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Evidence Informed Health Practice > Exam Study > Flashcards

Exam Study Flashcards

(42 cards)

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1
Q

Evidence Based Practice

A

Practice supported by scientific evidence, expertise and client questions
- best research evidence
- clinical expertise
- patient values
A combination of these three to achieve evidence based practice

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2
Q

Allocation Bias

A

(intervention bias)
Difference between treatment and control groups of the start of the experiment
- allocation bias reduced by random allocation

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3
Q

Detection Bias

A

(intervention bias)

Difference in how treatment and control groups are assessed/measured

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4
Q

Performance Bias

A

(intervention bias)

Events other than intended treatment

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5
Q

Attrition Bias

A

(intervention bias)
Some types of participants leave study, setting up unwanted differences between groups in the background characteristics of participants

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6
Q

Measurement Bias

A

(intervention bias)

Outcomes measured inaccurately

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7
Q

Publication Bias

A

(systematic reviews)

Studies researching unpopular research topics or treatments don’t get published, unavailable to reviewers

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8
Q

Long Lag Bias

A

(systematic reviews)

Delay on publication prevents research being found by practitioners/reviewers in time for their reviewers

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9
Q

Duplicated Publication Bias

A

(systematic reviews)

Same results from same studies repeatedly published, suggesting there’s more evidence than really is

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10
Q

Outcome Reporting Bias

A

mainly desirable/expected/statistically significant results get published, even through other results equally valid/informative

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11
Q

Citation Bias

A

Study cited by many other authors, reviewers are more likely to find that research compared with studies that are rarely cited/not at all

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12
Q

Database Inclusion Bias

A

Studies more easily found if available from online database

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13
Q

Language Bias

A

preference among reviewers for studies published in language they understand, commonly English

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14
Q

Reviewer’s Personal Bias

A

Reviewers’ unfairly exclude an article because they don’t like topic/results, even though valid and relevant

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15
Q

Level 1: Systematic Reviews of RCT

A

Evidence obtained from a systematic review of all relevant control trials
Reviews combines results of selected original studies to arrive at a summary conclusion

Advantages
> less costly to review rather than create a new study
> more reliable and accurate than individual studies

Disadvantages
> very time-consuming
> may not be easy to combine studies

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16
Q

Level 2: Randomised Controlled Trial

A

Randomly assigns participants into an experimental group or a control group
As the study is conducted, the only expected difference between the control and experimental groups in a RCT is the outcome variable being studied

Advantages
> results can be analysed with well known statistical tools
> good randomisation will ‘washout’ any population bias

Disadvantages
> expensive in terms of time and money
> volunteer biases - population in participants are from may not be completely representative

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17
Q

Level 3.1: Pseudo-randomised Controlled Trial

Study These Flashcards
A

Same as RCT, but participant allocation to treatment/control not genuinely random, could be approximately random

Advantages
> less effort into random allocation

Disadvantage
> risk of allocation bias

18
Q

Level 3.2: Cohort - Study

Study These Flashcards
A

One or more samples (cohorts) are followed prospectively and evaluations with respect to disease or outcomes are conducted to determine which exposure characteristics (risk factors) are associated
e.g. start with group of healthy people (no disease) and follow over time to determine risk factors associated with getting disease

Advantage:
> standardisation of criteria/outcome is possible
> easier and cheaper than RCT

Disadvantage:
> no randomisation, meaning imbalances in patient characteristics could exist

19
Q

Level 3.3: Case-Control Study

Study These Flashcards
A

Compares patients who have a disease/outcome of interest (cases) which patients who don’t have the disease/outcome (controls)
looks retrospectively to compare how frequently the exposure to a risk factor is present in each group to determine relationship between risk factor and disease

Advantage:
> good fro studying rare conditions or disease
> lets you simultaneously look at multiple risk factors

Disadvantage:
> more problems with data quality because they rely on memory (recall bias)
> hard to find suitable control group

20
Q

Level 4: Cross-Sectional Study

Study These Flashcards
A

Captures information on a single treatment group only, at a single point in time

Advantage
> not costly/time consuming
> used to prove/disprove assumptions

Disadvantages
> doesn’t help determine cause/effect

21
Q

Correlation and Correlation Coefficient

Study These Flashcards
A

Describes the size/direction of relationship between 2 or more variables

CORRELATION COEFFICIENT (r)
Measures the strength/direction of linear relationships between 2 variables on scatter plot
- value between 1 - -1
22
Q

Probability Values

Study These Flashcards
A

Enable us to quickly determine whether or not a relationship between variables is statistically significant

  • lower p-value = less likely result due to chance
  • p-value = p<0.05, statistically significant
23
Q

PICO and PEO Formats

Study These Flashcards
A

PICO > Quantitative

  • P: population, patient, problem
  • I: intervention
  • C: comparison
  • O: outcome

PEO > Qualitative

  • P: population, patient, problems
  • E: exposure
  • O: outcomes and themes
24
Q

Nominal

Study These Flashcards
A

Used for labelling variables without quantitative value

Labels

25
Ordinal
Order of values what's important/significant, the difference between the values is unknown
26
Interval
Numeric scales, know order and the exact difference between values
27
Systematic Errors
Come from measuring instruments, data handling system, or instrument used incorrectly
28
Random Errors
Caused by unknown/unpredictable changes in environment | May occur in measuring instruments or environmental conditions
29
Sample and Sampling
Sample: Group of participants who have been chosen to be apart of current study Sampling: Process of selecting participants so researchers can attempt to generalise their results back to a theoretical population
30
Theoretical Population and Study Population
``` Theoretical Population (target population): the larger group that the researcher wants to generalise their findings to ``` Study population (accessible population): population the researcher has access to draw participants from subset of theoretical population
31
Sampling Errors (random errors, systemic errors)
Participants chosen is inadequate or not random Random Errors: common/occur randomly as result of under/over-representation of certain groups Systemic Errors: result of inconsistencies/errors in sampling frame
32
Non-probability Sampling
Doesn't involve randomisation Process that doesn't give all participants in the population an equal chance of being selected Used to disprove hypothesis rather than prove
33
Probability Sampling
Fundamental characteristics is random selection of participants from population Doesn't ensure generalisability of findings, does ensure differences are due to chance
34
Type 1 Errors
When the p-value says that the results are statistically significant (the intervention works) but in reality it doesn't e.g. p=0.01: technically statistically significant but due to chance
35
Type 2 Errors
When the p-value says that the results aren't statistically significant but in reality they are e.g. p=0.06: technically not statistically significant but actually is
36
Simple Random Sampling
Every participant has an equal chance of selection There are several methods (e.g. statistical software, random number tables) Advantages: > easiest method and most commonly used > high generalisability
37
Systemic Random Sampling
Participants are systemically selected from a list, selected at intervals pre-determined by researcher Generally every Xth number until desired sample size in reached Advantages: > very easy to use Disadvantages > systemic biases possible > can only be random if the list is ordered randomly
38
Stratified Random Sampling
A population is divided into groups known as 'strata' and then continue by either implementing simple random sampling or systemic random sampling Advantages: > ensures adequate sample size for subgroups in the population of interest Disadvantages > problematic is stratas aren't clearly defined > analysis is typically complicated and the technique is time consuming
39
Cluster Random Sampling
When the population is divided into a cluster, then you randomly sample the cluster Advantages: > cost effective Disadvantages: > less efficient as you need a larger sample
40
Multi-Stage Random Sampling
Sampling techniques that is carried out in various stages Sample has a primary population followed by sub-populations Advantages: > used when simple random, systemic or stratified sampling would be to complex/expensive
41
Convenience Sampling (aka. accidental/haphazard)
Participant chosen because of convenience (e.g. close proximity) Advantages: > easy access to participants > cost effective > can provide rich qualitative data Disadvantages: > doesn't produce sensitive samples > results hard to replicate
42
Snowball Sampling
Begin by identifying someone who meets the criteria for inclusion in your study Ask them to remember others who they know meet the criteria Advantages: > used for hard-to-reach participants that would typically be hard to access > cost effective Disadvantages: > not used for generalisations - except for similarly hard-to-locate participants

Evidence Informed Health Practice (1 decks)

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