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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
Blinding
Subject and/or Investigators do not have information about which group the subject is a part of in order to remove bias
26
Single-Blind Experiments
Only the patient or the assessor is blinded
27
Double-Blind Experiments
The investigator, subject and assessor all do not know the subject's group
28
Double-Blind Experiments
The investigator, subject and assessor all do not know the subject's group
29
Types of Observational Studies
Cohort Cross-Sectional Case-Control
30
Types of Observational Studies
Cohort Cross-Sectional Case-Control [Look for connections between exposures and outcomes]
31
Cohort Studies
Subjects are sorted into two groups based on differences in risk factors
32
Cohort Studies
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
33
Cohort Studies
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
34
Cross-Sectional Studies
Attempt to categorize patients in different groups at a single point in time
35
Case-Control Studies
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
36
Hill's Criteria
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
37
List of Hill's Criteria
1. Temporality 2. Strength 3. Dose-Response Relationship 4. Consistency 5. Plausibility 6. Consideration of Alternate Explanations 7. Experiment 8. Specificity 9. Coherence
38
List of Hill's Criteria
1. Temporality 2. Strength 3. Dose-Response Relationship 4. Consistency 5. Plausibility 6. Consideration of Alternate Explanations 7. Experiment 8. Specificity 9. Coherence
39
Temporality
The exposure (independent variable) must occur before the outcome (dependent variable)
40
Strength
As more variability in the outcome variable is explained by variability in the study variable, the relationship is more likely to be causal
41
Strength
As more variability in the outcome variable is explained by variability in the study variable, the relationship is more likely to be causal
42
Dose-Response Relationship
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
Dose-Response Relationship
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
Consistency
The relationship is found to be similar in multiple settings
45
Plausibility
There is a reasonable mechanism for the independent variable to impact the dependent variable supported by existing literature
46
Plausibility
There is a reasonable mechanism for the independent variable to impact the dependent variable supported by existing literature
47
Consideration of Alternate Explanations
If all other plausible explanations have been eliminated, the remaining explanation is more likely
48
Experiment (Hill's)
If an experiment can be performed, a causal relationship can be determined conclusively
49
Experiment (Hill's)
If an experiment can be performed, a causal relationship can be determined conclusively
50
Specifcity
The change in the outcome variable is only produced by an associated change in the independent variable
51
Specifcity
The change in the outcome variable is only produced by an associated change in the independent variable
52
Coherence
The new data and hypothesis are consistent with the current state of scientific knowledge
53
Coherence
The new data and hypothesis are consistent with the current state of scientific knowledge
54
Sources of Error
Selection Bias Detection Bias Observation Bias Confounding Variables
55
Bias
A result of flaws in the data collection phase of an experimental or observational study
56
Confounding
Error during analysis
57
Selection Bias
Subjects used for the study are not representative of the target population; must be measured and assessed before any intervention
58
Selection Bias
Subjects used for the study are not representative of the target population; must be measured and assessed before any intervention
59
Detection Bias
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
Detection Bias
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
Observation Bias | [Hawthorne Effect]
Posits that behavior of study participants is altered simply because they recognize that they are being studied
62
Confounding Variables
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
Confounding Variables
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
4 Core Ethical Tenets
Beneficence Nonmaleficence Autonomy Justice
65
Beneficence
Obligation to act in patients best interest
66
Nonmaleficence
Obligation to avoid treatments or interventions in which the potential for harm outweighs the potential for benefit
67
Nonmaleficence
Obligation to avoid treatments or interventions in which the potential for harm outweighs the potential for benefit
68
Autonomy
Responsibility to respect patients decisions and choices about their own healthcare
69
Autonomy
Responsibility to respect patients decisions and choices about their own healthcare
70
Justice
Responsibility to treat similar patients with similar care and to distribute healthcare resources fairly
71
Justice
Responsibility to treat similar patients with similar care and to distribute healthcare resources fairly
72
Respect for Persons
Need for honesty between the subject and the research and generally prohibits deception
73
Informed Consent
A patient must be adequately counseled on the procedures, risks and benefits and the goals of a study
74
Informed Consent
A patient must be adequately counseled on the procedures, risks and benefits and the goals of a study
75
Morally Relevant Differences
Differences between individuals that are considered an appropriate reason to treat them differently
76
Equipoise
Lack of knowledge about which arm of the research study is better for the subject
77
Equipoise
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
Equipoise
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
Monetary Compensation
Does not impact the decision to participate in the study
80
Coercive Influence
The subject loses autonomy to make the decision to participate
81
Coercive Influence
The subject loses autonomy to make the decision to participate
82
Population
Complete group of every individual that satisfies the attributes of interest
83
Population
Complete group of every individual that satisfies the attributes of interest
84
Parameter
Information that is calculated using every person in a population
85
Sample
Any group taken from a population that does not include all individuals from the population
86
Statistic
Information about a sample
87
Internal Validity
1
88
External Validity
2
89
External Validity (Generalizability)
2
90
Internal Validity
Identification of causality in a study between independent and dependent variables
91
External Validity (Generalizability)
Ability of a study to be generalized to the population that it describes
92
External Validity (Generalizability)
Ability of a study to be generalized to the population that it describes
93
Statistical Significance
The low likelihood of the experimental findings being due to chance
94
Clinical Significance
The usefulness or importance of experimental findings to patient care or patient outcomes

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