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"study design"

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Comparative Effectiveness of CDI Prevention Strategies

Presentation: Clostridium difficile Infections: Diagnosis, Treatment, and Prevention

Keywords: prevention strategies | C. difficile infection (CDI) | antibiotic prescribing policies | institutional strategies | risk factors

Consider the Contribution of an Individual Study to the Body of Evidence. This slide shows how characteristics of the individual study relate to domains evaluating the strength of the body of evidence. Each characteristic of the individual study is linked by an arrow to a domain for the strength of the body of evidence. The slide shows that the quality or internal validity of a study (i.e., limitations of study design and conduct) is one of several ways in which an individual study can contribute to the body of evidence. When evaluating the strength of the entire body of evidence, the quality of the study and the type of design influence the evaluation of the risk of bias for the entire body of evidence. The direction and magnitude of the results influence considerations of consistency of the body of evidence. The size of the study could result in nonsystematic or random error; it influences considerations of precision of the body of evidence. The relevance of the results to the key questions influences the evaluation of directness of the body of evidence. The relevance of the study sample to the population(s) of interest influences the assessment of applicability or generalizability of the body of evidence.

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Consider the Contribution of an Individual Study to the Body of Evidence

Presentation: Assessing the Quality of Individual Studies

Keywords: internal validity | study design | body of evidence | key questions | applicability | generalizability

What Are the Steps in Quality Assessment of Each Individual Study (I)? 1. Classify the study design. 2. Apply predefined criteria for quality assessment of each outcome based on: Study design—sources of bias may vary by design. Study conduct—poor study conduct and discrepancy between design and conduct may increase risk of bias. Reporting—quality assessment may be influenced by adequacy of reporting when information on study design and conduct are missing.

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What Are the Steps in Quality Assessment of Each Individual Study (I)?

Presentation: Assessing the Quality of Individual Studies

Keywords: quality assessment | selection criteria | study design

Questions To Consider When Classifying Study Design. Did the study have more than one group or arm? If so, was a control group present? Did investigators have control over allocation and timing of the intervention? Did investigators randomly allocate subjects to interventions? Did investigators concurrently measure intervention and exposure status for intervention and comparison groups? Did investigators concurrently measure outcomes for intervention and comparison groups?

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Questions To Consider When Classifying Study Design

Presentation: Assessing the Quality of Individual Studies

Keywords: study design

Questions To Consider When Classifying Study Design. Did the study have more than one group or arm? If so, was a control group present? Did investigators have control over allocation and timing of the intervention? Did investigators randomly allocate subjects to interventions? Did investigators concurrently measure intervention and exposure status for intervention and comparison groups? Did investigators concurrently measure outcomes for intervention and comparison groups?

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Apply Predefined Criteria for All Study Types (I)

Presentation: Assessing the Quality of Individual Studies

Keywords: study design

Steps in Quality Assessment. The process of quality assessment involves which series of steps? A. Reading the article, arriving at an overall quality rating, and then identifying sources of bias to support the quality rating. B. Applying a hierarchy of evidence, with randomized clinical trials being rated as highest quality, followed by nonrandomized comparative studies, and then case series. C. Identifying the study design, evaluating overall and design-specific sources of bias, and then arriving at a quality rating based on freedom from these biases.

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Steps in Quality Assessment

Presentation: Assessing the Quality of Individual Studies Quiz

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The Studies

Presentation: Comparative Effectiveness of Therapies for Children With Autism Spectrum Disorders

Keywords: CER | comparative effectiveness review

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Outline of Material

Presentation: Comparator Selection in Observational Comparative Effectiveness Research

Keywords: comparative effectiveness research | comparator selection | key considerations | minimization of bias | source population | time 0 | outline

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Spectrum of Possible Comparisons (2 of 3)

Presentation: Comparator Selection in Observational Comparative Effectiveness Research

Keywords: usual or standard care comparison | historical comparison

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Conclusions

Presentation: Comparator Selection in Observational Comparative Effectiveness Research

Keywords: conclusion | comparator selection

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Model Selection

Presentation: Considerations for Statistical Analysis in Observational Comparative Effectiveness Research

Keywords: model selection

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Instrumental Variables

Presentation: Considerations for Statistical Analysis in Observational Comparative Effectiveness Research

Keywords: instrumental variables

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