Biostatistics, communication, ethical and legal principles
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Science of making statements about an entire population from a limited sample of that population. | Statistics
🗑
|
||||
| Numeric characteristic of the sample; set value but unknown, often estimated | Parameter
🗑
|
||||
| Study of a population includes: | Parameter and Statistic
🗑
|
||||
| Gives you the estimate for the parameter; numeric characteristic of the sample; known value | Statistic
🗑
|
||||
| Every Item/person has an equal and independent chance of being selected; be careful because it can still not be representative of the population | Simple Random Sample
🗑
|
||||
| Carried out in subgroups (strata) to ensure that selections will be made from each level of the subgroup; every age, sex, race, socioeconomic status | Stratified Random Sample
🗑
|
||||
| Divides the population into small groups then assesses every subject in the sampled clusters; good for low cost and not enouth time | Cluster Sampling
🗑
|
||||
| Selecting items/people iin a block of predetermined size; biased, not random | Quota Sample
🗑
|
||||
| Selected on the basis of convenience to the researcher; can't generalize to entire population | Convenience Sample
🗑
|
||||
| Name the probability samples | Simple Random and Stratified Random Samples
🗑
|
||||
| Name the Nonprobability samples | Cluster, Quota, and Convenience Samples
🗑
|
||||
| Drawn when you are able to identify and have access to all members of the population of interest. | Probability Sample
🗑
|
||||
| Use when access to entire population is not available; pros outweigh the risks of having a biased sample | Nonprobability Sample
🗑
|
||||
| What helps select the appropriate statistical test? | Variables
🗑
|
||||
| Event studied and expected to change whenever the independent variable is altered. | Dependent Variables
🗑
|
||||
| May determine the outcome | Independent Variables
🗑
|
||||
| Discrete categories do not have a quantitative relationship with each other (not rankable), lowest level of measurement - the naming level | Nominal
🗑
|
||||
| Ordered categories; difference between the categories is not specified | Ordinal
🗑
|
||||
| Scale is equally spaced; difference between two points is meaningful; no set zero | Interval
🗑
|
||||
| Has meaning on a scale and a set zero | Ratio
🗑
|
||||
| Name the categorical variables | Nominal and Ordinal
🗑
|
||||
| Name the continuous variables: measured quantities | Interval and Ratio
🗑
|
||||
| Two steps in data analysis? | Calculate descriptive statistics and calculate inferential statistics
🗑
|
||||
| What are the techniques available for displaying data? | Frequency table, Histogram, and Bar charts
🗑
|
||||
| Too much information may be lost | To few intervals
🗑
|
||||
| May give too much detail, losing the ability to obtain an overall feel for the distribution | Too many Intervals
🗑
|
||||
| Divide actual frequency by total number of observations and multiply by 100(% of subjects should = 100%) | Relative frequency distribution
🗑
|
||||
| Used for continuous variables (interval and ratio) | Histogram
🗑
|
||||
| No spaces between bars, height and width represents the frequency distribution of the data | Histogram
🗑
|
||||
| Used for each interval category? | Bar Charts
🗑
|
||||
| Height is determined by the relative frequency of occurrence? | Bar charts
🗑
|
||||
| Characteristics of data found within the sample of individuals in whom the study was conducted | Descriptive statistics
🗑
|
||||
| Types of descriptive statistics? | Measures of central tendency and measure of spread
🗑
|
||||
| A set of values, attitudes, and behaviors that place the client's self interest before the self-interest of the professional | Professionalism
🗑
|
||||
| Appropriate intervals are chosen & a number is computed for measurements falling within each interval; intervals = width; width of intervals determines the # of intervals | Frequency table
🗑
|
||||
| Attempt to identify the middle of a distribution to provide one sample statistic that describes the character of an entire data set | measure of central tendency
🗑
|
||||
| This says nothing about the variability among the data | Central tendency
🗑
|
||||
| What are the 3 measures of central tendency? | mode, median, and mean
🗑
|
||||
| The only measure of central tendency that makes sense for nominal categorical variables | Mode
🗑
|
||||
| The most frequently occurring value in a set of observations | Mode
🗑
|
||||
| The middle item of a data set, which will divide a data set arranged in order in half | Median
🗑
|
||||
| EX: 0,1,2,3,3,4: 2+3=5 5/2=2.5 | Median
🗑
|
||||
| Useful for describing the central tendency of ordinal categorical variables, as well as continous variables | Median
🗑
|
||||
| Sum of observations divided by the munber of observations | Mean
🗑
|
||||
| Makes sense with continous variables but may be used for ordinal variables | Mean
🗑
|
||||
| The value that divides the area under the curve in half | Median
🗑
|
||||
| The point at which the shape would balance if a pivot was placed under the curve | Mean
🗑
|
||||
| If median is used then data is described by? | percentiles and quartiles
🗑
|
||||
| Measures of spread depend on? | measure of central tendency
🗑
|
||||
| Value in which "x" percent of numbers fall below it and the remainder fall above it | Percentile
🗑
|
||||
| Divide data into four; lower is 25th and upper is the 75th | Quartile
🗑
|
||||
| What is the square root of the variance? | Standard deviation
🗑
|
||||
| Plays a central role in many statistics; used to calculate probabilities | Standard normal distribution
🗑
|
||||
| If observations are close together the standard deviation will be? | Small
🗑
|
||||
| If observation have the same value, the standard deviation will be? | Zero
🗑
|
||||
| If observation are more spread out, the standard deviation may be influenced by? | Outliers
🗑
|
||||
| How do you calculate variance? | Get mean; substract mean from observation(aka-deviation); square deviation; add all and divide by observations; total is the variance
🗑
|
||||
| How to calculate standard deviation? | Square root of variance
🗑
|
||||
| _____% of data fall within two standard deviations from the mean? | 95%
🗑
|
||||
| _____% of data fall within one standard deviation from the mean? | 68%
🗑
|
||||
| _____% of data fall between one and two standard deviations from the mean? | 27%
🗑
|
||||
| _____% of all data fall within three standard deviations from the mean? | 99.7%
🗑
|
||||
| What is the prupose of many studies? | To find the relationship between two variables
🗑
|
||||
| If relationships between two variables are both catagorical: | Use a frequency table
🗑
|
||||
| If relationships between two variables are both continious: | Scatter diagram
🗑
|
||||
| Can determine the presence, strength, and direction of any straight-line pattern? | correlation coefficient
🗑
|
||||
| 2 X 2 table | cross tabulated data
🗑
|
||||
| Formal methods to draw conclusions from data taking into account chance variation | Statistical inference
🗑
|
||||
| Used when estimating a population parameter | Confidence intervals
🗑
|
||||
| Statement of no relationship between an exposure and outcome | Null hypothesis
🗑
|
||||
| Statement of effect | Alternative hypothesis
🗑
|
||||
| Choosing the appropriate statistical test | Select one that will help weigh the evidence against the null hypothesis
🗑
|
||||
| X2 (chi-square) test | Difference between the observed and expected; square the difference; divede by expected value
🗑
|
||||
| Two sample groups drawn independently from a population and when only one or two independent variable are tested | One-sample t-test
🗑
|
||||
| Two samples groups that are related and when only one independent variable is tested | Two-sample t-test
🗑
|
||||
| Probability of a result being as far or further from what would be expected if the null were true | P-value
🗑
|
||||
| If you reject the null when the null hypothesis is true | Type I error
🗑
|
||||
| Fail to reject the null when the null is true | Type II error
🗑
|
||||
| Provides framework for the dental hygienist's actions and decision making? | Code of ethics
🗑
|
||||
| What is a critical professional responsibility? | To remain current in scientific and clinical knowledge so you can make evidence-based decisions.
🗑
|
||||
| Concerns the standard of behavior and the concept of right and wrong | Ethics
🗑
|
||||
| Is the discipline related to the ethical implications of biologic research methods and results? | Bioethics
🗑
|
||||
| 3 major ethical theories? | Utilitarian ethics, decontological ethics, and virtue ethics
🗑
|
||||
| Meaning duty, suggest that an action is right when it satifies an obligation or duty? | Decontological ethics
🗑
|
||||
| The rightness of an act is measured by the outcome? | Utilitarian ethics
🗑
|
||||
| Based on the concept of the moral, virtuous, health care provider striving for excellence | Virtue ethics
🗑
|
||||
| Providing benefits, preventing harm or evil, and promoting good | beneficence
🗑
|
||||
| Respect for individuals | Autonomy
🗑
|
||||
| Tellin the truth, honesty, and integrity | Veracity
🗑
|
||||
| Fairness and equality | Justice
🗑
|
||||
| Avoid harming the patient | Nonmaleficence
🗑
|
||||
| Requirement to keep implied or explicit promises. Faithfulness. | Fidelity
🗑
|
||||
| Obligates the provider to keep all info about a patient private and to not share it with 3rd parties. | Confidentiality
🗑
|
||||
| Working in a manner that benefits all people | Common good
🗑
|
||||
| Having a defined set of values and principles that allow a provider to demonstrate behaviors and attitudes that enable them to work effectively cross-culturally. | Cultural competence
🗑
|
||||
| Awareness that cultural differences and similarities exist, without assigning values | Cultural sensitivity
🗑
|
||||
| Familiarization with the selected cultural characteristics, history, values, belief systems, and behaviors of members of another ethnic group | Cultural knowledge
🗑
|
||||
| When one duty or obligation is in conflict with another | Ethical dilemma
🗑
|
||||
| Two areas of civil law? | tort law and contract law
🗑
|
||||
| Usually the first section written, begins with a thorough search of the available literature on the topic | literature review
🗑
|
||||
| Describes the details of how the study was performed or how the program was administrated | methodology
🗑
|
||||
| Describes the analyses of the data collected or outcome of the evaluation prodecures, including the statistical test performed | results
🗑
|
||||
| Provides the reader with the author's thoughts on what the results mean and the significance of the results ot the profession. | discussion
🗑
|
||||
| A fluid portion of the paper | references
🗑
|
||||
| Usually wirtten last because it is a concise summary of the entire paper. | abstract and title
🗑
|
||||
| Developed to protect the public | Laws
🗑
|
||||
| A rule of conduct or action prescribed or formally recognized as binding or enforced by a controlled authority | Law
🗑
|
||||
| Described as the minimum standard required to keep a society functioning | Law
🗑
|
||||
| Include criminal, administrative, constitutional, and international law | Public law
🗑
|
||||
| Include tort, contract, property, inheritance, family and corporate law | Private or cival laws
🗑
|
||||
| Focuses on the relationships between individuals or between individuals and the government | Civil law
🗑
|
||||
| A violation of an agreement or promise between two persons to do or not to do something | Contract law
🗑
|
||||
| Means that one side of the case must demonstrate a greater weight of evidence than the other side | Preponderance of evidence
🗑
|
||||
| A legal term meaning something of value is bargained | Consideration
🗑
|
||||
| An agreement that is explicitly stated, either orally or in writing | Expressed contract
🗑
|
||||
| An agreement that is shown by inference through signs, inaction, or silence | Implied contract
🗑
|
||||
| Is a civil violation in which an individual harms another's person(body), privacy, or property because of negligent or intentional actions | Tort law
🗑
|
||||
| Damages over and above the award to compensate for harm | Punitive damages
🗑
|
||||
| Deliberate and purposeful act that has a substantial certainty of untoward consequences from the act | intentional tort
🗑
|
||||
| When a dental provider, in the course of treatment, exceeds the consent provided by a patient | Technical battery
🗑
|
||||
| Threat of bodily harm | Assault
🗑
|
||||
| A false statement or deceptive practice with intent to injure someone | Deceit
🗑
|
||||
| Wrongful act of injuring someone's reputation by making false statements in writing(libel) or verbally (slander) | Defamation of character
🗑
|
||||
| Described as dishonest or deceitful practices in depriving or attempting to deprive another of his or her rights | Fraud
🗑
|
||||
| Injury or interference with the property of another | Trespass
🗑
|
||||
| An action or conduct based on a legal obligation | Duty
🗑
|
||||
| Level of care expected of a reasonable and prudent practitioner in the same or similar circumstances | Standard of care
🗑
|
||||
| Act of providing information and assuring that the patient understands the treatment risks and advantages, options available, and the nature of the disease or problem | Informed consent
🗑
|
||||
| Protects the provider from subsequent allegations of negligence | Informed refusal
🗑
|
||||
| Body of law created by administrative agencies in the form of rules, regulations, orders and decisions | Administrative law
🗑
|
||||
| Who enacts the state's dental practice act | Legislative branch of government
🗑
|
||||
| Dentist needs to be on the premises | Direct supervision
🗑
|
||||
| An emerging practice model in which dental hygienist strive to prevent and treat oral disease through the provision of educational, assessment, preventive, clinical, and other therapeutic services | Collaborative practice
🗑
|
||||
| The length of time during which a legal action must be taken and can be a state law or part of a statute | Statute of limitations
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
jenbug
Popular Dentistry sets