Deck 5: Critically Appraising and Classifying Published and Presented Research

Question 1

Which of the following choices correctly matches the research study designs with the corresponding Oxford Center for Evidence-Based Medicine (OCEBM) level of evidence?

A) Randomized trial (Level I), nonrandomized controlled cohort study (Level II), systematic review (Level III)
B) Between-subjects design (Level I), randomized trial (Level II), meta-analysis (Level III)
C) Meta-analysis (Level I), randomized trial (Level II), nonrandomized controlled cohort study (Level III)
D) Systematic review (Level I), between-subjects design (Level II), randomized trial (Level III)

Answer 1

Meta-analysis (Level I), randomized trial (Level II), nonrandomized controlled cohort study (Level III)

Question 2

The Cochrane levels-of-evidence model utilizes multiple criteria in its appraisal methodology. Which of the following criteria is not used by this model?

A) Relevance of the evidence
B) Significance of the statistical findings
C) Size of the effect
D) Strength of the evidence

Answer 2

Significance of the statistical findings

Question 3

The Cochrane levels-of-evidence model is used widely in research to evaluate:

A) The statistical significance of a study's effect size
B) The rigor of a study's research design
C) The quality with which the study's article is written
D) The efficacy of an intervention or treatment approach

Answer 3

The efficacy of an intervention or treatment approach

Question 4

A systematic review and a meta-analysis are two forms of research inquiry. Which of the following statements regarding these two designs is true?

A) Both a systematic review and a meta-analysis provide quantitative data as findings.
B) Both a systematic review and a meta-analysis may be classified as Level I studies.
C) A systematic review compares exclusively randomized trials, whereas a meta-analysis compares exclusively cohort studies.
D) A systematic review is a subtype of a meta-analysis.

Question 5

Blinding is a technique utilized often to enhance the methodology of a study. Which of the following research designs is most likely to include blinding?

A) Case-series study
B) Case-control study
C) Historically controlled study
D) Randomized trial

Question 6

The suitability of a research assessment used to quantify the effect of an intervention, as well as its appropriateness for the given population and problem of study is referred to as the:

A) Wellness of fit
B) Analytical precision
C) Relevance of the evidence
D) Quality of the data

Question 7

Which of the following statistical measures is not a quantification of effect size?

A) p-value
B) d-statistic
C) r-statistic
D) Binomial effect size display (BESD)

Question 8

In order to ensure that there is no effect of bias in the collection of information from high- and low-status informants, researchers should make an effort to represent participants and their experiences accurately. This rigor is applicable to the domain of:

A) Descriptive vividness
B) Methodological congruence
C) Theoretical connectedness
D) Heuristic relevance

Question 9

Critical appraisal methods for qualitative and quantitative studies vary in their approach. Which of the following statements is true regarding these two appraisal approaches?

A) Methods for evaluating qualitative studies primarily utilize hierarchical criteria.
B) Evaluation for quantitative studies includes criteria examining study member checks.
C) The level of evidence is one of multiple factors considered when evaluating quantitative studies.
D) Systematic reviews are traditionally evaluated using a multidimensional perspective.

Question 10

Mixed-methods study designs should be evaluated in accordance with what appraisal model?

A) A level-of-evidence model
B) A multidimensional model
C) Techniques from both level-of-evidence and multidimensional perspectives
D) Neither a level-of-evidence nor multidimensional perspective

Question 11

Match the activities with dimensions of qualitative research appraisal.

-The study's findings are directly applicable to practice; therefore, a researcher uses a description that is consistent with meanings and the knowledge base relevant to the field in writing about the phenomenon of interest.

A) Descriptive vividness
B) Methodological congruence
C) Analytical preciseness
D) Theoretical connectedness
E) Heuristic relevance

Question 12

Match the activities with dimensions of qualitative research appraisal.

-Documenting the study findings, a researcher establishes congruence between the study's hypothesis and the presentation of the data, findings, interpretations, theoretical linkages, and conclusions drawn so that a clear cohesive link is established.

A) Descriptive vividness
B) Methodological congruence
C) Analytical preciseness
D) Theoretical connectedness
E) Heuristic relevance

Question 13

Match the activities with dimensions of qualitative research appraisal.

-In writing the research article, a researcher ensures enough thoroughness with his or her documentation so that another researcher may replicate the study in confirmation of its findings.

A) Descriptive vividness
B) Methodological congruence
C) Analytical preciseness
D) Theoretical connectedness
E) Heuristic relevance

Question 14

Match the activities with dimensions of qualitative research appraisal.

-When collecting data, a researcher ensures that he or she spends enough time at the study site. This allows the researcher to have enough familiarity with the subjects in order to adequately describe them.

A) Descriptive vividness
B) Methodological congruence
C) Analytical preciseness
D) Theoretical connectedness
E) Heuristic relevance

Question 15

Match the activities with dimensions of qualitative research appraisal.

-As part of the article's written discussion, a researcher demonstrates how the data specifically relates to concepts within an existing professional theory.

A) Descriptive vividness
B) Methodological congruence
C) Analytical preciseness
D) Theoretical connectedness
E) Heuristic relevance