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anskorczewski12's version from 2016-12-21 03:39

Section

Question Answer
Principle Investigatorhad original research idea
Co-PIco-investigator for research
sources of grant fundinginternal grants (from professional development grants); external grants (government, foundations-AOTA, industry)
foundations for grantscan be corporate/familys (must give away 5%of their assests every year); good for pilot studies, can acquire funding sooner, less competitive because smaller
study protocoleverything of research except results and discussion
impact factora measure of the frequency that other journals cite articles from that journal (rank of journal)
factors to consider when choosing a journal professional level; topic of journal (more knowledgable but fewer readers); impact factor
section of government that protects ethics of researchoffice of human research protections
nuremberg code WWII people treated poorly (german scientists used prisoners)
Belmont Reportthe basis of our law and guidelines for research that US follows
tuskegeepoor men, not given treatment for their syphillis
what are human rights related to research participationright to say no; be fully informed; drop out at any time without consequences; have confidentiallity; have privacy protected; have safety ensured
ethics principles to consider for researchautonomy (informed consent/privacy), beneficence (always to good, benefits outweigh risks), non-maleficence (no harm), justice (fair/equality/those in the study should benefit from it)
informed consent meansthe nature of resaerch is fully disclosed; individual comprehends the research; consent is voluntary (risks/benefits/whom to contact/freedom to withdraw)
you need an IRB review ifresearch (systematic investigation intended to produce knowledge/not surveys and quality assurance); must have human subjects (not systematic reviews)
sample selectioninvestigators clearly specify inclusion/exclusion criteria to minimize sample heterogeneity
attritiondrop out greater than 20% in total sample and not balanced between groups
attention bias/hawthorne effectparticipant behavior alterned by experimenter expectations or attention
baseline equalitygroups equal on importnat participant characteristicsand outcome measures at study outset
maturationevidence patients got better because of maturing or natural healing between pre/post test
psychometrics of dependent variablesmeasures valid and reliable
instrumentation biasinvestigators careful to record info accurately and with calibrated instruments
evaluator biasoutcome assessor unaware of group assignment (blinded)
investigator biasif possible, the person providing the intervention blinded to group assignment
testing effectsthe outcomes of interest were measured such that learning/fatigue were likely to account for changes (measure at same time of day/no order effect)
cointerventionparticipants did not begin/stop treatment in addition to their assignment intervention
contaminationparticipants assigned to control group received treatment of interest
memorize

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