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Crash Course Medical Research, Audit and Teaching: the Essentials for Career Success 2nd edition [Mīkstie vāki]

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Guest editor , (Specialist Registrar in Cardiology, Imperial College Healthcare NHS Trust; NIHR Academic Clinicl Fellow in Cardiology, Imperial College London; National Heart and Lung Institute, Hammersmith Hospital, London UK), Series edited by , Series edited by (Associate Clinical Dea)
  • Formāts: Paperback / softback, 344 pages, weight: 740 g, Approx. 123 illustrations (123 in full color); Illustrations
  • Sērija : CRASH COURSE
  • Izdošanas datums: 18-Mar-2019
  • Izdevniecība: Elsevier Health Sciences
  • ISBN-10: 0702073784
  • ISBN-13: 9780702073786
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Crash Course Medical Research, Audit and Teaching: the Essentials for Career Success 2nd editionPalielināt
  • Formāts: Paperback / softback, 344 pages, weight: 740 g, Approx. 123 illustrations (123 in full color); Illustrations
  • Sērija : CRASH COURSE
  • Izdošanas datums: 18-Mar-2019
  • Izdevniecība: Elsevier Health Sciences
  • ISBN-10: 0702073784
  • ISBN-13: 9780702073786
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780702073786.html
Keywords:

Crash Course - your effective every-day study companion PLUS the perfect antidote for exam stress! Save time and be assured you have the essential information you need in one place to excel on your course and achieve exam success.

A winning formula now for over 20 years, each series volume has been fine-tuned and fully updated - with an improved full-colour layout tailored to make your life easier. Especially written by senior students or junior doctors - those who understand what is essential for exam success - with all information thoroughly checked and quality assured by expert Faculty Advisers, the result are books which exactly meet your needs and you know you can trust.

This volume concisely brings together the wide range of skills needed for interpreting or conducting medical research and audit. It starts with the basics of medical data analysis and interpretation, followed by how to critically review published studies and even extends to advice on career advancement including CV writing, securing academic opportunities and teaching. This book will allow you to build competence and confidence in the world of medical research. ?

  • Provides the exam syllabus in one place - saves valuable revision time

  • Written by senior students and recent graduates - those closest to what is essential for exam success

  • Quality assured by leading Faculty Advisors - ensures complete accuracy of information

  • Features the ever popular 'Hints and Tips' boxes and other useful aide-m moires - distilled wisdom from those in the know

  • Updated self-assessment section matching the latest exam formats - confirm your understanding and improve exam technique fast

Series Editors' foreword v
Prefaces vi
Acknowledgements viii
Series Editors' acknowledgements ix
Section 1 The essentials for career success
1(42)
1 An introduction to research, audit and teaching
3(2)
Book purpose
3(1)
Research methodology
3(1)
Audit and its loop
3(1)
Teaching theory and practice
4(1)
The essentials for career success
4(1)
Further reading
4(1)
2 Evidence-based medicine
5(8)
What is evidence-based medicine?
5(1)
Formulating clinical questions
5(1)
Identifying relevant evidence
6(1)
The search strategy
6(1)
Search terms
7(1)
Reviewing the search strategy
7(2)
Critically appraising the evidence
9(1)
Evaluating performance
10(1)
Creating guideline recommendations
10(1)
Further reading
11(2)
3 How to get involved
13(6)
Opportunities for research
13(1)
Types of projects
14(1)
Identifying the gap in the evidence
15(1)
Finding a research supervisor/research group
16(1)
Project funding
16(1)
Advice for someone considering a career in academic medicine
17(1)
Further reading
18(1)
4 Presenting your research findings
19(10)
Submitting an abstract for presentation
19(1)
Selecting the right conference
19(1)
Writing an abstract
20(2)
Poster presentations
22(2)
Oral presentations
24(3)
Answering audience questions
27(1)
Further reading
28(1)
5 Publishing your findings
29(8)
Writing up a research study manuscript
29(3)
Submitting a manuscript for publication
32(2)
Dealing with a rejected manuscript
34(2)
Further reading
36(1)
6 Writing a successful curriculum vitae
37(6)
Is a curriculum vitae necessary?
37(1)
What is a curriculum vitae?
37(1)
Writing an effective curriculum vitae
37(5)
Style and formatting
42(1)
Common mistakes
42(1)
Further reading
42(1)
Section 2 Research methodology
43(182)
7 Handling data
45(16)
Types of variables
45(1)
Types of data
46(1)
Displaying the distribution of a single variable
47(2)
Displaying the distribution of two variables
49(2)
Describing the frequency distribution: central tendency
51(2)
Describing the frequency distribution: variability
53(1)
Theoretical distributions
54(3)
Transformations
57(2)
Choosing the correct summary measure
59(1)
Further reading
60(1)
8 Investigating hypotheses
61(16)
Hypothesis testing
61(1)
Choosing a sample
61(1)
Extrapolating from sample to population
62(4)
Comparing means and proportions: confidence intervals
66(3)
The P-value
69(1)
Statistical significance and clinical significance
69(1)
Statistical power
70(6)
References
76(1)
Further reading
76(1)
9 Systematic review and meta-analysis
77(12)
Why do we need systematic reviews?
77(1)
Evidence synthesis
78(1)
Meta-analysis
78(3)
Presenting meta-analyses
81(1)
Evaluating meta-analyses
81(3)
Key example of a meta-analysis
84(1)
Reporting a systematic review
85(3)
References
88(1)
Further reading
88(1)
10 Research design
89(8)
Obtaining data
89(1)
Interventional studies
90(1)
Observational studies
90(1)
Clinical trials
91(1)
Bradford-Hill criteria for causation
92(2)
Choosing the right study design
94(2)
Further reading
96(1)
1 Randomized controlled trials
97(18)
Why choose an interventional study design?
97(1)
Parallel randomized controlled trial
97(5)
Confounding, causality and bias
102(2)
Interpreting the results
104(3)
Types of randomized controlled trials
107(2)
Key example of a randomized controlled trial
109(1)
Reporting a randomized controlled trial
109(5)
References
114(1)
Further reading
114(1)
12 Cohort studies
115(10)
Study design
115(1)
Interpreting the results
116(2)
Confounding, causality and bias
118(4)
Advantages and disadvantages
122(1)
Key example of a cohort study
122(2)
References
124(1)
Further reading
124(1)
13 Case-control studies
125(12)
Study design
125(3)
Interpreting the results
128(1)
Case study: risk of constrictive pericarditis after acute pericarditis
129(1)
Confounding, causality and bias
130(4)
Key example of a case-control study
134(2)
References
136(1)
Further reading
136(1)
14 Measures of disease occurrence and cross-sectional studies
137(12)
Measures of disease occurrence
137(3)
Study design
140(2)
Interpreting the results
142(1)
Confounding, causality and bias
143(3)
Key example of a cross-sectional study
146(2)
References
148(1)
Further reading
148(1)
15 Ecological studies
149(8)
Study design
149(1)
Interpreting the results
150(2)
Sources of error in ecological studies
152(2)
Key example of an ecological study
154(1)
References
155(1)
Further reading
155(2)
16 Case report and case series
157(4)
Background
157(1)
Conducting a case report
157(1)
Conducting a case series
158(1)
Critical appraisal of a case series
159(1)
Key examples of case reports
159(1)
Key example of a case series
159(1)
References
160(1)
Further reading
160(1)
17 Qualitative research
161(6)
Study design
161(2)
Organizing and analysing the data
163(1)
Validity, reliability and transferability
164(1)
Advantages and disadvantages
164(1)
Key example of qualitative research
165(1)
References
166(1)
Further reading
166(1)
18 Confounding
167(6)
What is confounding?
167(1)
Assessing for potential confounding factors
167(1)
Controlling for confounding factors
168(2)
Reporting and interpreting the results
170(1)
Key example of study confounding
170(1)
References
171(1)
Further reading
171(2)
19 Screening, diagnosis and prognosis
173(18)
Screening, diagnosis and prognosis
173(1)
Screening tests
173(4)
Example of a screening test using likelihood ratios
177(1)
Diagnostic tests
177(1)
Evaluating the performance of a diagnostic test
178(2)
The diagnostic process
180(4)
Example of a diagnostic test using predictive values
184(2)
Bias in diagnostic studies
186(1)
Prognostic tests
187(3)
References
190(1)
Further reading
190(1)
20 Statistical techniques
191(8)
Choosing appropriate statistical tests
191(2)
Comparison of one group to a hypothetical value
193(1)
Comparison of two groups
193(2)
Comparison of three or more groups
195(1)
Measures of association
195(2)
Further reading
197(2)
2 Economic evaluation
199(16)
What is health economics?
199(1)
Economic question and study design
200(1)
Cost-minimization analysis
201(1)
Cost-utility analysis
202(6)
Cost-effectiveness analysis
208(2)
Cost-benefit analysis
210(1)
Sensitivity analysis
210(4)
Further reading
214(1)
22 Critical appraisal checklists
215(6)
Critical appraisal
215(2)
Critical appraisal checklist: systematic reviews and meta-analyses
217(1)
Critical appraisal checklist: randomized controlled trials
218(1)
Critical appraisal checklist: diagnostic studies
218(1)
Critical appraisal checklist: qualitative studies
219(1)
Further reading
220(1)
23 Crash course in statistical formulae
221(4)
Describing the frequency distribution
221(1)
Extrapolating from `sample' to `population'
221(1)
Study analysis
221(2)
Test performance
223(1)
Economic evaluation
224(1)
Further reading
224(1)
Section 3 Audit and its loop: the modern approach to improving healthcare practice
225(20)
24 Clinical audit
227(8)
An introduction to clinical audit
227(1)
Planning the audit
228(1)
Choosing the standards
229(1)
Audit protocol
229(1)
Defining the sample
230(1)
Data collection
230(1)
Analysing the data
231(1)
Evaluating the findings
231(1)
Implementing change
232(1)
Example of a clinical audit
232(2)
Further reading
234(1)
25 Quality improvement
235(10)
Quality improvement versus audit
235(1)
The model for quality improvement
235(1)
The aim statement
236(1)
Measures for improvement
236(1)
Developing the changes
237(1)
The plan-do-study-act cycle
237(1)
Repeating the cycle
238(1)
Example of a quality improvement project
238(5)
Further reading
243(2)
Section 4 Teaching Theory and Practice
245(36)
26 Medical education
247(6)
Introduction
247(1)
Learning perspectives/theories
247(4)
Optimizing learning
251(1)
Further reading
252(1)
27 Designing a teaching session and teaching programme
253(6)
Effective teaching session design
253(1)
Setting objectives
253(3)
Setting up a teaching programme
256(1)
Further reading
257(2)
28 Teaching methods
259(8)
Teaching small groups
259(2)
Teaching in the clinical environment
261(2)
Teaching large groups/lecturing
263(2)
Further reading
265(2)
29 Teaching materials
267(4)
The purpose of teaching materials
267(1)
Different types of teaching materials
267(1)
Social media
268(1)
Factors influencing the type of teaching material to use
268(1)
Creating effective teaching materials
268(1)
Further reading
269(2)
30 Evaluation, assessment and feedback
271(8)
Evaluation
271(1)
Assessment
272(3)
Feedback
275(2)
References
277(1)
Further reading
277(2)
31 Dealing with the student in difficulty
279(2)
Recognition
279(1)
Consultation
279(1)
Interventions and follow-up
280(1)
Further reading
280(29)
Self-Assessment 281(2)
Single best answer (SBA) questions 283(10)
Extended-matching questions (EMQs) 293(8)
SBA answers 301(16)
EMQ answers
309(8)
Glossary 317(4)
Index 321
Philip Xiu a GP Registrar, Yorkshire Deanery, Leeds, UK.