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Which of these study designs can provide the best evidence?

Which of these study designs can provide the best evidence?. A. Meta-analysis with individual data . B. RCT with meta-analysis. C. Computer database analysis. D. Uncontrolled case series. Which of these study designs can provide the best evidence?. A. Meta-analysis with individual data.

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Which of these study designs can provide the best evidence?

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  1. Which of these study designs can provide the best evidence? A. Meta-analysis with individual data B. RCT with meta-analysis C. Computer database analysis D. Uncontrolled case series Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  2. Which of these study designs can provide the best evidence? A. Meta-analysis with individual data B. RCT with meta-analysis C. Computer database analysis D. Uncontrolled case series Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  3. Which of these study designs can provide the best evidence? A. Meta-analysis with individual data B. RCT with meta-analysis Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  4. Which of these study designs can provide the best evidence? A. Meta-analysis with individual data Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  5. What is the estimate of the mean time to conduct a systematic review and meta-analysis? A. 2210 hours B. 630 hours C. 1140 hours D. 1530 hours Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  6. What is the estimate of the mean time to conduct a systematic review and meta-analysis? A. 2210 hours B. 630 hours D. 1530 hours C. 1140 hours Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  7. What is the estimate of the mean time to conduct a systematic review and meta-analysis? C. 1140 hours Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  8. What is a ‘kin’ study? A. A study where the authors are related B. A study of parents and their children C. A study using the same patient population D. A study using the same trial design Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  9. What is a ‘kin’ study? A. A study where the authors are related B. A study of parents and their children C. A study using the same patient population D. A study using the same trial design Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  10. What is a ‘kin’ study? C. A study using the same patient population D. A study using the same trial design Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  11. What is a ‘kin’ study? C. A study using the same patient population Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  12. Which statement identifies good meta-analysis and systematic review processes? A. CONSORT B. PRISM C. COCHRANE D. STROBE Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  13. Which statement identifies good meta-analysis and systematic review processes? B. PRISM A. CONSORT C. COCHRANE D. STROBE Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  14. Which statement identifies good meta-analysis and systematic review processes? B. PRISM C. COCHRANE Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  15. Which statement identifies good meta-analysis and systematic review processes? B. PRISM Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  16. Which is not a discrete effect size measure used in meta-analysis? A. OR B. RR C. NNT D. RD Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  17. Which is not a discrete effect size measure used in meta-analysis? A. OR B. RR C. NNT D. RD Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  18. Which is not a discrete effect size measure used in meta-analysis? C. NNT Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  19. Which model will have the narrowest confidence bounds? A. Bayes model B. Fixed effects model C. Random effects model D. Regression Model Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  20. Which model will have the narrowest confidence bounds? A. Bayes model B. Fixed effects model C. Random effects model D. Regression Model Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  21. Which model will have the narrowest confidence bounds? B. Fixed effects model C. Random effects model Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  22. Which model will have the narrowest confidence bounds? B. Fixed effects model Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  23. Which is not a type of heterogeneity? A. Patient subgroups B. Study quality C. The file drawer problem D. ITT vs per protocol analyses Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  24. Which is not a type of heterogeneity? A. Patient subgroups B. Study quality D. ITT vs per protocol analyses C. The file drawer problem Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  25. Which is not a type of heterogeneity? C. The file drawer problem D. ITT vs per protocol analyses Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  26. Which is not a type of heterogeneity? C. The file drawer problem Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

  27. THANKS FOR PLAYING! Adapted from Cochran, J.J., “Who Wants To Be A Millionaire: The Classroom Edition” INFORMS Transactions on Education, Vol. 1, No. 3, http://ite.informs.org/Vol1No3/Cochran/cochran.html

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