Basic Principles of Medical Research
| Title | Βασικές αρχές Ιατρικής Έρευνας / Basic Principles of Medical Research |
| Code | ΜΙΣΤΑ003 |
| Faculty | Health Sciences |
| School | Medicine |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter |
| Coordinator | Anna-Bettina Haidich |
| Common | No |
| Status | Active |
| Course ID | 600020024 |
Programme of Study: PPS Health Statistics and Data Analytics (2020-today)
Registered students: 30
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Compulsory Course | 1 | 1 | 7.5 |
| Academic Year | 2023 – 2024 |
| Class Period | Winter |
| Faculty Instructors | |
| Instructors from Other Categories |
|
| Weekly Hours | 2 |
| Class ID | 600243847
|
Course Type 2021
Skills Development
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600243847
- eLearning: https://elearning.auth.gr/course/view.php?id=15591
Language of Instruction
- Greek (Instruction)
- English (Instruction, Examination)
Learning Outcomes
Knowledge
Upon successfully completing this course, students will be familiar with:
• The essential principles of clinical research methodology
• The basic principles of evidence-based medicine
• The basic terms of clinical epidemiology (incidence, prevalence)
Capacities
The course participants upon completion will be able to:
• Apply the principles of evidence-based medicine in daily clinical practice
• Evaluate and choose the most appropriate diagnostic test, based on sensitivity and specificity of the test
• Set priorities in selecting treatment regimens based on the expected benefit
• Transform clinical cases in well formulated research questions
• Seek primary and secondary evidence
• Make critical review of data
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Be critical and self-critical
Course Content (Syllabus)
1. Formulation of the research question: Formulation of search strategy, bibliographic databases
2. Searching bibliography principles: Principles of bibliography search – Bibliographic databases
3. Basic statistical principles: Morbidity, correlation measures, diagnostic accuracy measures, confidence intervals
4. Randomized clinical trials (RCTs): RCTs design, recruitment, randomization, allocation concealment, blinding, losses during follow-up, analysis based on the intention to treat principle, critical appraisal of RCT
5. Systematic reviews (SRs) – meta-analysis: Formulating a clinical question, setting eligibility criteria, searching for studies, extraction of data from clinical trials, quality assessment of studies included, statistical analysis, investigation of heterogeneity, presentation of results, critical appraisal of SR
6. Studies of diagnostic accuracy: What is normal / abnormal? Assessing validity of diagnostic studies. Assessing quality of diagnostic studies. Sensitivity / specificity, likelihood ratios, Odds ratios.
7. Observational studies: Observational studies. Cohort studies. Case-control studies. Cross-sectional studies. Case reports.
8. Evidence-based medicine: What is evidence-based medicine? Why is there is interest for evidence-based medicine? How does one practice evidence-based medicine? Can clinicians apply principles of evidence-based medicine in everyday clinical practice? What is the evidence supporting use of evidence-based practice? Which are the limitations of evidence-based medicine?
Keywords
Evidence Based Medicine, Observational Studies, Randomized Controlled trias, Diagnostic test accuracy study, systematic review
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
• Use of ICT in Teaching - Moodle Virtual learning environment (VLE) (asynchronous learning, wikis, Online Discussion Fora, Educational Portfolio, assignment submission, assessment process)
• Use of ICT in Communication with students (email, instant messaging via Moodle)
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 65 | ||||
| Laboratory Work | 40 | ||||
| Reading Assigment | 20 | ||||
| Exams | 65 | ||||
| Total | 190 |
Student Assessment
Description
• Weekly quizzes, with multiple choice questions
• Assessment based on comments submitted by each student in online discussion for a
• Final exams with multiple choice questions
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Problem Solving (Formative, Summative)
Bibliography
Additional bibliography for study
1. Sackett DL, Rosenberg WM, Gray JA, Haynes RB, Richardson WS. Evidence based medicine: what it is and what it isn’t. BMJ. 1996;312(7023):71-2.
2. Windish D. Searching for the right evidence: how to answer your clinicalΒ questions using the 6S hierarchy. Evid Based Med. 2013;18(3):93-7
3. Ioannidis JP. Why most published research findings are false. PLoS Med. 2005;2(8):e124.
4. Haynes RB, McKibbon KA, Wilczynski NL, Walter SD, Werre SR; Hedges Team. Optimal search strategies for retrieving scientifically strong studies ofΒ treatment from Medline: analytical survey. BMJ. 2005;330(7501):1179
5. Ely JW, Osheroff JA, Ebell MH, Bergus GR, Levy BT, Chambliss ML, Evans ER. Analysis of questions asked by family doctors regarding patient care. BMJ. 1999;319(7206):358-61
6. Del Fiol G, Workman TE, Gorman PN. Clinical questions raised by clinicians at the point of care: a systematic review. JAMA Intern Med. 2014;174(5):710-8.
7. Schulz KF, Grimes DA. Generation of allocation sequences in randomised trials: chance, not choice. Lancet. 2002;359(9305):515-9.
8. Knottnerus JA, van Weel C, Muris JW. Evaluation of diagnostic procedures. BMJ. 2002 Feb 23;324(7335):477-80.
9. Sackett DL, Haynes RB. The architecture of diagnostic research. BMJ. 2002 Mar 2;324(7336):539-41
10. Irwig L, Bossuyt P, Glasziou P, Gatsonis C, Lijmer J. Designing studies to ensure that estimates of test accuracy are transferable. BMJ. 2002 Mar 16;324(7338):669-71.
11. Grimes DA, Schulz KF. Cohort studies: marching towards outcomes. Lancet. 2002 Jan 26;359(9303):341-5.
12. Schulz KF, Grimes DA. Case-control studies: research in reverse. Lancet. 2002 Feb 2;359(9304):431-4.
13. Grimes DA, Schulz KF. Bias and causal associations in observational research. Lancet. 2002 Jan 19;359(9302):248-52.
14. Grimes DA, Schulz KF. Descriptive studies: what they can and cannot do. Lancet. 2002 Jan 12;359(9301):145-9.
15. Emanuel EJ, Wendler D, Grady C. What makes clinical research ethical? JAMA. 2000 May 24-31;283(20):2701-11. PubMed PMID: 10819955.
Last Update
21-12-2021
