Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

FNH 398 > Quiz 2 Content > Flashcards

Quiz 2 Content Flashcards

1
Q

Describe the Nuremberg code and its principles.

A

Developed because of injustice by physicians towards inmates in concentration camps in Germany in WWII.

10 principles concerning:

  • Voluntary consent
  • Design based on sound evidence
  • Minimizing risk to participants
  • Willingness of participants and researchers to end the study if harm is observed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Describe the Tuskegee study. [4]

A
  • 40 year long study done on African American males
  • Observation of natural syphilis progression (long-term)
  • Researchers did not give penicillin after it was shown to be an effective treatment (inhumane!)
  • Birthed the 1979 Belmont report (ethical guiding principles)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Describe the 1979 Belmont report.

A
  • Ethical guiding principles borne from the inhumanity of the Tuskegee study
  • Respect for persons
  • Beneficence
  • Justice
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Who sets ethical guidelines? [6]

A
  • Federal bodies
  • Provincial bodies
  • International declarations (e.g., Declaration of Helsinki)
  • Universities
  • Professional associations
  • Funding agencies (Tri-council policy statement)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the three councils in the tri-council?

A

CIHR (health research)

NSERC (nutrition science engineering research)

SSHRC (social sciences and humanities research)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is the tri-council policy statement? [4]

A
  • ‘Evolving’ document → established by 3 councils
  • Intended to (1) promote high standards of ethical conduct, (2) advance the protection of human research participants and (3) enhance accountability.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Describe ‘respect for persons’. [6]

A
  • Consider participant autonomy (includes informed consent)
  • Participation should be voluntary, informed, and ongoing
  • Consider factors that can diminish participant autonomy:
    • Not enough info
    • Fear of consequences from non-participation
    • Pressure to participate (power relationships)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Describe consent. [9]

A
  • Free (avoid incentives that are large enough to encourage recklessness, power relationships, and undue influence)
  • Informed and ongoing → must provide info on:
    • Nature of research
    • Procedures of study
    • Risks/benefits of study
    • Confidentiality procedures
    • Assurance of voluntary participation
    • Investigator contact information
  • Written consent forms must be included with ethics applications and written at accessible literacy level (~ grade 6 literacy)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Describe decision-making capacity.

What happens if the participant lacks the capacity to make informed decisions? [3]

A

Decision making capacity refers to the ability of participants to understand relevant information presented and to appreciate potential consequences of their participation.

Without capacity to make informed decisions (i.e., children):

  • Involve participants to greatest extend
  • Maintain consent from authorized 3rd parties
  • Demonstrated benefits or minimal risk
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Describe concern for welfare. [9]

A
  • Aspects of welfare that researchers and regulatory ethical bodies need to consider include:
    • Physical, mental, and spiritual health
    • Physical, economic, and social circumstances
    • Privacy and the control of personal information
    • The treatment of human biological materials according to donor’s consent
    • The possible affect of the research on the welfare of the participants’ friends, family, or other groups
  • Therapies that are known to be effective cannot be withheld from control group
  • Treatments that are found to be harmful must be discontinued
  • Benefits must outweigh risks
  • Privacy / confidentiality must be maintained
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

“Do no harm” (Hippocratic oath) → beneficence / non-maleficence

Discuss types of benefits and risks. [6]

How much risk is too much?

A
  • Benefits
    • Direct
    • Indirect → e.g., advancement of knowledge
  • Risks
    • Physical harm
    • Psychological harm
    • Economic harm
    • Social harm

Need to consider → probability and magnitude of risk

The proportionate approach → higher risk = higher level of scrutiny in review

Minimal risk = no more risk than participants would encounter in every day life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

“Do no harm” (Hippocratic oath) → beneficence / non-maleficence

Discuss types of benefits and risks. [6]

How much risk is too much?

A
  • Benefits
    • Direct
    • Indirect → e.g., advancement of knowledge
  • Risks
    • Physical harm
    • Psychological harm
    • Economic harm
    • Social harm

Need to consider → probability and magnitude of risk

The proportionate approach → higher risk = higher level of scrutiny in review

Minimal risk = no more risk than participants would encounter in every day life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Describe the privacy / confidentiality aspect of ‘concern for welfare’. [3]

A
  • Maintain anonymity
  • Do not collect data without permission
  • Store data properly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Describe justice. [3]

A
  • Fairness → treating people with equal respect and concern for their welfare
  • Equity → proportional distribution of benefits and burdens of research participation (compared to equality → equal distribution of benefits and burdens of research participation)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Describe appropriate inclusion / exclusion. [2]

A
  • Should include all participants that might benefit from the research
  • Must justify why participants are excluded from research studies.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What do researcher’s owe their participants?

A
  • Research dissemination → findings disseminated to participants in a way they can understand
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Describe research involving First Nations peoples of Canada, both historically and moving forward.

A
  • Historically:
    • Defined by non-indigenous researchers
    • Research has not benefited Indigenous people
    • Indigenous people are apprehensive of research
  • Moving forward, must consider:
    • Respect for persons → interconnection between humans and the natural world (includes obligations to maintain, and pass on to future generations, knowledge received from ancestors as well as innovations devised in the present generation)
    • Concern for welfare → emphasis on collective welfare as a complement to individual well-being.
    • Justice → avoid abuses stemming from research such as:
      • Misappropriation of sacred songs, stories, and artefacts
      • Devaluing Indigenous people’s knowledge as primitive or superstitious
      • Violation of community norms regarding use of human remains
      • Failure to share data and resulting benefits
      • Dissemination of information that has misrepresented or stigmatized entire communities
    • Community engagement → establishes interaction between a research team and the Indigenous community → signifies intent to collaborate → communities may choose to actively engage, refuse engagement, or simply not object
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Summarize the basic principles of ethical research. [3]

A
  • Respect for persons
    • No coercion
    • Informed consent
  • Concern for welfare
    • Benefits must outweigh risks
    • Do no harm
    • Protect privacy
  • Justice
    • Fairness and equity
    • Appropriate inclusion / exclusion criteria
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is the purpose of a research ethics board (REB), and what is it comprised of?

A
  • Assess the ethical acceptability of human research
  • Independent committees established by the university, comprised of:
    • Experts in relevant disciplines
    • Ethics and law experts
    • Community members with no affiliation to the university
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Describe what is meant by ‘ethics in all aspects’. [5]

A
  • Voluntary participation of subjects
  • Ethical treatment of subjects
  • Meaningful research
  • Truthful data reporting
  • Acknowledgement of conflicts of interest
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Describe the ethics in research reporting. [8]

A
  • The investigator must:
    • Truthfully report and fully disclose methods of data collection and results
    • Present data accurately, properly analyzed and responsibly interpreted
      • Do not report results selectively
      • Use appropriate statistical analysis
      • Do not over-interpret results
    • Cite material properly
    • Disclosure of conflicts of interest
      • Report potential CoI in any publication / presentation
      • Sign and submit disclosure statement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Describe animal research in the hierarchy of evidence.

A

LOW → can’t place a lot of weight on animal research in terms of clinical decisions simply because animals are not humans

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Describe alternatives to animal research.

A
  • Human research → limited by samples available (blood, hair, cheek cells, urine), timeline (chronic diseases take years to develop), ethical considerations, and variability and compliance (differences in how humans respond to different diets; not everyone will comply with an intervention)
  • In vitro/cell culture research → Cells studied in isolation; useful for understanding the effects of nutrients on specific tissues. However cells cannot be generalized to a whole organism → important effects are missed (e.g., digestion, absorption of nutrients, effects of hormones and behaviour)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Describe the utility of animal research. [4]

A
  • Study effects of diets on whole organisms (access to tissues not available in human studies.
  • Precise control of diet
  • Multi-generational effects
  • Better understanding of the mechanism of nutrient action (=mechanistic studies of nutrient action) → nutrient effects on metabolic pathways, gene expression
  • Nutrient interactions
  • Nutrition and disease
  • Discovery of essential nutrients (e.g., thiamine → beri-beri in chickens fed polished rice; essential fatty acids → scaly skin and no growth in rats fed fat-free diet)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Describe the function of the CCAC. [3]

A

Canadian Council on Animal Care

  • Purpose is to act in the interests of people of Canada
  • Ensure that use of animals, where necessary for research → teaching and testing employs optimal care according to scientific standards
  • Promote an increased level of knowledge, awareness and sensitivity to relevant principles.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Describe ethics of animal research. [3]

A
  • REPLACEMENT → avoid animal use or replace animals with another model
  • REDUCTION → use fewer animals
  • REFINEMENT → modify procedures to minimize distress and enhance welfare
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

All studies using animals must get ethics committee approval.

Describe an animal ethics review. [4]

A

Proposal must include:

  • Proposal and merit of study
  • Animal numbers
  • All methods and protocols must consider 3 Rs (social interaction, environmental enrichment etc.)
  • Monitoring of procedures: adverse effects of treatments, weight gain/loss
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Describe animal research at UBC.

A
  • UBC animal care committee
    • Trained to all staff and students (must be completed before allowed entry)
      • Site visits
      • Standard operating procedure
      • Ethics and protocols approval
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

How do we determine which species is ‘best’ for a particular research question?

Which animals are commonly used in nutrition research?

A
  • Considerations → doubling of birth weight
    • 3D in chicks
    • 7D in rats
    • 14D in mice
    • 20D in piglets and puppies
    • 50D in kittens
  • Commonly used:
    • Rodents (mice, rats, including transgenic)
    • Pigs
    • Non-human primates
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Describe rodents used in research. [15]

A
  • Used in many basic studies, including nutrition studies.
  • Most common = mice, rats, guinea pigs
  • Fairly easy to maintain colonies
  • Short reproductive period
  • sequenced genomes (mice & rats)
  • Nocturnal
  • Nibblers → not ‘meal-eaters’
  • Major lipoprotein = HDL (in humans it is LDL)
  • Coprophagy (they eat their poop)
  • No appendix or gallbladder
  • Development:
    • Multiparous
    • Less developed at birth
    • Very little fat (adipose) at birth
    • Faster growth rate
    • Rodent milk higher in fat and much higher in protein
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Describe genetically engineered animals.

A

Spontaneous mutant (Ob/Ob → used as a model in obesity and diabetes research)

Transgenic: gain of function, knock-out, tissue specific knock-out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Describe how animal research can be a model of disease.

A

Ob/Ob mouse used in obesity and diabetes research

Used to study function of a particular gene

Important to be aware how the gene mutation affects organism (Is nutrient absorption/metabolism affected? Effects in organs?)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Describe pigs used in research. [5]

A
  • More similar to humans than rodents:
    • Digestive and gastrointestinal systems
    • Lipid and lipoprotein metabolism
  • Often used for studies in early development → bottle feeding / parental nutrition
  • Pigs are multiparous, have a shorter gestation time than humans, and offspring grow rapidly.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Describe non-human primates in research.

A

Research is rare → most similar to humans

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Describe animal research design.

A

Most animal research uses true experimental design (treatment & control group; randomized)

Treatment = manipulation of diet in nutrition studies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What is ad-libitum?

A

Food available at all times with the quantity and frequency of consumption being the free choice of the animal.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Describe the treatment in animal nutrition research. [5]

A
  • Treatment = diet
    • Different amounts of diet
    • Ad-libitum, specific amount, caloric restriction
    • Different diet composition
    • Timing of feeding
    • pair-feeding
38
Q

What is pair feeding?

A

If treatment causes an increase or decrease in caloric intake (e.g., animals given alcohol tend to eat less); the difference in calories between groups could be a confounder

Solution → have ‘pair fed’ group that are given the same calories as treatment group, but no treatment (e.g., no alcohol)

39
Q

Discuss experimental diets in animal research.

A
  • CHOW → natural ingredient or standard diet (e.g., corn, oats)
  • PURIFIED → each nutrient from a refined source (e.g., sucrose, starch, vitamins); enables more precise control of nutrient content
40
Q

What are experimental diet considerations in animal studies? [3]

A
  1. Physiological or pharmacological dose of nutrients (e.g., fish oil and long chain n-3 fatty acids → AMDR 0.05-0.12% energy; some studies feed animals 20-50X AMDR
  2. Research animals typically fed same diets for each meal every day → enables good control of nutrient intake BUT translation to human?
  3. Hidden confounding → e.g., want to compare a high fat with low fat diet → problem: when the proportion of fat decreases, carbs and/or protein must increase (not only studying fat)
41
Q

What are two other considerations regarding animal studies?

A

Minimize stress (minimize traffic through room, excess noise, handling)

Minimize distress (procedures to reduce discomfort)

42
Q

Discuss sample size in animal studies. [3]

A

Smaller sample size required than in human studies (e.g., n = 6 may be sufficient for rodent study)

Animals are more homogenous (= genetically similar) than humans

Similar exposures (e.g., diet, housing, enrichment, etc.)

43
Q

Discuss animal health and weight gain.

A
  • Monitoring animal health is important for both animal welfare and study outcomes
  • Proper weight gain important determinant of animal health
  • For nutrition studies → differences in weight gain across groups could also be a confounder

BOTTOM LINE → weights should be reported in any nutrition animal study

44
Q

Name 5 considerations for animal studies.

A
  1. Was the most appropriate animal model shown?
  2. Nutrient diet composition → relevant to human diets? do nutrients differ between groups?
  3. Was food intake / weight gain monitored?
  4. How does this relate to humans?
  5. What can we learn from this study?
45
Q

Summarize the importance of animal research.

A

Animal research is important for helping us to understand mechanisms of nutrient action, BUT, remember animals are not humans → use caution in translating results from animal studies directly to humans.

46
Q

What is qualitative research? [3]

Why is quantitative research not always sufficient?

A

Research that derives data from observations, interviews, or verbal interactions and focuses on the meaning of the participants.

A naturalistic approach that seeks to understand phenomena in uncontrolled, context-specific settings.

Helps to understand the how and why of human behaviours

Quantitative research → reduces results down to averages/means, however there is more going on! Goal → to define predictable relationships between variables that we can generalize to populations → but what about relationships be can’t describe through quantitative techniques? (e.g., human experience can’t be reduced down to a number)

47
Q

What is qualitative research useful for?

A

Going deeper to understand complex issues

Generating new hypotheses/ideas/themes

48
Q

What is mixed methods research?

A

Combines qualitative and quantitative methods to answer a research question.

49
Q

Describe how a qualitative research question is set up.

A

Go in with exploratory mentality

The question or purpose of qualitative research is often more broad, recognizing that the researcher will learn as they gather data → research may be adaptive

50
Q

Compare deductive and inductive reasoning.

A

Deductive: Theory → hypothesis → observation → confirmation

Inductive: Observation → pattern → tentative hypothesis → theory

51
Q

Describe the planning phase of qualitative research.

A

Research question → broad / more of a ‘purpose’

Initial research setting, participants, data collection strategies

52
Q

Describe the data collection phase of qualitative research. [4]

A

Continues until ‘saturation’ reached

Simultaneous sampling, data collection, and data analysis

Interpretation of data as they are collected

Development of new research questions

53
Q

Describe data analysis and reporting in qualitative research. [3]

A

Researcher is much more involved than in quantitative research; more subjective

Answers to questions can differ among qualitative researchers

Research methods used and write-up styles will vary depending on the study design and researcher’s approach

54
Q

What is ethnography?

A

The study of a social system, culture, social life, and activities of daily life, through observation.

55
Q

What is grounded theory?

A

Systematic analysis of qualitative data with the aim of generating theories.

56
Q

What is phenomenology?

A

Attempt to understand people’s emotions, attitudes, thoughts, meanings, perceptions, and bodily experiences as or after they have experienced a phenomena.

What is it like through their eyes?

57
Q

Describe sampling in qualitative research. [6]

A

Non-probability → goal is not to generalize to the population → focused on in-depth info

Often (not always) smaller sample sizes than quantitative research

  • Convenience → whoever can be found
  • Snowball → participants identify others they know
  • Purposive → choice selection of individuals (hand-picked for specific reason)
  • Theoretical sampling → continue sampling until ‘nothing new’ is being heard (can be used in tandem with convenience, snowball, and purposive)
58
Q

Describe data collection in qualitative research. [6]

A
  • Participant observation → researcher (may embed themselves) as a participant in the group
  • Individual interviews → open-ended (no planned questions); semi-structured (most common); structured (defined list of questions)
  • Focus groups → small groups (e.g., up to ~8) → group dynamics
  • Artifact collection → photographs or other objects
  • Analysis of written documents
  • Social media
59
Q

Describe data analysis in qualitative research. [5]

A
  • Systematic processes that transform many pages of raw data into new knowledge (= lots of work!)
    • Involves iterative cycles of coding and analysis (describe/interpret new data)
  • Conducted while data collection is still underway
  • Generates concepts, themes, theories
  • There is no one ‘right’ way of analyzing qualitative data → subjective technique!
60
Q

How is validity and reliability assessed in qualitative research? [5]

A
  • Trustworthiness / validity
    • Triangulation → using other methods /sources to see if they lead to similar conclusions
    • Respondent validation → analyze if data represents what was meant
    • Comparison with quantitative findings
    • Reflexivity → consider the role of the researcher in the collection
  • Reliability → e.g., inter-rater
61
Q

How is the quality of qualitative research assessed? [8]

A
  • Are the research questions (purpose) clear?
  • Are the research questions suited to qualitative inquiry?
  • Are the following clearly described and appropriate to the research question?
    • Sampling
    • Data collection
    • Analysis → approach can vary widely → transparency is key!
  • Are the claims made supported by sufficient evidence? (e.g., direct quote from participant)
  • Are the data, interpretations, and conclusions clearly integrated? (e.g., thought-process is well explained)
  • Does the paper make a useful contribution?
62
Q

Compare quantitative and qualitative research. [9]

A
  • QUANTITATIVE
    • Deductive reasoning
    • Testing of hypotheses and theories
    • Conducted in controlled settings
    • Large number of subjects
    • Standardized numerical data collection
    • Data gathered first, then analyzed
    • Statistical analysis
    • Explore outcomes due to treatments
    • Often have lots of authors
  • QUALITATIVE
    • Inductive reasoning
    • Development of hypotheses and theories
    • Conducted in natural settings
    • Typically smaller number of targeted participants
    • Textual, audio, and visual data collection.
    • Simultaneous data gathering and analysis
    • Content (textual, audio, visual) analysis
    • Explore complex issues and interactions between humans, reasons for outcomes, and processes
63
Q

Describe applications of qualitative research. [5]

A
  • Decision-making process
  • Sociocultural factors that influence nutrition-related behaviours
  • Consumer and employee behaviour, attitudes, and perspectives in service
  • Exploring unfamiliar cultures regarding their mores, traditions, and beliefs related to food and nutrition
  • Theory → development and modification
64
Q

What is survey research? [3]

A

Collection of information through a series of questions that are posed to subjects.

Typically cross-sectional (one time point); although may be used in many study types

Provides descriptive data and information to assess relationships between variables.

65
Q

What are the four steps in survey research?

A
  1. Define objectives of survey
  2. Survey delivery method
  3. Identify/develop questions
  4. Pilot test and refine
66
Q

How do we define objectives of a survey?

A

What is the purpose of doing the survey?

  • Describe a population (e.g., vitamin supplementation in older adults)
  • Assess relationships (e.g., determine whether vitamin supplementation is related to education level, income, etc.)
67
Q

Describe survey delivery methods [4] and survey delivery method considerations. [3]

A
  • Mail
  • Online
  • Telephone → requires interviewer
  • In-person → requires interviewer
  • Consider:
    • Cost
    • Response rate
    • Type of required info
68
Q

What is the goal of developing survey questions?

A

To have reliable and valid questions that address the study objectives.

69
Q

Give an example of an open and a closed ended question. What are closed-ended questions useful for?

A

Open → Why do you take vitamins?

Closed → The main reason I take vitamins is … (A, B, C, D) → useful for ease of response for participants, ease of coding for researcher, BUT may miss possible responses.

70
Q

What is a Likert scale and how is it analyzed?

A

Responses provided on a scale (e.g., strongly disagree / disagree / neutral / agree / strongly agree)

Analysis → can create a summative score; need to be sure all questions ask about same underlying construct (i.e., relate to the same thing) → this may be tested by assessing internal reliability via split-half reliability or Cronbach’s alpha)

71
Q

What’s wrong here?

‘I am in favour of changing FNH 398 grading scheme’

strongly agree / agree/ neutral / disagree / strongly disagree

A

Does not specify how grading will change → unclear

72
Q

What’s wrong here?

‘When buying food, do you read the label?’

Yes / no

A

What label? Not all food even has a label! → unclear

73
Q

What’s wrong here?

‘I am not concerned about not getting enough calcium in my diet’

strongly agree / agree / neutral / disagree / strongly disagree

A

Double negatives are confusing!

74
Q

What’s wrong here?

‘ My diet’

a) Includes meat, fish, poultry, dairy, and eggs.
b) Includes dairy and eggs, but no meat, fish or poultry.
c) Does not include dairy, eggs, meat, fish, or poultry

A

Does not include all diets.

75
Q

What’s wrong here?

‘How often do you refer to Canada’s Food Guide to Healthy Eating and the Dietary Reference Intakes (DRI) ?

a) Often
b) Sometimes
c) Never

A

Two items specified → can’t answer to both accurately unless the answer is the same for both

Response options are unclear → what is meant by ‘often’?

76
Q

What’s wrong here?

‘I am comfortable with how fit my body appears to others’

Yes / No

A

Respondents tend to agree, so much include a positive and negative survey question.

‘When in a bathing suit, I often feel nervous about the shape of my body.’

Yes / No

Someone answering truthfully will have opposing answers.

77
Q

What’s wrong here?

‘Given the importance of vitamin B12 for fetal development, do you agree that a B12 supplement should be recommended for pregnant women?

Yes / No

A

This is a leading question

78
Q

What are the characteristics of good survey items? [6]

A
  • Clear and unambiguous
  • Straightforward (avoid double negatives)
  • Considers all possibilities
  • Asks only one thing
  • When seeking opinions, include both positively and negatively worded items
  • Avoids leading questions
79
Q

How is survey research piloted and refined?

A

Determine reliability of the survey (test-retest / parallel forms / internal consistency / inter or intra rater (if interview is used))

Use an instrument or question that has been previously validated OR (better), validate the questionnaire before the study (face / content / criterion / construct)

80
Q

What are some advantages of survey research? [3]

A
  • Cheap and convenient
  • Can survey a broad geographic area and large number of subjects
  • Relatively inexpensive compared to other research methods
  • May serve as a basis for hypothesis development and future research ideas.
81
Q

What are limitations of survey research? [4]

A
  • Non-response bias
  • Interviewer bias
  • Misreporting
  • Poorly designed questions (may be misunderstood / might be asking the wrong thing)
82
Q

What is non-response bias? [5]

A

Occurs when response rate to a survey is low.

Characteristics and opinions of responders may differ from non-responders

Generally responders are more interested in the topic and have higher socio-economic status

Results cannot be generalized with confidence to the population

Response rate matters! (e.g., 1000 responses from a sample of 5000 = 20% response rate versus 800 responses from a sample of 1000 = 80% response rate → 80% response rate is more trustworthy)

83
Q

How can we avoid non-response bias? [7]

A
  • Develop a good survey:
    • Let respondents know why survey is important
    • Interesting questions
    • Easy to respond to
    • Not too long
  • Follow up (repeat mailings, telephone contacts)
  • Incentives (e.g., Walmart receipt surveys → chance to win $1000)
84
Q

What is interviewer bias? [2]

A
  • In face-to-face or phone surveys → interviewer can subtly reinforce or discourage certain responses
  • Interview training is crucial → neutralize questions; don’t bias participant
85
Q

What is misreporting? [3]

A
  • Social desirability
  • Tendency to report the ‘right’ or ‘more acceptable’ response
  • Underreporting intakes for example → more common in overweight/obese, physically active, and women vs. men
    • In general, height is overestimated, and weight is underestimated
86
Q

How do we address misreporting?

‘everybody lies’

A
  • anonymity or confidentiality of responses → facilitate honesty
  • in diet recalls → visual ads to estimate portion sizes; probe for ‘forgotten foods’
  • When analyzing results → identify plausible reporters and see if conclusions change
87
Q

What type of data is obtained in survey research?

A
  • Descriptive statistics → mean/median nutrient intakes; proportions (e.g., % of people that answered ‘a’); prevalence/incidence of disease
  • Assessing relationships → is ‘x’ associated with ‘y’?
88
Q

Describe how variables may be expressed as continuous or categorical.

A

Age in years vs. youth/adult/elder

BMI in kg/m2 vs. underweight/normal/overweight

Fruit and veggie intake in servings/day vs. less than/meets/exceeds DRI

89
Q

Give examples of two noteworthy nutrition surveys.

A
  • Canadian Community Health Survey (CCHS)
    • Annual survey of Canadians > 12 years old (random, representative sample)
    • Collects info related to health status, health care utilization, and health determinants for the Canadian population
    • In 2004 and 2015 nutrition was the specific focus
  • National Health and Nutrition Examination Survey (NHANES) → USA
    • Assesses the health and nutritional status of adults and children in the USA.
    • Representative sample of US population → smaller sample size than CCHS
    • Ongoing since the 1960s.
90
Q

How is a statistical test chosen?

A

Independent → Dependent → statistical test

Categorical → Continuous → T-test (2 categories) / ANOVA (>2 categories)

Categorical → Categorical → Chi-squared

Continuous → Continuous → Correlation

FNH 398 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions