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Critical Inquiry > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Population

A

All members that meet set criteria for a study

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2
Q

Sample

A

Subgroup of population

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3
Q

Inclusion Criteria

A

Characteristics that will qualify someone eligible for the sample

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4
Q

Exclusion Criteria

A

Characteristics that would preclude someone from being a subject

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5
Q

Characteristics of the sampling section in a research article (2)

A
  1. Conveys validity in your methodology
  2. Gives confidence in your results and discussion
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6
Q

Types of probability sampling (4)

A
  1. Random
  2. Stratified
  3. Cluster
  4. Systematic
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7
Q

Types of non probability sampling (2)

A
  1. Convenience
  2. Purpose
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8
Q

Random Sampling

A

Type of probability sampling where each member of the pop. has an equal chance of being selected (ex. table of random #s, random # generator); can be difficult to access total pop.

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9
Q

Stratified sampling

A

Type of probability sampling where specific & relevant chars. of the pop. are identified, & members of the pop. are assigned to these groups; ex. social media habits of undergrad students in the state of IL (grouped by year)

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10
Q

Cluster sampling

A

Type of probability sampling where larger pop. is divided into series of smaller units; successive random sampling of series of units; convenient & efficient w/large pops.; ex. perceptions of ICU nurses’ experiences w/physicians in the U.S. (randomly choose 10 states –> 6 hospitals –> nurses from these hospitals)

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11
Q

Systematic sampling

A

Type of probability sampling where inds./clusters are selected according to a predetermined sequence (originated by chance) established in protocol; ex. select every 7th unit

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12
Q

Convenience sampling

A

Type of nonprobability sampling where subjects are chosen on basis of availability rather than a random selection; can’t assume sample represents the pop., so ability to generalize to pop. is difficult

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13
Q

Purposive sampling

A

Type of nonprobability sampling where researcher makes specific decisions based upon set criteria rather than simple availability; can be judgmental, selective, or subjective; ex. orthopedic surgeon selects from her pats. after successful knee replacement surgery to participate in a study investigating a new rehab device

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14
Q

Sampling bias

A

When each member of pop. doesn’t have an equal chance to be part of the study; can be conscious or unconscious

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15
Q

Conscious sampling bias

A

Type of sampling bias that occurs purposefully; ex. testing new therapy procedure to reduce LBP only on inds. w/minimal pain levels

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16
Q

Unconscious sampling bias

A

Type of sampling bias that occurs unintentionally; ex. interviewing people at random as they leave a gym about healthy eating habits

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17
Q

Examples of selection bias (3)

A
  1. Participants want to participate in study
  2. Studies that recruit
  3. Survey research
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18
Q

External validity

A

Extent to which the results of the study using the sample can be generalized to the population

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19
Q

In what situation is survey research ideal?

A

When it’s not possible to observe/there’s no need for direct observation

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20
Q

Advantages of survey research (4)

A
  1. Ease of distribution
  2. Quantitative
  3. Data analysis
  4. Replicable
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21
Q

Disadvantages of survey research (3)

A
  1. Superficial
  2. Define structure
  3. Based on self-report
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22
Q

Types of survey questions (4)

A
  1. Open-ended
  2. Rank order
  3. Forced choice
  4. Rating scales (Likert)
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23
Q

Open Ended

A

Type of survey question that functions to:
-collect a qualitative aspect in the survey
-gain a deeper understanding of a concept
-provide thematic analysis

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24
Q

Rank Order

A

Type of survey question that functions to:
-bring many factors into the question
-identify a mean rank of each item
-identify freq. of each item ranked

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25
Forced choice
Type of survey question that requires a selected answer; used to understand distribution of respondents in conjunction w/survey concepts/factors
26
Likert scale
Type of survey question that investigates a behavior, opinion, attitude on a scale (ex. strongly disagree, excellent, much better, etc.)
27
Types of data (4)
1. Nominal 2. Ordinal 3. Interval 4. Ratio
28
Nominal data
Type of data - names/categories w/o order, distance, ranking, etc.
29
Ordinal Data
Type of data - ordered categories (Likert - strongly agree = 4, strongly disagree = 1)
30
Interval Data
Type of data - data w/standard & equal units of measurements (ex. test scores, temp.); no absolute 0
31
Ratio DataType of data
Type of data - has absolute zero (ex. weight, height, mph)
32
Tips to avoid poor survey questions (4)
1. Make questions concise 2. Use common language 3. Be consistent in formatting & scales 4. Avoid negative language
33
Double barreled question
Type of poor survey question, covers more than 1 topic (ex. The affordability & variety of food in the cafeteria meet my needs.)
34
Leading/loaded question
Type of poor survey question that appears to suggest a desired response or has other info that may influence response (ex. The library has been cited as the favorite place to study. Where do you like to study?)
35
Survey concerns (4)
1. Response rate 2. Selection bias 3. Length of survey 4. Order of questions
36
Survey validity
Refers to survey's accuracy; extent to which questions measure what is supposed to be measured
37
Types of validity (3)
1. Face validity 2. Content validity 3. Construct validity
38
Face Validity
Type of validity, info obtained is plausible & appropriate
39
Content Validity
Type of validity, question adequately addresses underlying behavior/body of knowledge
40
Construct Validity
Type of validity, question adequately addresses construct being measured
41
Survey reliability
Aspect of survey concerned w/consistency or degree to which the questions elicit the same kind of info each time they're asked (ex. test-retest)
42
What should be included in the survey preamble? (9)
1. Background & purpose of study 2. Name of PI 3. Estimated length of time 4. Potential risks/discomforts from research 5. Engagement is voluntary 6. Privacy/confidentiality statement 7. Contact info for questions 8. Protocol & IRB info 9. Click "I approve"/"Next" to participate
43
Quantitative Research
Researcher collects and analyzed numeric data
44
Qualitative Research
Researcher's measurements are based on open-ended questions, interviews, and observations
45
Does Qualitative research test a hypothesis?
No. Better understanding an experience and develop theory
46
Types of data collection (4)
1. Observations 2. Interviews 3. Focus Group interviews 4. Document review
47
Data Analysis
Organize --> Review --> Classify --> Synthesis
48
Considerations (4)
1. Triangulation 2. Member checking 3. Transferability 4. Confirmability
49
Triangulation
Methods (field notes, transcripts, etc) or people
50
Member checking
Provide validation, feedback, alternative explanations
51
Transferability
Results should apply similarly to people in similar situations (generalizability)
52
Confirmability
Findings come from the participants, not the researcher.
53
Common types of qualitative research methods (5)
1. Ethnographic 2. Grounded Theory 3. Phenomenological 4. Case Study 5. Content Analysis
54
Ethnographic (3)
1. Sharing common culture 2. Lengthy time period 3. Cultural norms, beliefs, social structures, and cultural patterns
55
Grounded Theory
Constant comparison of data collected until saturation occurs
56
Phenomenological
Understanding people's perceptions, perspectives
57
Case Study
Understand institutional culture
58
Qualitative research in EBP (4)
1. Credibility 2. Transferability 3. Dependability 4. Conformability
59
Credibility
Can you believe the results?
60
Strategies for Credibility (6)
1. Prolonged engagement 2. Reflexivity (field journal) 3. Member Checking 4. Triangulation 5. Researcher competence established 6. Structural Coherence
61
Transferability
The ability to generalize, external validity
62
Strategies for Transferability? (3)
1. Dense background information about the participants 2. Comparison of sample to demographic information 3. Representative sample
63
Dependability (Concistency)
Would the results be similar if the study was repeated with the same subjects in a similar context?
64
Strategies for Dependability (5)
1. Detailed descriptions of research methods 2. Multiple researchers independently judge the data 3. Triangulation 4. Code-recode procedure 5. Peer examination/external audit
65
Confirmability (Neutrality)
Was there and attempt to enhance objectivity by reducing research bias?
66
Strategies for confirmability (3)
1. Triangulation 2. External audit 3. Reflexivity (field journal)
67
Role of SSRD (2)
1. Bridge gap between research evidence and clinical practice when there is heterogeneity 2. Typically conducted in the clinic as opposed to a research lab
68
What is SSRD? (6)
1. Experimental 2. Quantitative 3. An individual unit of study 4. IV and DV are operationally defined 5. One IV variable manipulated at a time 6. DV is measures repeatedly
69
Case Report
1. Describe intervention for a pt with a rare diagnosis 2. New measurement strategy 3. Develop a research hypothesis 4. Illustrate EBP 5. Share clinical experience
70
Four Basic Single-Subject Research Design (4)
1. AB Design 2. Withdrawal Designs 3. Multiple Baseline Designs 4. Alternating Treatments Design
71
AB Design
- Changes observed in the intervention phase - Weakest of four designs
72
Types of Withdrawal Designs (5)
1. ABA 2. ABAB 3. ABABABA 4. ABACA 5.Etc.
73
Withdrawal Designs
Dependent variable should return to previous baseline levels
74
Multiple Baseline Designs
Variable length of the baseline phase is used – Across Subjects – Across Settings – Across outcome behaviors
75
Across subjects
Subjects enter the intervention phase at different times, Data comparison is performed between subjects continuing in baseline and the subject who has entered the intervention phase
76
Across Setting
Baseline data are collected in each setting for the same subject, Change is expected only in intervention data in each setting (Home, school, community)
77
Across outcome behaviors
Baseline data are collected for each of the target behaviors for the same subject, Target behaviors are independent from each other
78
Alternating Treatment Design
Effects of several intervention conditions on a dependent variable are compared, with immediate effects observed
79
Single Subject Design Research: Levels of Evidence
Cause and effect assumptions can be made based on the study results – Stronger in the higher level of evidence single subject design studies
80
Level 1
Systematic Reviews (SRs) of Randomized Controlled Trials (RCTs); individual RCTs
81
Level 2
SRs of cohort studies; individual cohort studies; low quality RCTs; “outcomes” research; ecological studies
82
Level 3
SRs of case-control studies; individual case-control studies
83
Level 4
poor quality cohort and case-control studies
84
Level 5
Expert opinion without critical appraisal; bench research
85

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