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Prof. Zekeriya Aktürk 26.02.2011, Sana’a

Research Methodology and Practical Biostatistics Using SPSS - Introduction -. Prof. Zekeriya Aktürk 26.02.2011, Sana’a. http://aile.atauni.edu.tr zekeriya.akturk@gmail.com. Aims and Objectives.

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Prof. Zekeriya Aktürk 26.02.2011, Sana’a

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  1. Research Methodology and Practical Biostatistics Using SPSS - Introduction - Prof. Zekeriya Aktürk 26.02.2011, Sana’a http://aile.atauni.edu.tr zekeriya.akturk@gmail.com / 22

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  3. Aims and Objectives • At teh end of this presentation, the participants should be aware of basic research methodology and be equipped with the information to conduct a research. • Objectives • List stages of a research • Ask a clinically answerable question • Classify types of data • Count basic hypothesis tests and their usage • Define types of study designs / 22

  4. Let us do a research together Statistics course participants and reasearch / 22 Aktürk Z. Sana’a, February 25, 2011

  5. One literature Askew, DA. et al.GPs involvement in and attitudes to research.Med J Aust2002;177(2):74-77 / 22

  6. Stages of a research • Ask an answerable question • Is the question already answered? • Formulate hypothesis • Decide on the method • Application • Analysis • Interpret results • Write report Tyler CW, Epidemyology / 22

  7. Most important: Ideas / 22

  8. Answerable clinical question • Patient/problem • Intervention • Comparison • Outcomes Is there a differencebetween a caloriedietand a glycemicdiet in decreasingthe body massindex of obesepatients? / 22 Centre for EBM http:www.cebm.net/

  9. Formulating the hypothesis • H0 • There is no difference between a calorie diet and a glycemic diet in decreasing the body mass index of obese patients. • H1 • There is a significant difference between a calorie diet and a glycemic diet in decreasing the body mass index of obese patients. / 22

  10. Study designs(How to answer the question?) • Observation • Case report • Prevalence • Case control • Cohort studies • Intervention • Randomized controlled studies • Methodological • Reliability-Validity • Sensiivity-Specifity / 22

  11. Case-Control Study / 22

  12. Cohort study / 22

  13. RCT / 22

  14. Analysis – Data types / 22

  15. Choosing the correct test / 22

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  17. Question • Is there any significant difference between class 1 and class 6 medical students in recognising thyme? / 22

  18. Hypothesis • H0: There is no significant difference between class 1 and class 6 medical students in recognising thyme? • H1: There is significant difference between class 1 and class 6 medical students in recognising thyme? / 22

  19. Method • Showing the picture of thyme plant to class 1 and class 6 medical students and asking whether they recognize it / 22

  20. Analysis - Frequencies / 22

  21. Analysis – Hypothesis test / 22

  22. Interpretation • While 12% of class 1 students recognized thyme, this was 78% in class 6 • Although class 6 students are better in recognizing thyme, even among them 22% failed. • There is a significant difference between class 1 and class 6 medical students in recognizing the picture of thyme (p<0,001). / 22

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