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Rehabilitation Research Boot Camp: Statistical Analysis

presented by Chad Cook and Ken Learman

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Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Many clinicians struggle with applying their research design and statistical knowledge to the research articles they read. Many find that the principles of what statistical analyses tell them is simply not intuitive enough nor do they apply them frequently enough to feel comfortable with the process of linking stats to specific clinical questions. This course will specifically address these concerns by discussing the major considerations in statistics and applying these consideration to clinical problems in order to enhance the participants understanding of how to interpret research findings.

Meet Your Instructors

Chad Cook, PT, PhD, MBA, FAPTA, FAAOMPT

Chad Cook, PT, PhD, MBA, FAPTA, FAAOMPT is professor at Duke University, the program director of the Doctor of Physical Therapy division with a category A appointment in the Duke Clinical Research Institute. He is a clinical researcher, physical therapist, and profession advocate with a long-term history of clinical care excellence and service and 19…

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Ken Learman, PT, PhD, OCS, COMT, FAAOMPT

Ken Learman, PT, PhD, OCS, COMT, FAAOMPT is a Professor of Physical Therapy at Youngstown State University where he is responsible for teaching manual therapy, patient examination and clinical reasoning, and research design and data analysis in the curriculum. Ken is also affiliated faculty at Duke University Division of Physical Therapy. Ken has been a…

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Chapters & Learning Objectives

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1. Understanding Statistical Analysis

Chapter one introduces the learner to the foundations of statistical analysis including the advantages of developing a research team. This course will also describe the fundamentals of statistical analyses and how these probabilistic estimates apply to research design

2. Understanding and Describing Data

Chapter two will identify the different types of data and how an investigator chooses statistical procedures based on data types. The learner will also be able to understand and describe the different types of variables and their importance in the statistical analysis upon completion of this chapter

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3. Parametric and Non-Parametric Statistics

Chapter three will compare and contrast the assumptions of both parametric and non-parametric statistics and why each category is advantageous for different types of data. A description of how each category of statistics uses a different approach to test a similar construct of probability will be provided. In addition, differences in output including statistical power will be explained.

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4. Studies of Differences

Chapter four will introduce the learner to various statistical models used for studies of differences. The module will include models of parametric versus non-parametric examples for between groups as well as within group differences. The learner will also be introduced to more complex two-way designs where between groups and within groups or covariates are included.

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5. Studies of Associations

Chapter five will cover key characteristics for studies of association and what statistics would be most appropriate for creating a model.

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6. Clinical versus Statistical Significance

Chapter six will describe and value other statistical procedures used in biostatistics used to answer questions regarding concepts such as number needed to treat, survival analysis, factorial designs and more

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7. Summary

Chapter eight will summarize the content contained in the statistics for rehabilitation research course and provide additional resources the learner can procure to garner further training.

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More Courses in this Series

Rehabilitation Research Boot Camp: Understanding Research Methodology

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Rehabilitation Research Boot Camp: Understanding Research Methodology

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How do practicing clinicians provide evidence based medicine if there is a lack of knowledge on understanding and interpreting the credibility and transferability of published research? This course provides a description of evidence based medicine, reasons for studying evidence, benefits and limitations, study designs and levels of evidence, critical design elements of a study, ingredients for impactful research and internal and external validity. Understanding the different levels of design, bias, and internal and external validity has the power to influence clinical practice.

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How does the design of a study dictate the question-types that a study can answer? Inherently, it is imperative that a researcher understand and appropriately use the proper study design for their purposes in research. Although the research pyramid is useful in understanding the roles of study designs, it doesn’t necessarily define the intricacies needed to contribute to the evidence. This course introduces a number of study designs through purpose statements and gives perspective of the necessities of each and what one might take away to clinical practice.

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Rehabilitation Research Boot Camp: Critical Appraisal

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What’s the most effective current method to assure that research findings are valid, appropriate and are a useful contribution to the literature? At present, our best method is critical appraisal performed through a peer review system. This course discusses the critical appraisal process from a journal’s point of view to the point of view and responsibility of the reviewer. Further, the course discusses legitimate sources of information and illegitimate sources called predatory journals.

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Rehabilitation Research Boot Camp: Errors, Fraud, & Outliers

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How is it that the peer review system associated with research allows so many papers that are erroneous, fraudulent, or outright incorrect results to be published? Primarily, it’s related to a number of factors. This course provides examples of errors in research interpretation by breaking down examples as 1) fraudulent, 2) not fraudulent but erroneous, 3) markedly outside a normative finding (outlier) or 4) inappropriately translated into a care process, beyond what it was intended. The course gives methods to recognize each of these conditions to better navigate research findings. Evidence based practice requires one’s ability to appropriately assimilate useful research into the care process. Challenges are present when a large percentage of research is not correct.

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Rehabilitation Research Boot Camp: Publishing Case Reports & Series

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Rehabilitation Research Boot Camp: Publishing Case Reports & Series

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What are the most common forms of papers written by clinicians, students and residents? Case reports and case studies. Case reports and case studies are two forms of study designs that provide value when describing unique cases, rare diagnoses, or treatment interventions that require great specificity. Each of these is cited poorly, thus most journals do not accept these for publication. This course discusses how to write, critique and publish a case report or case study.

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Rehabilitation Research Boot Camp: Self-Report & Outcome Measures

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One of the most germane questions a clinician can ask themselves after a patient encounter is “did the patient get any better?” This is not a straightforward question to answer for a myriad of reasons. Even though outcomes measures have been frequently found to be reliable and have been validated sometimes on diverse populations, many cues provided in a patient encounter can impact the results of the outcomes assessment and may alter the real nature of the results you are seeking. This course will explore many of the clinical considerations for clinical outcomes measures and will identify methods to minimize inappropriate biases often encountered in practice. It will also assist the participant in identifying useful self-report outcomes measures.

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Rehabilitation Research Boot Camp: Improving Grant Writing

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Many clinicians have clinical questions that cannot be answered by the current available evidence. It is highly recommended that these clinicians and researchers collaborate on seeking answers to these questions but resources to accomplish this may not be readily available. Research studies require an extensive amount of resources including time and money, especially if the investigator is required to alter clinical practice in a way that may impact billing or just to have the time necessary to dedicate to program completion. This course will discuss and provide resources for the basic principles of the grants acquisition process and introduce strategies to improve the likelihood of winning a grant.

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Rehabilitation Research Boot Camp: Translating Research to Practice

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This course will introduce and inform the participant on the fundamental concept of translating research into practice (TRIP). This course will provide further elucidate the many barriers that exist in translation and will cover the dearth of translational research that would assist the clinician in implementing research. This course will pull the previous courses together and show how their concepts either can be used to assist in TRIP or serve as functional barriers to TRIP. Finally, options for translation and strategies to assist will be expanded upon.

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