Research and Health
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71 terms
Terms | Definitions |
|---|---|
 Categories of Research | Pure, clinical, applied, descriptive, laboratory, experimental |
| The research process | 1. Problem identification or idea 2. Review of literature 3. Developing question and hypothesis 4. Research design 5. Conducting research 6. Collection and interpretation 7. Publishing |
| Definition of critical appraisal | The impartial assessment of one or more research papers to determine strengths, weaknesses and benefits. |
| Literature Review | critical summary of research on topic, often prepared to put research problem in context or to summarize existing evidence |
| Five steps of EBP | 1. Ask an answerable question 2. Acquire the best available evidence 3. Appraise the evidence 4. Apply the evidence 5. Assess the process |
| What are the different types of research designs? | RCTs, systematic reviews, meta-analyses, quasi-experimental studies, descriptive or qualitative studies. |
| Descriptive research designs | "Describes health status of a population" Case report, case series, descriptive epidemiological study, ethnographic study |
| Analytical research designs | "Identifies causes of diseases" Observation vs experimental design |
| Observation Research design | cohort study (retrospective and prospective), case-control study, cross-sectional study, longitudinal designs |
| Experimental research design | RCT, quasi-experimental. |
| RCT | randomly allocated groups-study and control groups: intervention and non-intervention group |
| Quasi-experimental | Control procedures but no random assignment, weaker internal validity but stronger external validity because they can be carried out in more natural settings. |
| Case report | Type of descriptive research in which only one individual is studied in depth, often retrospectively. |
| Case series | Detailed description of a case/ group of cases can help identify potential health problems |
| Descriptive epidemiological study | -occurrence of disease -affected people -place and time the disease occurred -generally is retrospective (data is collected after episode is over) -backtrack to cause (can take years) -example: AIDS is more prevalent in people living in crowded conditions, poor nutrition, alcohol abuse, etc. |
| Ethnographic study | in depth study of a culture, which uses a combination of methods including participant observation |
| Cohort study | A type of epidemiologic study where a group of exposed individuals (individuals who have been exposed to the potential risk factor) and a group of non-exposed individuals are followed over time to determine the incidence of disease |
| Case-control study | A type of epidemiologic study where a group of individuals with the diseases, referred to as cases, are compared to individuals without the disease, referred to as controls |
| Cross-sectional study | research method in which data is collected from groups of participants of different ages and compared so that conclusions can be drawn about differences due to age |
| Longitudinal designs | same group is followed over a period of time, predictions are possible, patterns can be established |
| Systematic review | A review of the literature, in which all available research studies on a particular topic are identified, analysed and synthesised |
| Strength of evidence | 1. Systematic review of RCTs 2. RCTs 3. Cohort study 4. Case-control study 5. Cross-section study 6. Case reports/case series |
| Confounding Bias | occurs with 2 closely associated factors; the effect of 1 factor distorts or confuses the effect of the other |
| Descriptive research design | Qual. "Interpretive". "Making/generating meaning" can attempt to measure thoughts, feelings, or behaviors. surveys and interviews. polls/census "describe population" and feelings/attitudes of population - phenomenology, ethnography -mixed with critical: grounded theory, narrative analysis |
| Critical research design | Qual. "Causing change to the status quo" - participatory action research, feminist -mixed with descriptive: grounded theory, narrative analysis |
| Phenomenology | Intentional analysis of everyday experience from the standpoint of the person who is living it; explores the possibility of understanding the experience of self and others (what is the nature of...? what is it like to experience...?) |
| Ethnography | A detailed description of a particular culture primarily based on fieldwork. |
| Participatory action research | NOT A THEORY. A research framework. Research cycle: observe, reflect, plan and act. Involves all the people in the research but does so with the explicit recognition of power issues and has a goal of transforming society (transformative) |
| Feminist research | A type of critical social sciences that advocates action-oriented research. It views the social world as a web of social relations based on mutual obligations, and it rejects positivism as having many assumptions that are male oriented. |
| Grounded theory | research to understand social structures and social processes; this method focuses on generation of categories or hypotheses that explain patterns of behavior of people in the study (what is the social process underlying...?) |
| Narrative analysis | Researcher collects descriptions of events through interviews and observations and synthesizes them into narratives or stories. Story is the outcome of the study. Analysis of narrative Researcher collects stories as data and seeks to understand underlying themes from the stories. |
| Mixed method | Combination of quantitative and qualitative methodologies. "Q2" |
| Data collection | Methods of collecting data for research. Includes: interview, focus group, questionnaire. |
| Interview | informal (unstructured) semi-structured standardized (structured) -ves: time consuming, difficult for novice, exhausting , inconsistent. |
| Focus group | 6-8 people (4-12) 1-2 hours, may need multiple sessions. |
| Questionnaire | NOT A SURVEY Highly structured interview |
| Discrete | items in a basket, people in a room (e.g. 3) |
| Continuous | weight, age (e.g. 19.48938, 56.38) |
| Nominal | male/female, post codes (no mathematical function) |
| Ordinal | 1st, 2nd, 3rd, for movies (4s is better than three etc.) |
| Interval | body temp, IQ (has to be a certain number) |
| Ratio | weight, height |
| Double barreled questions | Don't ask in qual research. e.g. "do you like ___ and ___?" |
| Limited possible responses | Don't ask in qual research. e.g. "what pain relief do you use? panadol/nurofen" |
| Leading questions | Don't ask in qual research. e.g. "wouldn't you agree that nurses do a heroic job?" |
| Abbreviations | Don't ask in qual research. e.g. "what do you know about SARS?" |
| Emotional language | Don't ask in qual research. e.g. "What should be done about the murderous terrorists who threaten the freedom and safety of law abiding citizens?" |
| Negatives | Don't ask in qual research. e.g. "is it not a good idea to not turn in assignments on time?" |
| Prestige influence | Don't ask in qual research. e.g. "most doctors say _____. Do you agree?" |
| Assumed knowledge | Don't ask in qual research. e.g. "What is your opinion on the social security laws the state government is currently discussing?" |
| Overlapping questions | Don't ask in qual research. e.g. "where did you grow up? country/farm/town/city" |
| Open ended questions | Can be used in either qual or quan research. "How did you find your home exercises?" "How did you feel about the therapy you received?" |
| Closed questions | Yes/no, M/F etc. "Tick one" |
| Multiple choice | A B C D |
| Scales | Visual Analogue scales 0 1 2 3 4 5 (circle one) :) :| :( no pain___________________worst pain |
| Ranking | 1-5 |
| Adjectival scales | Disagree Neutral Agree [] [] [] [] [] Usually have 5 or 7, extremes or neutral. Have 4 if everyone is going to be neutral - forced to make a choice |
| Likert scale | Strong disagree neutral agree strong disagree agree 1 2 3 4 5 |
| Semantic differential scale | unipolar (sweet/not sweet, creative/not creative) bipolar (sweet/sour, creative/unoriginal) |
| Self Administration | Done by participant |
| Validity | the ability of a test to measure what it was designed to measure "Did the research measure what it was supposed to?" Research can be valid, but not reliable (e.g. a ruler with no mm marked, people will say different things when measuring - valid, but not reliable). |
| Reliability | the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting "Is the research dependable and consistent?" If the test is redone, will is get the same results? |
| Internal validity | Are the results believable? |
| External validity | To what extent can the results be applied to other groups/individuals in other contexts? e.g. most health research cannot be generalized because specific populations are chosen rather than a random sample of the population. |
| Dependability | Are the results consistent? |
| Four key ethical research prinicples | 1. Respecting autonomy 2. Beneficence 3. Non-maleficence 4. Justice |
| Respecting autonomy | The person makes an informed decision about being involved |
| Beneficence | The obligation to provide benefits |
| Non-maleficence | Avoiding the intention to cause harm or discomfort |
| Justice | The concept that benefits, risks and costs are equitably distributed. |
| Epidemiology | branch of medical science concerned with the incidence, distribution, and control of diseases that affect large numbers of people |
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