Test Material and Project Material

 For the test: Chapters 1, 2, 7, and 31…read the Google Docs, skim over the chapters, and
the PowerPoints and notes!
 The three aspects of informed consent: autonomy and respect, justice, benevolence, and
beneficence,
 **GO OVER THE CITI TRAINING MATERIAL BECAUSE THAT WILL BE ON
THE TEST**
 Example: if I am telling you a bunch of information that is not relevant to the study, has
your consent been taken?  NO because the participant doesn’t understand what is going
o They will not understand what they are consenting to be a part of
o They need to understand what their data is being used for and why they have been
chosen as a participant for a study
o Language needs to be in simple terms: “These are the things I am doing, this is
what I am studying, this is what your data will be used for, these are the steps I
will be using and what it will help.”
o Scientific explanation is NOT a part of informed consent
 Justice is not beneficence
 Justice a person or a group of people are chosen b/c they are at a disadvantage, that is
NOT justice; the investigators should make a complete effort to recruit people from all
sections of society, regardless of anyone with financial status, race, ethnicity, color; if a
person cannot afford to get to the testing site, the investigators should offer money or
financial means; basically you are leveling the playing field so that it is more diverse and
inclusive; you do not take advantage of the disadvantaged population; recruit participants
from all walk of life
 What populations are covered under the FDA?  people who are mentally challenged or
are mentally institutionalized
 Resources to use for research: PubMed, Cochrane Library, Scopus
 When working with patients, systematic reviews are a good place to start, but you must
be careful
 Year of publication if it not very recent, it won’t have latest information; highly
subjective and dependent on the fields
 Since it is not really data driven, it is driven through what others have done and the
investigators may or may not have gone into more or less detail, it is just dependent on
the investigator(s); generally have 100-200 articles cited
 Research proposal: looking for a lot in terms of the experiment and presentation the
background, budgets, justification, personnel, space, timeline, how you are going to do
it,; how much brain goes into conducting research; how are you arranging for the
research; HAVE A KICK ASS METHODOLOGY NO MATTER WHICH ONE YOU
DO

Research Question, Theories, and Hypothesis

 Research Question
o Statement of what is being researched
o Problem statement/purpose statement
 o Not too broad or concise if it is too broad, then you are not able to
narrow the scope of your research and if it is too narrow, then your
research will only be applicable to a certain group of people and its
applicability to people (external validity applicability to people in
general/real world)
 Components:
o Significant, answerable and feasibility
 If is not significant, then why would we conduct the study?
 Answerable: if it is not an answerable topic, then your research is
flawed and it is a waste of time
 Feasible: profound, you/the investigators need the ability and
resources to be able to conduct the research/experiment
 Ability are the participants capable of doing what the
investigators are asking you to do?
o Population/sample to be studied
 Whether it is applicable to your needs or not
 There are significant differences between populations and you
need to be aware of them (example: you’re conducting a study on
strength training in a younger population and then you want to see
if this study is applicable to geriatrics
 You are able to use this study, it is just not the best study; this
study may or may not be useful;
 “Never say never” in research
 You must understand the difference between would and could
 This study can be applied to healthy older adults with
modifications
o Preceded by research rationale
 What the background is all about: why you are doing what you’re
doing
o Specific variable to be manipulated and tested
 Dependent (DV) vs. independent variables (IV) be aware of
what they are and be able to identify them
 Characteristics of a Research Question
o Feasible
 Adequate # of subjects you don’t want it to be too broad
 Adequate technical expertise external vs. internal technical
expertise
 Affordable in time and money
 Manageable in scope
o Innovative (taking something that is not widely known)/interesting
 Getting the answer intrigues the investigators and/or scholarly
peers
 The approach to solving problems is very unique/creative or
generating new technology
 Finding new solutions it could be the same problem but finding
a new way to do something is innovative)
 o Novel (something totally new)
 Can be a concept or a finding
 Confirms, refutes, or extends previous finding
 Provides new findings
o Ethics
 Amendable to a study that institutional review board will approve
o Relevant
 To scientific knowledge
 The clinical and health policy
 To future research
 Concepts
o Concepts are the building blocks of theory
o Concepts are mental images of observable phenomenon described in
words, e.g., fatigue
o They are abstractions that allow one to classify natural phenomena and
empirical observations
 Constructs
o Construct is a non-observable abstraction created for a specific research
purpose that is defined by observable measures, e.g., satisfaction quality of
life, IQ
o Also known as a concept that represents non-observable behaviors or
events
o How do we measure?
 Observation
 Outcome measures (i.e. standardized test, pediatric tests are
standardized, not ortho, neuro is standardized)
 Theory how does it guide you into the question you are asking?
o Theory is an organized set of relationships among concepts and constructs
that is proposed to explain relationships
 Gives meaning to complex collections of facts and observations
 Provides explanation for finding within context
o Summarize knowledge
o Allows one to predict what should occur
 Provides basis for predicting phenomena that cannot be empirically
(by observation or experimentation verified)
o Stimulates development of new knowledge
o Provides basis for asking question in applied research
o Build theories using inductive reasoning
 Developing generalizations based on specific observations or facts
 Through multiple investigations and observations
 Through examination and clarification of interrelationships
 Systematic explanation developed
 You are using deductive reasoning to figure out what is most
acceptable
o Test theories using deductive reasoning
 Developing hypotheses based on general principles
  Intuitive
 You use the statements from various studies that are based on other facts and that
is where deductive reasoning comes from
 ddd