Scholarly Practice 1 > Midterm > Flashcards

Midterm Flashcards

(110 cards)

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1
Q

Why is research important

A

To determine field is important
To improve patient care
To have Autonomy in workplace

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2
Q

Describe deductive reasoning

A

draw conclusions from general premis
theory testing

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3
Q

describe inductive reasoning

A

develop generalizations from a specific observation
theory development

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4
Q

what is the philosophy of the scientific method

A

It is logical, self-corrective, replicable and controlled and empirical

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5
Q

describe tenacity

A

clinging to beliefs regardless of evidence
superstition

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6
Q

what is the least reliable source alternative to the scientific method

A

tenacity

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7
Q

describe tradition

A

understanding of the world based on what others have said before you

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8
Q

describe intuition

A

combination of personal experience, intelligence and reasoning

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9
Q

describe authority

A

someone with more experience and qualifications tells you something is true

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10
Q

which alternative to the scientific method is necessary when the scientific method is not available

A

authority

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11
Q

describe the Dunning-Kruger Effect

A

describes how confidence levels changes with amount of knowledge
leads to impostor syndrome

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12
Q

describe basic reasearch

A

results lack clear application
labs
a lot of control
looks for knowledge

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13
Q

describe applied research

A

results are directly useful
real-world setting
limited control
looks to solve a problem

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14
Q

barriers to applied research

A

lack of familiarity with process and vocab
fear of statistics
lack of funding and time
ethical issues with human susbjects

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15
Q

what is a theory

A

body of inter-related concepts and constructs that presents a rational systematic view of phenomena

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16
Q

describe concept in theory

A

terms used to describe observations
observable and directly measurable

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17
Q

describe construct in theory

A

invented name for abstract variables
not directly obersvable or measurable

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18
Q

what is the purpose of theories

A

describe phenomena
predict relationships
explain relationships

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19
Q

characteristics of theory

A

testable
economical
tentative

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20
Q

List sources of evidence

A

peer reviewed articles
open acess articles
letters to editors
book chapters
dissertations
theses
magazine articles

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21
Q

things to consider when developing research quesitons

A

feasible
time
instrumentation
interesting
novel
ethics
relevant

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22
Q

describe the process of developing research quesitons

A

topic
problem
framework

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23
Q

desribe the topics role in the process of developing a research quesiton

A

the subject of research
statement of inconsistency

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24
Q

describe the role of problem in the process of developing a research question

A

where is the problem; practice vs knowledge, policy vs action, lack of knowledge, etc.

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25
describe the frameworks role in the process of developing a research question
theoretical perspective from which the problem will be viewed research question/hypothesis
26
describe retrospective research
track past and see what results are now
27
describe prospective research
track initial and see what happens down the line
28
describe the organization of a scholarly manuscript
title abstract intro methods results discussion conclusion references
29
describe the title of a scholarly manuscript
brief but descriptive PICO
30
PICO
patient or problem intervention comparison outcome (Time)
31
describe the abstract of a scholarly manuscript
75-300 words 3-5 key words briefe discussion of intent of paper, methods, major points and results
32
describe inclusion criteria
certain features, characteristics or background that is required
33
describe exclusion criteria
things that are unwanted in the study
34
describe the methods section of a scholarly manuscript
enough detail to replicate
35
describe the results section of a scholarly manuscript
summary of important results figures and tables
36
what should be avoided in the results section
repeating info from tables in text saying "significant difference"
37
describe the discussion section of a scholarly manuscript
inductive reasoning discuss results and compare with other studies
38
describe the conclusion section of a scholarly manuscript
short take-home message
39
describe the intro section of a scholarly manuscript
deductive reasoning stimulate interest hypothesis
40
define population
larger group to which results are generalized
41
define sample
subgroup of populationfor estimating characteristics of a population
42
what is the dilemma with inclusion and exclusion criteria
strict criteria can limit generalizability and clinical relevance
43
describe probability sampling
randomization is involved at some point
44
describe non-probabilty sampling
no randomization, questions ability to generalize to population
45
types of probability sampling
simple random sampling systematic sampling stratified sampling cluster sampling
46
describe simple random sampling
each member of population is equally likely to be selected requires entire population to be known
47
describe systematic sampling
chosen from list/ every nth name,
48
describe stratified sampling
random sampling from subgroups
49
describe cluster sampling
divide population into clusters, usually geographic and randomly sample from them
50
types of non-probability sample
convenience sampling Quota sampling purposive sampling snowball sampling
51
describe convenience sampling
people chosen based on their availability recruitedbased on availibility
52
describe quota sampling
equivalent to statified sampling- sampling from subgroups
53
purposive sampling
sample selected for purpose
54
which type of sampling technique is commonly used in qualitative studies
purposive sampling
55
describe snowball sampling
ask recruited members to recommend others
56
name the requirements for internal validity
temporal precedence- outcome changes after change in treatment co-variation of cause and effect no plausible alternative explainations
57
single group threats have
no control group
58
multiple group threats have
multiple groups that aren't treated equally
59
social threats are based on
human behavior
60
list the types of single group threats
history maturation testing instrumentation mortality/attrition regression to mean
61
how does history affect single group threats
events unrelated to study influence outcome
62
how does maturation affect single group threats
changes in outcome due to the passing of time
63
how does testing affect single group threats
may improve scores based on repeating tests
64
instrumentation as a single group threat
change in instrumentation things not working right
65
attrition as a single group threat
subject dies or drops out
66
regressiong to mean as a single group threat
groups are selected based on extreme scores from single test
67
multiple group threats include what
history maturation testing instrumentation regression
68
history as a multiple group threat
groups have different experiences between pre and post test
69
maturation as a multiple group threat
naturally change at different rates
70
multiple group threats are based on what
differences between groups that affect cause/effect relationship influenced by subject selection
71
testing as a multiple group threat
pre-test affects groups differently
72
instrumentation as a multiple group threat
inconsistant instrumentation between groups
73
regression as a multiple gorup threat
groups likely to regress towards the mean for the post-test
74
what are social threats to internal validity
performance bias contamination co-intervention different therapists attention bias
75
how can you help avoid social threats
blind subjects and investigator
76
how can you help avoid social threats
blind subjects and investigator
77
performance bias as a social threat
inconsistency in applicaiton of condition
78
contamination as a social threat
members of control group receive intervention
79
co-intervention as a social threat
subjects recieve another form of treatment
80
different therapists as a social threat
intervention is not applied consistantly
81
what are the two types of attention bias
hawthrone effect and reverse hawthrone effect
82
what is the hawthorne effect
ppls behavior and performance improve when they are receiving attnention
83
what is the reverse hawthorne effect
ppls behavior and performance decline if they are not recieving equal attention or care
84
what are the external validity threats
people place time detection bias recall bias
85
people as an external validity threat
sample doesn't represent population due to criteria
86
place as an external validity threat
the setting is not real enough
87
ecological validity
study atmosphere is similar to real life
88
time as an external validity
era in which data is collected
89
detection bias as an external validity threat
too many variables increases possibility of differences is by chance alone too few increases possibility that treatment effect was missed
90
recall bias
when asking people to recall past events especially when they know the hypothesis
91
describe quantitative research
data is represented in numbers manipulation high control hypothesis testing obvious end point
92
what type of reasoning does quantitative research use
deductive- hypothesis testing
93
describe qualitative research
knowledge on individual experience data is words exploratory no manipulation low control
94
what type of reasoning does qualitative research use
inductive reasoning-- theory generating
95
pros and cons of quantitative research
poor external validity
96
pros and cons of qualitative research
non-standardization large amount of data
97
what are the two types of independent variables
active variables attribute variables
98
active variables
manipulated by the experimenter groups are assigned
99
attribute variables
naturally occurring groups
100
what is the dependent variable
the outcome measurement
101
types of control in quantitative research
control group systematic manipulation of IV selection and assignment of subjects extraneous variables blinding of researcher/participant
102
types of research design
experimental quasi-experimental non-experimental
103
characteristics of experimental design
manipulation control group random assignment best for showing cause and effect
104
what are these design notations R, N, X, O
R- random assignment N- no randomization X- treatment O- observation
105
describe quasi-experimental design
randomization is missing group differences analyzed after manipulation
106
describe non-experimental designs
descriptive research no manipulation of IV
107
list types of non-experimental designs
correlational studies cross-sectional survey research case report methodological research
108
prevalence vs incidence
incidence is the number of new cases where prevalence is the number of existing cases
109
describe a case-control study
observe groups with injury non-experimental
110
describe a cohort study
observe group prior to injury non-experimental
Scholarly Practice 1
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