Community Health Test 1

Front 1

What is the science and art of preventing and controlling dental disease and promoting dental health through organized community efforts by Dr. Winslow (founder of dental health)

Back 1

Community Health or Public Health

Front 2

Other Definitions for Public or community health
(5)

Back 2

Other Definitions for Public or community health
A continuum
Absence of disability
Science and art of preventing
Promoting
State of complete physical, mental, and social well being

Front 3

Functions of government:
What are the (4) types

Back 3

Functions of government:
1. international
2.federal
3.state
4 local

Front 4

Functions of government:___
oWHO world health organization
oEstablish 1948
oDevelop programs for under develop nations
oGather data from one nation to another
oMonitor disease epidemiologic data ex: avian flu

Back 4

Functions of government:
International
oWHO world health organization
oEstablish 1948
oDevelop programs for under develop nations
oGather data from one nation to another
oMonitor disease epidemiologic data ex: avian flu

Front 5

Functions of government:____
oHealth problems at national government level
oDr. McKay “ Colorado Brown Stain” 1901
oFederal programs ex: head start (for low income), medi cade, wic women infant children, national institute of health, cdc, fda, Indian health service

Back 5

Functions of government:Federal
oHealth problems at national government level
oDr. McKay “ Colorado Brown Stain” 1901
oFederal programs ex: head start (for low income), medi cade, wic women infant children, national institute of health, cdc, fda, Indian health service

Front 6

Functions of government:___
oProvide local consultation
ochannels federal funds to programs
oExample:Sealant programs

Back 6

Functions of government:State
oProvide local consultation
ochannels federal funds to programs
oexample:Sealant programs

Front 7

Functions of government:___
oPeople to people
o___health department
oAdministration county and city levels

Back 7

Function of governement: Local
oPeople to people
oLocal health department
oAdministration county and city levels
oLocal Northeast no DDS but had hygienist

Front 8

Factors affecting dental services:
Access to care-ex:
Socio economic status-
Malpractice-
Managed insurance programs-

Back 8

Factors affecting dental services:
Access to care-ex: do patient has transportation
Socio economic status-education, income
Malpractice- fees, quality of care
Managed insurance programs- increase numbers of patients, decrease quality of service

Front 9

Delivery of Dental care
Private practice__% financed by private source
Medicare___for what type of population
Medicaid for what type of population?
State example___

Back 9

Delivery of Dental care
Private practice
o95.7% financed by private source
Medicare
oElderly, disabled specific hospital cases
Medicaid
oIndigent (poor) population, administered by state (channel through state)
State
oHealth dept., peachcare

Front 10

Ways people Finance of dental care:define each way:
Fee- for –service
Capitation plans
Encounter fee
Barter system

Back 10

Fee- for service
(Most 95.7% private source)
Capitation plans
(HMO-contracts with a 3rd party)
Encounter fee (Same reimbursement fee per visit)
Barter system (Negotiate payment)

Front 11

Dental care delivery
WHO goals:
oBy age 5 – 6
oBy age 12
oBy age 18
oBy age 34-44
oBy age 65+

Back 11

Dental care delivery
WHO goals:
oBy age 5 – 6 (50% caries free)
oBy age 12 (decay missing filled teeth less than 3)
oBy age 18 (85% retained all their teeth)
oBy age 34-44 (50% reduction in # with no teeth)
oBy age 65+ (25% reduction in # with fewer than 20 teeth)

Front 12

Compiled data “world wide”
% of people with deep pockets is ___ in developing countries
___ apparent difference for severe form of periodontal disease
Early, ___ severe form more prevalent in developing countries

Back 12

Compiled data “world wide”
% of people with deep pockets is low in developing countries
No apparent difference for severe form of periodontal disease
Early, less severe form more prevalent in developing countries

Front 13

What are the countries where children up into age 18 are treated for free? What country is it where the children treated for free?

Back 13

Access to care:
Australia, New Zealand, Denmark, and United Kingdom cover children to 18 years of age
Norway- children are treated free

Front 14

What are the objective for international federation of Dental hygienist (4)

Back 14

Objective for international federation of Dental hygienist
Promote access to quality preventive
Represent and advance profession
Promote and coordinate exchange of knowledge and information
Raise the level of awareness of public that oral disease can be prevented

Front 15

What is the legislative initiative

Back 15

Legislative Initiatives
Bills to rule and regulate
State dental hygiene practice act
Policies at federal level- states ensure laws and rules do not conflict ex: Medicaid reimbursement

Front 16

Health education- state of health awareness include what (4) things?

Back 16

Health education- state of health awareness
Informing (teaching individual)
Motivating
Awareness
HOPING pt incorporate what we teach them at home

Front 17

Health promotion is bring out a change, what (3) things does it include?

Back 17

Health Promotion: Bringing out a change
Inform and motivate to adopt behavior
Informing
Motivating
Awareness
Example: fluoride water, bans snacks in schools

Front 18

Educator’s cognizance (aware of or perception)
Internal factors includes?

Back 18

Educator’s cognizance (aware of or perception) Internal factors
oBeliefs
oValues
oAttitudes

Front 19

Educator’s cognizance (aware of or perception)
External factors includes?

Back 19

Educator’s cognizance (aware of or perception) External factors
oEconomic
oEducation
oSocial demographic- age, race, cultural

Front 20

Wellness scale: five dimensional health models
-Physical:
-Emotional:
-Mental:
-Social:
-Spiritual:

Back 20

Wellness scale: five dimensional health models
-Physical: thinking of toothbrush/floss, do pt have that in order to maintain state of health
-Emotional: trust (individual patient, how much they trust the provider)
-Mental: knowledge
-Social: interaction with people
-Spiritual: values or morality

Front 21

What is our PRIMARY goal ALWAYS?

Back 21

Primary goal: Prevention of disease

Front 22

Stages of learning:
-Unawareness:
-Awareness:
-Self interest (personal info): -Involvement:
-Action:
-Habit:

Back 22

Stages of learning:
-Unawareness: pt has inaccurate information
-Awareness: pt has information contain like us in clinic
-Self interest (personal info): pt personalizing info
-Involvement: discarding the old and incorporate the new
-Action: incorporate new info
-Habit: making a habit

Front 23

Type of theory that describe:
-Pt change in steps
-Precontemplation- unaware pt had problem
-Contemplation- considering a change
-Decision- plan being made to change
-Action- implementing
-Maintenance- repeating the steps needed, change made at least 6 months
-Termination- (recently added) the change is permanent apply to this theory

Back 23

Stages of Changes theory “transtheoretical”
-Pt change in steps
-Precontemplation- unaware pt had problem
-Contemplation- considering a change
-Decision- plan being made to change
-Action- implementing
-Maintenance- repeating the steps needed, change made at least 6 months
-Termination- (recently added) the change is permanent apply to this theory

Front 24

Type of theory that descibe:
-Person perception how susceptible they are
-Perceived susceptibility: person chance
-Perceived severity- seriousness
-Perceived benefits- efficacy is the action going to benefit them
-Perceived barrier- psychological issues, not tangible enough, cost too great
-Cues to actions-is person ready
-Self efficacy- confidence in own self to take action

Back 24

Health belief model (not in textbook)
-Person perception how susceptible they are
-Perceived susceptibility: person chance
-Perceived severity- seriousness
-Perceived benefits- efficacy is the action going to benefit them
-Perceived barrier- psychological issues, not tangible enough, cost too great
-Cues to actions-is person ready
-Self efficacy- confidence in own self to take action

Front 25

Type of theroy that describe:
-Results are influencing actions
-Determine by attitude and beliefs
-Ex: if you know flossing going to prevent perio disease than you going to perform the action

Back 25

Reasoned action
-Results are influencing actions
-Determine by attitude and beliefs
-Ex: if you know flossing going to prevent perio disease than you going to perform the action

Front 26

Type of theory that descibe:
Individuals makes choices
Concerned with functioning of personality within social contents
example: Loose weight

Back 26

Self determination theory:
Individuals makes choices
Concerned with functioning of personality within social contents
example: Loose weight

Front 27

Theory that describes:
-Behavior is learned by own experience and watching others
-Ex: children always think you’re their parent, they always watching

Back 27

Social learning theory “social congnitive”
-Behavior is learned by own experience and watching others
-Ex: children always think you’re their parent, they always watching

Front 28

Social learning theory “social congnitive”
-Reciprocal Determinsion:
-Behavioral capability:

Back 28

Social learning theory “social congnitive”
Reciprocal Determinsion: by directional reciprocal, interaction with another person or environment
Behavioral capability: are you capable of behavior do you have knowledge or skill

Front 29

Social learning theory “social congnitive”
-Self efficacy-
-Observational learning-
-Reinforcement
-Example:

Back 29

Social learning theory “social congnitive”
-Self efficacy- take into action, pt have confident
-Observational learning- base on observing someone else
-Reinforcement- chances person continue to do behavior, is it being reinforced to person response to behavior
-Ex: we go into a school and we do a dental health education with classroom teachers, so classroom teachers know how to impart information to kids

Front 30

Type of theory that describe:
-Extension of Social Learning Theory
-You look at internal and external factors
-Environment knowledge and behavior

Back 30

Locus of control (not in book)
-Extension of Social Learning Theory
-You look at internal and external factors
-Environment knowledge and behavior

Front 31

Locus of control
Internal LOC- examples
External LOC- examples

Back 31

Locus of control
-Internal LOC- their personal actions, determine, self decisions
-External LOC- people might blame the environment (outside factors control status) faith, god, luck factor out of pt control

Front 32

Type of theory that describes:

More useful to study health than disease
Health is a continuum
Stressor- source or disturbance, the equilibrium can be effected by internal or external source, ex: job school stress
Generalized resistance resources (to stress): resources at level to help person manage daily stress: knowledge, education, financing
Method of seeing world and ones place in it

Back 32

Sense of coherence (not in book)
More useful to study health than disease
Health is a continuum
Stressor- source or disturbance, the equilibrium can be effected by internal or external source, ex: job school stress
Generalized resistance resources (to stress): resources at level to help person manage daily stress: knowledge, education, financing
Method of seeing world and ones place in it

Front 33

Type of theory that describes:
Process of involving members in a group or community
Identify problem or goal community might have

Back 33

Community organization theory (not in textbook)
Process of involving members in a group or community
Identify problem or goal community might have

Front 34

Community organization theory (not in textbook)
_____- power over the situation to produce the change (process of gaining some type of master)
____ _____- work through problem (whether or not community is capable of problem solving)

Back 34

Community organization theory (not in textbook)
Empowerment- power over the situation to produce the change (process of gaining some type of master)
Community competence- work through problem (whether or not community is capable of problem solving)

Front 35

Community organization theory
____ ____- active in participating
____ ____- identify a specific concern,
____ ____:conscious of the root problem, critical thinking process, whether person understand cause or problem

Back 35

Community organization theory
Participation relevance- active in participating
Issue selection- identify a specific concern,
Critical consciousness- conscious of the root problem, critical thinking process, whether person understand cause or problem

Front 36

Type of theory that describes:
Trying to incorporate a new idea within a group or community
Relative advantage: better than old one
____: how consistence it is with value or habit with people who going to adopt it
_____: how hard it to understand
Trialablity
Observability: observe the results

Back 36

Diffusion of innovation theory
Trying to incorporate a new idea within a group or community
Relative advantage: better than old one
Compatibility: how consistence it is with value or habit with people who going to adopt it
Complexity: how hard it to understand
Trialablity
Observability: observe the results

Front 37

Type of theroy that describes:
Definition of problem
Initiation of action: new policy formed
Implementation of change: start the change and observe the change
Institutionalization of change
Ex: lunch room need healthier foods

Back 37

Organizational change: stage theory (not in book)
Definition of problem
Initiation of action: new policy formed
Implementation of change: start the change and observe the change
Institutionalization of change
Ex: lunch room need healthier foods

Front 38

Type of theory that describes:
Take into account social, cultural, economic, etc
Does not blame
Recognize need for changes in variables
Most used with health education

Back 38

Contemporary community health model theory
Take into account social, cultural, economic, etc
Does not blame
Recognize need for changes in variables
Most used with health education

Front 39

___ ____ Assumption that increasing a patient dental health knowledge will help change dental care behavior

Back 39

Fundamental Error: Assumption that increasing a patient dental health knowledge will help change dental care behavior

Front 40

___ describes:
-Strength of relationship
-Look at variable to see if it’s a weak or strong relation

Back 40

Correlations describes:
-Strength of relationship
-Look at variable to see if it’s a weak or strong relation

Front 41

Correlation coefficient is ___

Back 41

Correlation coefficient “r”

Front 42

Correlations ranges from what two variables?

Back 42

Correlations ranges from
-1 to 1
***o Just because it’s a negative does not mean it’s s (negative relationship) -1 is actually perfect inverse relationship****

Front 43

Degree of correlations relationship:
oStrong=
oModerate=.
oWeak=

Back 43

Degree of correlations relationship:
oStrong=.7 to 1.0
oModerate=.3 to .69
oWeak= .1 to .29

Front 44

Descriptive data display
-Frequency distribution
____Used for 30 or less in a sample

Back 44

Descriptive data display
-Frequency distribution
Ungrouped used for 30 or less in a sample

Front 45

Descriptive data display
-Frequency distribution
____ used for larger sample of people and the data is condense

Back 45

Descriptive data display
-Frequency distribution
Grouped used for larger sample of people and the data is condense

Front 46

Descriptive data display
-Frequency distribution
____ expressing the frequency of the occurence

Back 46

Descriptive data display
-Frequency distribution
Cumulative expressing the frequency of the occurence

Front 47

Inferential Statistics:
___ ___
oNo statistically significant difference
oEx: sealant materials

Back 47

Inferential Statistics:
Null Hypotheses
oNo statistically significant difference
oEx: sealant materials

Front 48

Inferential Statistics:
____ ____
oThere is a significant difference or we are going to prove there is a difference

Back 48

Inferential Statistics:
Alternative Hypothese
oThere is a significant difference or we are going to prove there is a difference

Front 49

Inferential Statistics
_____ _____
oFewer assumptions; vague; small sample (results not as dependable)
oUsed when we don’t have assumption that is being met
oChi-square test measures differences

Back 49

Inferential Statistics
Nonparametric statistics
oFewer assumptions; vague; small sample (results not as dependable)
oUsed when we don’t have assumption that is being met
oChi-square test measures differences

Front 50

Inferential Statistics
____ ____
oMeet certain assumptions; large sample
oLooking at meeting certain assumption about the population
oWe have a concrete characteristic about something

Back 50

Inferential Statistics
Parametric statistics
oMeet certain assumptions; large sample
oLooking at meeting certain assumption about the population
oWe have a concrete characteristic about something

Front 51

Inferential Statistics
Parametric statistics test used:
: T-test:
-anova
-ancova

Back 51

Inferential Statistics
Parametric statistics test used:
: T-test (comparing mean scores for two groups ex: first year vs 2nd year class nutrition first test);
anova (looking at mean score for 3 groups analysis of variance);
ancova (analysis of covariance more than 3 comparison of a group; comparing mean score)

Front 52

___ is gaging a characteristic through an assignment of numbers

Back 52

BIOSTATISTICS
- gaging a characteristic through an assignment of numbers

Front 53

What are the 4 uses for data?

Back 53

Uses for datat
- to design program/ facility
- to evaluate effectiveness of ongoing process
- to determine the needs of specific
- to evaluate scientific accuracy

Front 54

__ data - numbers that are collected during a needs assessment or it could be a pre test

Back 54

Baseline data- take data
numbers that are collected during a needs assessment or it could be a pre test

Front 55

___ data- number that have been collected but not organized.

Back 55

Raw Data- collect data
number that have been collected but not organized.

Front 56

___ is the number or data collected that are organized in ascending or descending order.

Back 56

Array - organize data
number or data collected that are organized in ascending or descending order.

Front 57

What are 2 main types of data (variables)?

Back 57

1. Continuous
2. Discrete

Front 58

___ variables (data) is anything that you think about that is along a continuum or on a continuous scale. Consist of interval & ratio. ~Intervals- on equal intervals does not have meaningful 0, can't multiply this Ex: scale 1-10
~Ratio- equal intervals w/ a meaningful 0 point, can multiply this, Ex: probe, height,weight

Back 58

CONTINUOUS
anything that you think about that is along a continuum or on a continuous scale. Consist of interval & ratio. ~Intervals- on equal intervals does not have meaningful 0, can't multiply this Ex: scale 1-10, continuum on linear scale
~Ratio- equal intervals w/ a meaningful 0 point, can multiply this, Ex: probe, height,weight

Front 59

__ variables(data) is counted in terms of whole #, a classification, or characteristic.
~can be broke into nominal or ordinal scale
~ Nominal- a named category (ex: gender)
~ Ordinal scale- imperical order of an equal or unknown ranking, there is a vaque w/ this (Ex: scale of social class- good,fair,poor, or the plaque index)

Back 59

DISCRETE
- counted in terms of whole #, a classification, or characteristic.
~can be broke into nominal or ordinal scale
~ Nominal- a named category (ex: gender)
~ Ordinal scale- imperical order of an equal or unknown ranking, there is a vaque w/ this (Ex: scale of social class- good,fair,poor, or the plaque index)

Front 60

___ is a specific group that possess a specific characteristic

Back 60

Target population
- specific group that possess a specific characteristic

Front 61

__ is representation of a population
5 types of these include:
randon, stratified random, systematic, convenience sample, judgement sample

Back 61

Sample- representation of a population
5 types of samples: random, stratified random, systematic, convenience sample, judgement sample

Front 62

Type of samples
___ sample- everyone has equal chance of being selected
___ sample- placing our random sample that we have into subgroups
___ sample- every enth (th) of a sample (like every 5th person on a list)- not a true representation
___ sample - least valid type of sample based on convenience (ex. schools you choose)
___ sample - have prior knowledge about the population. One of the least valid type of sample bc it can be bias

Back 62

Type of samples
~Random sample- everyone has equal chance of being selected
~Stratified random sample- placing our random sample that we have into subgroups
~ Systematic sample- every enth (th) of a sample (like every 5th person on a list)- not a true representation
~ Convenience sample - least valid type of sample based on convenience (ex. schools you choose)
~ Judgement sample - have prior knowledge about the population. One of the least valid type of sample bc it can be bias

Front 63

With a ___ of the population you want to start w/ a larger size bc some subjects drop out(have attrition- wear away)
~Characteristics...
-Size: the larger the better because then it will be more representative of the population(has to be atleast 30)
~Error- not 100% accurate of representing the population
~ Data collection- once samples have been collected then it will be organized, tabulate scores, & display numbers

Back 63

SAMPLE
*characteristics of a sample*
-Size: the larger the better because then it will be more representative of the population(has to be atleast 30)
~Error- not 100% accurate of representing the population
~ Data collection- once samples have been collected then it will be organized, tabulate scores, & display numbers

Front 64

What are the 2 statistic techniques and explain each??

Back 64

Statistic techniques
1. Descriptive (the who&what)
- summarizes data & describes & generalizes group
- no intervention just describing what is there
2. Inferential
- infering from the sample to the general population
- may have intervention
- just looking at something and saying what is there

Front 65

Descriptive Statistics technique....
- measures of __ tendency- to say what is typical in a group(includes mean,median, mode)
- measure of __ - how widely scores vary around a central point (darts) - this includes range, variance, and standard deviation.

Back 65

Descriptive Statistics technique....
- measures of _ central tendency- to say what is typical in a group(includes mean,median, mode)
- measure of _dispersion- how widely scores vary around a central point (darts) - this includes range, variance, and standard deviation.

Front 66

~ __ means the average
~__ is the middle- 50% above 50% below
~ __ the number that occurs the most frequently

Back 66

Mean- average
Median- middle
Mode- # that is most frequent

Front 67

___ is the crude measurement the difference between the highest and lowest score
___ is the average deviation(spread of scores) around the mean
___ is the square root of variance, this is uded the most in research. The larger this is the wider the curve is for standard deviation

Back 67

~Range- is the crude measurement the difference between the highest and lowest score
~Variance- is the average deviation(spread of scores) around the mean
~ Standard deviation- is the square root of variance, this is uded the most in research. The larger this is the wider the curve is for standard deviation

Front 68

___% of scores should fall in the 1st deviation
___% of scores should fall in the 2nd deviation
___% of scores should fall in the 3rd deviation

Back 68

_68.26% of scores should fall in the 1st deviation
_95.45% of scores should fall in the 2nd deviation
_99.75% of scores should fall in the 3rd deviation

Front 69

Analysis of Literature
The reason why people do research is to ___ ___ ___ or rule out a chance that there might be a portion or area that is due to an outside factor

Back 69

Analysis of Literature
The reason why people do research is to capture the variance or rule out a chance that there might be a portion or area that is due to an outside factor

Front 70

What are the two types of studies (research)?

Back 70

Two types of research or studies:
1. Descriptive
2. Hypothesis (inferential)

Front 71

Which type of study is this?
~it is the who, what, when, where
~it does not have a cause and effect relationship

Back 71

Descriptive is a type of research that:
~it is the who, what, when, where
~it does not have a cause and effect relationship

Front 72

Descriptive studies:
~____ ___: identifying health and disease in a population
~___ ___: unmet needs of a population
~____ ____:example would be test the quality of sealant materials

Back 72

Descriptive studies:
~Epidemiologic research: identifying health and disease in a population
~Risk assessment: unmet needs of a population
~Product testing:example would be test the quality of sealant materials

Front 73

This is a type of study:
Hypothesis: Null, Alternative
~___ ___ ___: example: controlled group and a experimental group
~___ ___: example original fluoride study that was done
~___ ___:example food and drug administration test on dental materials

Back 73

This is a type of study:
Hypothesis: Null, Alternative
~Randomized controlled trials: example: controlled group and a experimental group
~Field experiment: original fluoride study that was done
~Laboratory studies: food and drug administration test on dental materials

Front 74

In a study what are the requirements you must have? (5)

Back 74

Requirement of a study?
1.prior research
2.replicable
3.based on a theory
4. heuristic
4. generalizable

Front 75

___ ___ is a requirement of a study.
~work of others
~includes introduction,background
~review of literature (part of introduction)
~example: Colorado brown stain

Back 75

Prior research is a requirement of a study.
~work of others
~includes introduction,background
~review of literature (part of introduction)
~example: Colorado brown stain

Front 76

_____ is a requirement of a study
~Method well described, what you are doing
~Measures used are defined
~Provides specific information
~Four subsections

Back 76

Replicable is a requirement of a study
~Method well described, what you are doing
~Measures used are defined
~Provides specific information
~Four subsections

Front 77

Replicable has (4) subsections
what are they?

Back 77

Replicable has (4) subsections
what are they?
1.sampling strategy
2.measurement strategy
3.description
4.proposed statistical analysis

Front 78

___ is a subsection of replicable.
~description of population sampled, sampling method, assigning subjects

Back 78

sampling strategy is a subsection of replicable.
~description of population sampled, sampling method, assigning subjects

Front 79

___ is a subsection of replicable.
~measurement scale, so you have enough information to support it

Back 79

measurement strategy is a subsection of replicable.
~measurement scale, so you have enough information to support it

Front 80

Measurement Strategy:
____ mean does it measure what it's suppose to (ex: plaque free score)
___ and ___ are the two types

Back 80

Measurement Strategy:
~Validity: mean does it measure what it's suppose to (ex: plaque free score)
~internal and external are the two types

Front 81

____ ____ degree to in which a independent variable bring about a change based on a dependent

Back 81

Internal validity degree to in which a independent variable bring about a change based on a dependent

Front 82

~___ ___: intervention what’s being manipulate ex: (brushing/flossing technique)
~ ____ ___: measure thought to change as a results of the intervention ex:(plaque score after the intervention)

Back 82

~Independent variable: intervention what’s being manipulate ex: (brushing/flossing technique)
~Dependent variable: measure thought to change as a results of the intervention ex:(plaque score after the intervention)

Front 83

___ ____: the degree to which you can take what you have and in that study, and make it generalize to the world

Back 83

External validity: the degree to which you can take what you have and in that study, and make it generalize to the world

Front 84

_____ is being consistence and can the study be replicated
(2) types

Back 84

Reliability: being consistence and can the study be replicated
-intraexaminer
-interexaminer

Front 85

Reliability
~______: how consistence one examiner is (how consistence am I’m with probing, so I always use the same type of probe)
~_____: how consistence with two or more examiners with the finding

Back 85

Reliability
~intraexaminer: how consistence one examiner is (how consistence am I’m with probing, so I always use the same type of probe)
~interexaminer: how consistence with two or more examiners with the finding

Front 86

replicable subsection
~_____: step by step sequence; enough detail there to repeat study
~___ ___ ___: there should be some proposal on how they are going to analysis everything; strategy for evaluating, quantifying, and analyzing results

Back 86

Replicable subsections
~Description: step by step sequence; enough detail there to repeat study
~Proposed statistical analysis: there should be some proposal on how they are going to analysis everything; strategy for evaluating, quantifying, and analyzing results

Front 87

____ ___ ___ is a requirement of a study
~Provide structure in which to organize and explain the data collected
~Theory: organized explanation of data observed
~Hypothesis: predication of data to be collected

Back 87

Based on a theory: is a requirement of a study
~Provide structure in which to organize and explain the data collected
~Theory: organized explanation of data observed
~Hypothesis: predication of data to be collected

Front 88

___ is a requirement of a study
~Educational method-learning through investigation and discovery
~Opens the door to future studies

Back 88

Heuristic: is a requirement of a study
~Educational method-learning through investigation and discovery
~Opens the door to future studies

Front 89

___ is a requirement of a study
~Results can be applied to other populations

Back 89

Generalizable:is a requirement of a study
~Results can be applied to other populations

Front 90

Issues
~____: when a test will be positive when a disease or condition is present (testing for the true disease) example: explorer testing for decay
~____: when a test will test negative when the disease or condition is absent example: blood test

Back 90

Issues:
~Sensitivity: when a test will be positive when a disease or condition is present (testing for the true disease) example: explorer testing for decay
~Specificity: when a test will test negative when the disease or condition is absent example: blood test

Front 91

Issues
~___ ___: the measuring device identify the present or absent of the disease
~____ ____ ___: capturing the variance or rule out any chance of error

Back 91

Issues
~Predictive value: the measuring device identify the present or absent of the disease
~Amount of variance: capturing the variance or rule out any chance of error

Front 92

Issues
~____ ___: need to be representative to the population
~___ ___ ___: expressing the degree of confidence we have that the difference that might be observer is the real difference not due to chance; it’s expressed by the P value or probability level; you will see this as P=.05 which mean we have 95% confidence that the difference was due to the experience;

Back 92

Issues:
~Sample size: need to be representative to the population/ greater the power is the larger the sample size
~Level of significance: expressing the degree of confidence we have that the difference that might be observer is the real difference not due to chance; it’s expressed by the P value or probability level; you will see this as P=.05 which mean we have 95% confidence that the difference was due to the experience;

Front 93

Research design
~___ ___ ___: rejecting your theory or hypotheses that we should have kept
~___ ___ ___: we accept the hypotheses we should have rejected; error could be due to small sample size or un reliable measuring method

Back 93

Research design
Research design
~Type I error: rejecting your theory or hypotheses that we should have kept
~Type II error: we accept the hypotheses we should have rejected; error could be due to small sample size or un reliable measuring method

Front 94

____ Definition:
 Study of health and disease in population
 How these states are influenced by environment and ways of living
 Concern with factors and conditions that determine occurrence and distribution

Back 94

EPIDEMIOLOGY
Definition:
Study of health and disease in population
 How these states are influenced by environment and ways of living
 Concern with factors and conditions that determine occurrence and distribution

Front 95

____ is considered to be an aggregation of cases

Back 95

 Cluster:
consider to be a aggregation of cases
ex. small cluster of grapes

Front 96

____ many that occurs in a community at the same time (sometime it’s called an outbreak) could be done by states, school, age

Back 96

 Epidemic:
many that occurs in a community at the same time (sometime it’s called an outbreak) could be done by states, school, age

Front 97

 ____ constant low occurrence of disease in a population ex: common cold

Back 97

 Endemic:
constant low occurrence of disease in a population ex: common cold

Front 98

 _______ wide spread; wide geographic region or area like worldwide ex: avian flu

Back 98

Pandemic:
wide spread; wide geographic region or area like worldwide ex: avian flu

Front 99

______  Sickness amount of sickness in the population
____  Loss or death; failure resulting from disease

Back 99

MORBIDITY
 Sickness amount of sickness in the population
MORTALITY
Loss or death; failure resulting from disease
example- tooth loss due to caries

Front 100

___ is the number of new cases
___ is the amount, rate, percentage of existing cases

Back 100

INCIDENCE
- number of new cases
PREVALENCE
- amount, rate, percentage of existing cases