research?

A

Causal conclusions are harder to determine because circumstances are harder to control

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19
Q

Why are causal relationships harder to prove in human subject research?

A

Causal conclusions are harder to determine because circumstances are harder to control

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20
Q

Types of Human Subject Research

A

Experimental and Observational Studies

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21
Q

Types of Human Subject Research

A

Experimental and Observational Studies

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22
Q

Randomization

A

Used to control for differences between subject groups; controls whether a subject is placed into a control group or treatment group

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23
Q

Randomization

A

Used to control for differences between subject groups; controls whether a subject is placed into a control group or treatment group

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24
Q

Blinding

A

Subject and/or Investigators do not have information about which group the subject is a part of in order to remove bias

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25
Q

Blinding

A

Subject and/or Investigators do not have information about which group the subject is a part of in order to remove bias

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26
Q

Single-Blind Experiments

A

Only the patient or the assessor is blinded

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27
Q

Double-Blind Experiments

A

The investigator, subject and assessor all do not know the subject’s group

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28
Q

Double-Blind Experiments

A

The investigator, subject and assessor all do not know the subject’s group

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29
Q

Types of Observational Studies

A

Cohort
Cross-Sectional
Case-Control

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30
Q

Types of Observational Studies

A

Cohort
Cross-Sectional
Case-Control
[Look for connections between exposures and outcomes]

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31
Q

Cohort Studies

A

Subjects are sorted into two groups based on differences in risk factors

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32
Q

Cohort Studies

A

Subjects are sorted into two groups based on differences in risk factors (exposure) and then assessed at various intervals to determine how many subjects in each group had a certain outcome

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33
Q

Cohort Studies

A

Subjects are sorted into two groups based on differences in risk factors (exposure) and then assessed at various intervals to determine how many subjects in each group had a certain outcome

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34
Q

Cross-Sectional Studies

A

Attempt to categorize patients in different groups at a single point in time

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35
Q

Case-Control Studies

A

Identifies the number of subjects with or without a particular outcome and then look backwards to assess how many subjects in each group had exposure to a particular risk factor

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36
Q

Hill’s Criteria

A

The components of an observed relationship that increase the likelihood of causality in the relationship;

The more criteria that are satisfied, the likelier it is that the relationship is causal

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37
Q

List of Hill’s Criteria

A
  1. Temporality
  2. Strength
  3. Dose-Response Relationship
  4. Consistency
  5. Plausibility
  6. Consideration of Alternate Explanations
  7. Experiment
  8. Specificity
  9. Coherence
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38
Q

List of Hill’s Criteria

A
  1. Temporality
  2. Strength
  3. Dose-Response Relationship
  4. Consistency
  5. Plausibility
  6. Consideration of Alternate Explanations
  7. Experiment
  8. Specificity
  9. Coherence
39
Q

Temporality

A

The exposure (independent variable) must occur before the outcome (dependent variable)

40
Q

Strength

A

As more variability in the outcome variable is explained by variability in the study variable, the relationship is more likely to be causal

41
Q

Strength

A

As more variability in the outcome variable is explained by variability in the study variable, the relationship is more likely to be causal

42
Q

Dose-Response Relationship

A

As the study or independent variable increases there is a proportional increase in the response. The more consistent this relationship, the more likely it is to be causal

43
Q

Dose-Response Relationship

A

As the study or independent variable increases there is a proportional increase in the response. The more consistent this relationship, the more likely it is to be causal

44
Q

Consistency

A

The relationship is found to be similar in multiple settings

45
Q

Plausibility

A

There is a reasonable mechanism for the independent variable to impact the dependent variable supported by existing literature

46
Q

Plausibility

A

There is a reasonable mechanism for the independent variable to impact the dependent variable supported by existing literature

47
Q

Consideration of Alternate Explanations

A

If all other plausible explanations have been eliminated, the remaining explanation is more likely

48
Q

Experiment (Hill’s)

A

If an experiment can be performed, a causal relationship can be determined conclusively

49
Q

Experiment (Hill’s)

A

If an experiment can be performed, a causal relationship can be determined conclusively

50
Q

Specifcity

A

The change in the outcome variable is only produced by an associated change in the independent variable

51
Q

Specifcity

A

The change in the outcome variable is only produced by an associated change in the independent variable

52
Q

Coherence

A

The new data and hypothesis are consistent with the current state of scientific knowledge

53
Q

Coherence

A

The new data and hypothesis are consistent with the current state of scientific knowledge

54
Q

Sources of Error

A

Selection Bias
Detection Bias
Observation Bias
Confounding Variables

55
Q

Bias

A

A result of flaws in the data collection phase of an experimental or observational study

56
Q

Confounding

A

Error during analysis

57
Q

Selection Bias

A

Subjects used for the study are not representative of the target population; must be measured and assessed before any intervention

58
Q

Selection Bias

A

Subjects used for the study are not representative of the target population; must be measured and assessed before any intervention

59
Q

Detection Bias

A

Results from educated professionals using their knowledge in an inconsistent way; prior studies that have indicated correlation between two variables, finding one of them increases the likelihood that the research will search for the second

60
Q

Detection Bias

A

Results from educated professionals using their knowledge in an inconsistent way; prior studies that have indicated correlation between two variables, finding one of them increases the likelihood that the research will search for the second

61
Q

Observation Bias

[Hawthorne Effect]

A

Posits that behavior of study participants is altered simply because they recognize that they are being studied

62
Q

Confounding Variables

A

A data analysis error in which an incorrect relationship is characterized; for example, researching the effectiveness on drug (X) on a chance of recovery (Y) is affected by gender (Z)

Z confounds the relation between X and Y since Z causes both X and Y

63
Q

Confounding Variables

A

A data analysis error in which an incorrect relationship is characterized; for example, researching the effectiveness on drug (X) on a chance of recovery (Y) is affected by gender (Z)

Z confounds the relation between X and Y since Z causes both X and Y

64
Q

4 Core Ethical Tenets

A

Beneficence
Nonmaleficence
Autonomy
Justice

65
Q

Beneficence

A

Obligation to act in patients best interest

66
Q

Nonmaleficence

A

Obligation to avoid treatments or interventions in which the potential for harm outweighs the potential for benefit

67
Q

Nonmaleficence

A

Obligation to avoid treatments or interventions in which the potential for harm outweighs the potential for benefit

68
Q

Autonomy

A

Responsibility to respect patients decisions and choices about their own healthcare

69
Q

Autonomy

A

Responsibility to respect patients decisions and choices about their own healthcare

70
Q

Justice

A

Responsibility to treat similar patients with similar care and to distribute healthcare resources fairly

71
Q

Justice

A

Responsibility to treat similar patients with similar care and to distribute healthcare resources fairly

72
Q

Respect for Persons

A

Need for honesty between the subject and the research and generally prohibits deception

73
Q

Informed Consent

A

A patient must be adequately counseled on the procedures, risks and benefits and the goals of a study

74
Q

Informed Consent

A

A patient must be adequately counseled on the procedures, risks and benefits and the goals of a study

75
Q

Morally Relevant Differences

A

Differences between individuals that are considered an appropriate reason to treat them differently

76
Q

Equipoise

A

Lack of knowledge about which arm of the research study is better for the subject

77
Q

Equipoise

A

Lack of knowledge about which arm of the research study is better for the subject; treatments have to be equal and not superior to the other

78
Q

Equipoise

A

Lack of knowledge about which arm of the research study is better for the subject; treatments have to be equal and neither can be superior to the other

79
Q

Monetary Compensation

A

Does not impact the decision to participate in the study

80
Q

Coercive Influence

A

The subject loses autonomy to make the decision to participate

81
Q

Coercive Influence

A

The subject loses autonomy to make the decision to participate

82
Q

Population

A

Complete group of every individual that satisfies the attributes of interest

83
Q

Population

A

Complete group of every individual that satisfies the attributes of interest

84
Q

Parameter

A

Information that is calculated using every person in a population

85
Q

Sample

A

Any group taken from a population that does not include all individuals from the population

86
Q

Statistic

A

Information about a sample

87
Q

Internal Validity

A

1

88
Q

External Validity

A

2

89
Q

External Validity (Generalizability)

A

2

90
Q

Internal Validity

A

Identification of causality in a study between independent and dependent variables

91
Q

External Validity (Generalizability)

A

Ability of a study to be generalized to the population that it describes

92
Q

External Validity (Generalizability)

A

Ability of a study to be generalized to the population that it describes

93
Q

Statistical Significance

A

The low likelihood of the experimental findings being due to chance

94
Q

Clinical Significance

A

The usefulness or importance of experimental findings to patient care or patient outcomes

MCAT (31 decks)

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