1 / 27

Research Methods Lecture 1 Objectives Today

Research Methods Lecture 1 Objectives Today. Orientation to class Orientation to Professional Expectations First lecture on content First lab First homework (due today). PROFESSIONALISM IN PHYSICAL THERAPY: CORE VALUES. 1. Accountability 2. Altruism 3. Compassion/Caring 4. Excellence

kyla-guzman
Download Presentation

Research Methods Lecture 1 Objectives Today

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research Methods Lecture 1Objectives Today • Orientation to class • Orientation to Professional Expectations • First lecture on content • First lab • First homework (due today)

  2. PROFESSIONALISM IN PHYSICAL THERAPY: CORE VALUES • 1. Accountability • 2. Altruism • 3. Compassion/Caring • 4. Excellence • 5. Social Responsibility • 6. Integrity • 7. Professional Duty

  3. First RM Lecture Is the data relevant? • What is wrong with this question? • Subject verb agreement

  4. First RM Lecture • Test/Measure – used to obtain a measurement • An attribute – a variable, a characteristic, a quality • An examination – a test or tests • An evaluation – a judgment • Operational definition – provides a common framework

  5. Clinical Research • Quest to be Evidence-Based Profession • Our Practice (every patient we treat) should be • Backed up by research/data • Using the current best evidence • Why?

  6. Clinical Research • Structured process • Empirical and critical= able to observe it • Framed by our societal/professional paradigms • Outcomes important • Health and disability models are frame of reference • Practice should be Evidence-Based • Research is Careful, Logical, and Systematic

  7. Clinical Research • Research is Careful, Logical, and Systematic • It does not prove • It can lend support (for or against) • Research is repeatable • Must be to be reliable and hence valid

  8. Measuring Outcomes • Did the patient live? • Did impairments lessen? • Did functional limitations lessen? • Did health improve? • Did we save money? • Did we save time? • Health Related Quality of Life (HRQOL) • SF-36 • WOMAC • ODI

  9. Models of Health and Disability • Nagi model • Pathology, Impairment, Functional Limitation, Disability • International Classification of Function • “Ability” slant to the Nagi model • Capacity vs Performance • Provide a framework for relevant outcome measures • Figure 1.1 in P & W good summary models

  10. ICF Model

  11. Evidence-Based Practice • Sackett a giant in this field • “integration of best research evidence with our clinical expertise and our patient’s unique values and circumstances” • Ask an answerable question • PICO one way of framing a question • Then look to the literature

  12. One Way to Ask a Question • Population of interest • Intervention you are considering • Control/Comparison Treatment • Outcome that you will measure

  13. Sources of Knowledge • Tradition: least powerful* • Authority • Trial and Error • Logic • Deductive • Inductive • Scientific Method Assumptions: most powerful* • Nature is orderly • Events not random • Limitations in our profession?

  14. Research • A continuum (Fig 1.5 P&W) • Case Study • Randomized Controlled Trials • Everything in between • Research process • Identify the question/topic (general) “PICO” • Design the Study • Search the literature • Define the topic (specific) • State a general question • Operationally defined hypothesis • Methods (collect and reduce data) • Analyze • Communicate

  15. Measurement • Continuously • How tall are you? • Discretely • What is my heart rate? 60 ¾ bpm vs 60 bpm • Are you male or female? XX XY YY, more than 2 • Dependent of our ability to define • Measurement often indirect= HR measured in pulse or BP is in cuff • Precision: number of decimal points vs. Accuracy: • Amount and units (22 inches) need to have units

  16. Nominal Dataaka Categorical Data • “3 vs 4 categories” • Finite number of classifications= can code with a label for ease, but has no meaning. • Categories • Mutually exclusive= cant be both male or female, one result. • Exhaustive • Numbers or symbols may be assigned • Have no inherent value • Can be changed without affecting the data • Counting is the only math allowed! = no averages taken

  17. Ordinal Data • Rank ordered, 1st step, 2nd step, etc. • Those of the same rank not required to be equal • Ranks are not equally spaced • May or may not have true zero point • Averaging is allowed • But the value doesn’t reflect a true quantity • Most common ordinal scale is Likertscale “1 = Very satisfied, 2 = satisfied, 3 = neutral….” *not a true quanity

  18. Continuous Data“Scale” Data in PASW1 scale covers 2 scales • Interval and ratio data are here • Difference is presence of true zero, interval has no 0 • Like the temperature scale 0, 32, 273 • Can be broken into smaller pieces –continuously

  19. Interval Scale • Rank ordered • Ranks are equally spaced • No true zero point • Transformation cannot be done directly • Transformation can be done while retaining relative positions • Mathematical operations should not include intervals because there is no true zero)

  20. Ratio Scale • Rank ordered • Ranks are equally spaced • There is a true zero point • All mathematical operations permissible

  21. The Research Question • More important than ability as statistician • Requires refinement to answerable question • Topic • Research Problem • Research Question • Research Question shaped by: • Clinical experience (no substitute for this) • Feasibility and importance • Population to be sampled • Rationale • Variables to consider

  22. The Variables • Independent (IV in this course) • The predictor = usually the treatment or time • Can have more than one • Always at least two levels for each independent variable • Dependent (DV in this course) • The outcome • Can have more than one DV= multiple outcomes, ROM, Strength, pain • No levels, EVER, EVER, EVER (not even 1)

  23. In class practice=both for most • Strength=either • Nerve Conduction Velocity=dependent • Age=independent • Employment status=both; predict scores on disability index

  24. The Hypotheses • Research hypotheses • True expectation • What you think is the answer to your question • There will be a difference from intervention, but can be a dull sometimes • Statistical (null) • No difference/no relationship between IV and DV, when we want to show that there is no difference like drug vs exercise • Directional (difference will be in a specific direction) easier to find a difference in A will be bigger than B • Non-directional (only that there will be a difference) is there difference in either smaller or bigger • Simple (One IV (infinite levels) and One DV (infinite outcomes, no levels!!)) • Complex (more than one IV and or DV)

  25. The Literature • Review it every step of the way (Fig 7.1 P & W) • Differentiate your sources • Primary sources • Peer reviewed journal articles • Oral presentations from the researcher • Interviews • Personal experience • Secondary sources • Textbooks (good source of citations of primary sources) • Review articles

  26. Measurements • NIOR

More Related