2. Define evidence-based practice (EBP).
Identify the levels of research evidence.
Describe the process of finding and
appraising evidence that can be applied in
practice.
3. Compare and contrast quantitative and
qualitative studies.
Define basic terms used in descriptive
statistics as applied in clinical research.
Define intellectual property and plagiarism.
4. Describe the American Psychological
Association (APA) style for writing
reference lists and in-text citations.
Distinguish established interventions from
non-validated treatments.
14. The disease may have run its course.
Many diseases are cyclical.
Placebo effect may be responsible.
Original diagnosis/prognosis is wrong.
15. Improvements credited to the wrong
intervention.
Mood improvement can be confused with
cure.
Psychological needs can distort what
people perceive and do.
16. “We envision Occupational Therapy as a
powerful, widely-recognized, science-
driven, and evidence-based
profession with a globally connected and
diverse workforce meeting society’s
occupational needs.”
(AOTA, 2006)
17. “…the conscientious, explicit and
judicious use of current best evidence
in making decisions about the care of
individual patients.” (Sackett, 1996)
20. MAIN AIM: To improve patient outcomes.
To use intervention strategies that are
scientifically valid.
To have accountability.
To improve clinicians’ knowledge.
To stimulate clinically relevant research.
Bailey, 2003;
Bennett, 2011
21. SCIENTIFIC DUBIOUS
Improvements in Cures; vague but
everyday important-sounding
functioning benefits
22. SCIENTIFIC DUBIOUS
Controlled studies Uncontrolled studies;
with measurable measures are not
results reliable.
23. SCIENTIFIC DUBIOUS
Consistency with “Natural” intervention;
other knowledge attempts to
remediate a core
deficit.
25. Types of clinical questions:
What is the most appropriate assessment?
What is the prognosis of the
disease/disability?
Which intervention strategies are most
effective?
26. How cost-effective are these intervention
strategies?
What are the patient’s
experiences/concerns?
27. How do you form a clinical question?
P – patient/problem/population
I – intervention
C – comparison intervention (if relevant)
O – outcomes of interest
“PICO”
28. Example 1: Does therapeutic practice (I)
improve handwriting legibility and speed
(O) for children with autism (P) better than
sensorimotor-based interventions (C)?
29. Example 2: Do tongue exercises (I) improve
swallowing patterns (O) for patients with
CVA (P) better than food modification
techniques (C)?
30. Give an example of a clinical question.
Identify the P, I, C and O.
31. Do a literature search.
Attend conferences and workshops.
Join professional organizations.
32. Assess the similarities between your client
and the participants
Check if the researcher controlled for outside
influences.
Examine the psychometric properties of the
assessment tools that were used.
33.
34. Research use – apply research findings.
EBP – tailored, client-centered use of best
research evidence and clinical expertise.
36. How efficient and effective were you in
following the EBP process?
What were the results of the interventions
used?
How does the intervention compare with
others?
37. Clearly and concisely explain to the patient
and the family how research supports a
particular intervention.
Communicate the findings to your
colleagues.
39. Systematic Reviews – brings together and
appraises ALL research findings
Meta-Analysis – uses a statistical approach
40. Randomized Controlled Trial (RCT) – one
group receives an intervention, one group
does not; participants are randomly
assigned.
41. Case control – one group does not have the
condition, the other group has the
condition.
Cohort – participants are studied over a
long period of time; prospective or
restrospective.
48. Front material – title, authors and their
affiliations, key words and an abstract
Problem – the major issue that the
researcher wishes to address in the study
Background/Literature review - findings
from different studies.
49. Results – in a quantitative study, the
statistical analysis is briefly described;
descriptive statistics are used.
References – the final portion which
presents all publications and other
materials that are cited in the text.
50. Purpose – what the authors hope to
accomplish in the study.
Hypotheses/Research Questions
Method – sources of data, participant
selection, sample size, procedures and
instruments used.
52. Phenomenology – “phenomenon”; how one
perceives personal experience.
Ethnomethodology – “ethno-”; culture –
practices, beliefs, roles and values.
Participatory Action Research –
“participate”; subjects research on their
own experiences.
53. Grounded Theory – theory based on data.
Heuristic – researcher participates in the
experience.
Case study – a single sbject or group of
subjects is studied in an in-depth manner.
56. Volunteer – people volunteered but the
researchers do not know them.
Total population – subjects are in one area.
57. Did the qualitative research describe an
important problem related to health
practice?
Does the study have clear research
questions?
Was the qualitative approach appropriate?
58. How were the participants selected?
What were the researchers’ roles in the
study? Was this taken into account?
What methods did the researchers use for
gathering data? Were they described in
appropriate detail?
63. Dependent – item observed and measured;
cannot be manipulated.
Independent – assumed to have caused
effects; manipulated.
64. Reliability – consistency of measurements
2 Types:
Inter-rater – between two raters
Test-retest (intra-rater)– after a time interval, usually
2 weeks
Measured by a correlation coefficient from -1 to +1
Good reliability: 0.8 and above
65. Validity – the extent to which a tool
measures what it intends to measure.
3 Types:
Construct-related
Content-related
Criterion-related
67. Example: The Sensory Profile is able to
differentiate kids with sensory processing
disorders from typically developing
children because of its acceptable level of
construct-related validity.
68. Content-related validity – the extent to
which items on a test accurately sample a
particular behavior domain.
69. Example: The Barthel Index has a
comprehensive set of items (content-
related validity) pertaining to self-care
tasks in order to measure the client’s
performance in ADL.
70. Criterion-related validity – the extent to
which a tool predicts the client’s
performance in other related tests or
activities.
71. 2 Types of Criterion-Related Validity
Concurrent
Predictive
75. Example:
The Test of Infant Motor Performance
(TIMP) was administered shortly after
birth. It was able to accurately predict
which infants would be classified as
delayed by the Alberta Infant Motor Scale
after 12 months.
77. Nominal – naming; categorization
Example: Male & Female; Blood Types A,
B, O, AB
Ordinal – rank ordering
Example: Good, fair, poor; minimal,
moderate, maximal
78. Interval – no absolute zero; identifies
intervals or distances between any 2
values.
Examples: Celsius, Fahrenheit
Ratio – has a zero-point.
Examples: Height, weight, ROM
measurements
79. Sensitivity – people with conditions are
correctly identified as having such
problems; detects “true positive”.
Specificity – people without conditions are
identified as NOT having such problems;
detects “true negative”.
80. Type I – “false positive”
Type II – “false negative”; more
dangerous
82. Rosenthal Effect – researcher expectation
influenced the results.
Hawthorne Effect – subjects’ performance
improved through being observed and/or
social contact; an example of placebo
effect.
83. Statistical Significance – the probability that
the differences in the outcomes were NOT
caused by chance.
P- value – probability that an event
occurred by chance; used to measure
statistical significance.
84. P > 0.05 – result is not statistcally
significant.
P < 0.05 – result is significant.
P < 0.01 – result is highly significant
P < 0.001 – result is very highly significant
86. Internal Validity – results are due to the
treatment/independent variable
External Validity – results can be
generalized to the population
87.
88. Republic Act No. 8293 – Intellectual
Property Code of the Philippines
Intellectual Property Rights – the exclusive
right given to a creator over the use of his
creation within a period of time.
89. Turning in someone else’s work as your
own.
Copying words or ideas from someone else
without giving credit.
Failing to put quotation marks.
90. Changing words but not changing the
sentence structures without giving credit.
Copying so many words that they constitute
the bulk of your work.
91. References are cited both in the text and in the
reference list.
In-text citation: surname and year of publication
Reference List: Author’s last name, initials (year in
parenthesis), title of article or book, title of
publication (if journal) or city, state and publication
house (if book)
92. To be questioning
To see more than one side of the argument
To be objective rather than subjective
To weigh evidence
93. To judge whether a statement is based on logic
or emotion
To look at the meaning behind the facts
To identify issues regarding the facts
To recognize when further evidence is needed
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