000			03174nam a2200289 a 4500
001			vtls000062512
003			USIM
005			20161107013729.0
008			120604s2011 paua b 000 0 eng d
020			_a9780781797689
020			_a0781797683
039		9	_y201206041300 _zPuvanes
060	1	0	_aW 20.5
100	1		_aHurley, Wendy L.
245	1	0	_aResearch methods : _ba framework for evidence-based clinical practice / _cWendy L. Hurley, Craig R. Denegar, Jay Hertel.
250			_a1st ed.
260			_aPhiladelphia : _bWolters Kluwer Health/Lippincott Williams & Wilkins, �c c2011.
300			_axxii, 426 p. : _bill.
504			_aIncludes bibliographical references and index.8
505			_a(Publisher-supplied data) Part I INTRODUCTION TO CLINICAL RESEARCH -- RESEARCH AN OVERVIEW -- HOW TO READ RESEARCH EVALUATING RESEARCH ARTICLES -- EVIDENCE-BASED CLINICAL PRACTICE DISTINGUISHING BEST PRACTICES -- EBM AN HISTORICAL PERSPECTIVE -- ETHICS IN RESPONSIBLE CONDUCT IN RESEARCH AND CLINICAL PRACTICE -- Part II SEEKING ANSWERS HOW THE QUESTION DRIVES THE METHODS -- FINDING THE EVIDENCE INFORMATIONAL SOURCES, SEARCH STRATEGIES AND CRITICAL APPRAISAL -- THE HIERARCHY OF EVIDENCE -- QUALITATIVE INQUIRY -- VALIDITY AND RELIABILITY OF MEASUREMENT -- TESTS OF COMPARISON -- MEASURES OF ASSOCIATION -- Part III CLINICAL RESEARCH DIAGNOSIS, PREVENTION AND TREATMENT -- EVALUATION AND DIAGNOSIS RESEARCH METHODS AND DATA ANALYSIS -- SCREENING AND PREVENTION OF ILLNESSES AND INJURIES: RESEARCH METHODS AND DATA ANALYSIS -- TREATMENT OUTCOMES ACROSS THE DISABLEMENT SPECTRUM -- TOWARDS PRACTICE GUIDELINES: CLINICAL PREDICTION RULES -- SYSTEMATIC REVIEW AND META-ANALYSIS -- Part IV: DISSEMINATION OF RESEARCH -- EVIDENCE IN LEARNING AND TEACHING -- THE CLINICAL EXPERIENCE.
520			_a"This research methods textbook distinguishes itself from other textbooks by providing a unique framework and perspective for users/students to establish the relevancy of research in their clinical practice. Many, if not most, students in professional preparation allied health care programs view the research methods/statistics course requirement of the curriculum as an obstacle to be overcome, or at best, as a necessary evil. Most research methods textbooks promote these notions because of the way they are presented. Of course, most times they are written by researchers or statisticians and are absolutely correct in presenting the theoretical underpinnings and mechanistic applications of the scientific method. They correctly present explanations as to why one type of methodology requires a certain type of statistical analysis based on the characteristics of the study population, the type of data collected, or the underlying assumptions pertinent to a specific statistical model. So, while technically beyond reproach, their failure is in establishing how and why research activity and understanding is integral to a professional practice"--Provided by publisher.1
650	2		_aBiomedical Research _xmethods2
650	2		_aResearch Design2
650	2		_aEvidence-Based Medicine _xmethods1
700			_aDenegar, Craig R.1
700			_aHertel, Jay.
999			_c53229 _d53229