• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/15

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

15 Cards in this Set

  • Front
  • Back
Null Hypothesis (H0)
No difference between two populations
Between exposure and outcome
Between two treatments for improvement
Alternative hypothesis (H1)
There is some difference
SEE slide
6 and 7
Statistical Power
Likelihood a study correctly disproves the null hypothesis
In lay terms, likelihood of finding a difference between two groups
Statistical Power calculations
1 - Beta
Statistical Power Depends on:
The effect size (i.e. the amount of difference investigator desires to detect between groups)
The level of significance desired (p value)
The sample size
Calculate and interpret NNT and NNH
NNT = 1/ARR
NNH = 1/ARI
5 Steps in the EBM Process
Formulating a searchable question
Searching the literature efficiently
Appraising the literature critically
Internal validity, statistical significance, clinical significance
Applying the result to clinical practice or patient (external validity or generalizability)
Evaluating the outcomes of the applied evidence in your practice or patient
5 Steps in the EBM Process 1) Formulating a searchable question PICO
Patient
-70 year old Caucasian male
Intervention
-Vitamin D supplementation
Comparison
-No supplementation
Outcome
-Fewer complications from falls such as hip and nonvertebral fractures
Inclusion Criteria appropriate
Only double-blind randomized controlled trials
Participants’ mean age > 60 years
Oral Vitamin D supplementation
Compared to Calcium alone or placebo
Follow-up of at least 1 yr
Outcomes of hip or nonvertebral fractures
An evidence database must be:
Fast
Able to answer most questions
To make EBM feasible in routine practice
Barriers to accessing electronic EB
Time
Resources (hardware, software)
Setting
In the exam room
Walk-and-talk
Format
Handhelds / smartphones
Electronic format not always ideal
Paper-based resources
Strength of Recommendation Grades
A = Good and consistent patient-oriented evidence
B = Limited and/or inconsistent evidence
C = Consensus, opinion, usual practice, disease-oriented evidence, case-series
Systematic review
identify, appraise, select and synthesize all high quality research evidence
Meta Analysis
statistically combines the results of many different studies