Critical Appraisal Feedback Flashcards

(32 cards)

1
Q

What is a run chart?

A

A line graph that visualises data in chronological order to track changes.

Run charts help in understanding trends over time.

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2
Q

What is the purpose of QIP?

A

Improves safety and effectiveness of care by applying a systematic approach. empowering frontline teams with a knowledge of the complex health systems and developing theories for change, using data in real time.

QIP empowers frontline teams and develops theories for change using real-time data.

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3
Q

What does clinical audit measure?

A

Compliance with a standard.

It focuses on individuals and may result in multiple actions.

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4
Q

What is quality improvement?

A

A continuous improvement process that starts with the problem and sets internal aims.

It introduces different solutions in a continuous cycle.

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5
Q

What is a run in the context of a run chart?

A

One or more consecutive points of data on the same side as the median.

Runs help to identify patterns in the data.

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6
Q

What defines a shift in data on a run chart?

A

A change by 6 or more data points above or below the median.

Shifts do not have to be in the same direction.

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7
Q

What constitutes a trend in data?

A

Five or more consecutive points all in the same direction.

If two or more points are the same, only the first is counted.

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8
Q

What is an astronomical data point?

A

A data point that appears far away, aka an outlier.

Outliers can significantly affect the results of a study.

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9
Q

What does SMART stand for?

A

Specific, Measurable, Achievable, Related, and Time-bound.

SMART goals help in setting clear objectives.

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10
Q

What are the stages of the PDSA cycle?

A

Plan, Do, Study, Act.

Each stage focuses on different aspects of testing and implementing changes.

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11
Q

What is a cause and effect diagram also known as?

A

Fish bone diagram.

It is used to identify relationships between different factors.

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12
Q

What is the starting point for a case control study?

A

People with the condition matched with people without the condition.

This helps understand the causes of a condition.

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13
Q

What does case control examine?

A

The relationship between exposure and outcome.

It is particularly useful for studying rare conditions.

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14
Q

Why is case control preferred over cohort studies in some cases?

A

Cohorts would require excessively large sample sizes and impractical lengths of time.

Ethical concerns also make RCTs unfeasible in certain scenarios.

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15
Q

What is confounding?

A

An apparent relationship between exposure and outcome that is false.

It implies a causal relationship that doesn’t exist.

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16
Q

What factors should be considered in cases and control founding?

A

Age, sex, and demographic.

These factors help in making the study groups comparable.

17
Q

What is the definition of power in a study?

A

The ability to identify a true effect.

Higher power increases the likelihood of detecting a significant difference if one exists.

18
Q

What does the line of ‘no effect’ correspond to for binary outcomes?

A

Value 1 for risk ratio or odds ratio and 0 for continuous outcomes.

This line helps in interpreting statistical significance.

19
Q

What should be focused on during cohort selection?

A

Specific features in participants that were excluded

This can include elements like specific localities that may limit generalisability to other areas.

20
Q

Why might address alone be insufficient for assessing individual exposure?

A

It may not account for the time period of exposure being measured, which has the potential to be incorrectly measured.

This highlights the complexity of accurately determining exposure levels.

21
Q

How can outcome measurement minimize bias?

A

Using multiple and independent assessors, validating algorithms, and having comprehensive population coverage

Standard application of outcome measurement is also critical.

22
Q

What can incomplete follow-up cause in a study?

A

Selection bias and reduced power of the study

Insufficient follow-up means relevant outcomes are not observed, leading to undetected associations.

23
Q

How can increasing precision in a study be achieved?

A

Increasing the number of participants, inter follow-up, or increased number of events

These methods enhance the reliability of study results.

24
Q

What should be assessed to determine generalisability?

A

Description of the cohort and water exposure pattern in relation to the local population

Generalisability allows for assessment of internal validity.

25
True or False: If a study is not internally valid, it cannot be externally valid.
True ## Footnote This emphasizes the importance of internal validity for generalising findings.
26
What should be focused on during cohort selection?
Specific features in participants that were excluded ## Footnote This can include elements like specific localities that may limit generalisability to other areas.
27
Why might address alone be insufficient for assessing individual exposure?
It may not account for the time period of exposure being measured, which has the potential to be incorrectly measured. ## Footnote This highlights the complexity of accurately determining exposure levels.
28
How can outcome measurement minimize bias?
Using multiple and independent assessors, validating algorithms, and having comprehensive population coverage ## Footnote Standard application of outcome measurement is also critical.
29
What can incomplete follow-up cause in a study?
Selection bias and reduced power of the study ## Footnote Insufficient follow-up means relevant outcomes are not observed, leading to undetected associations.
30
How can increasing precision in a study be achieved?
Increasing the number of participants, inter follow-up, or increased number of events ## Footnote These methods enhance the reliability of study results.
31
What should be assessed to determine generalisability?
Description of the cohort and water exposure pattern in relation to the local population ## Footnote Generalisability allows for assessment of internal validity.
32
True or False: If a study is not internally valid, it cannot be externally valid.
True ## Footnote This emphasizes the importance of internal validity for generalising findings.