Medical Statistics and Diagnostics Quiz

Final Exam Practice Questions

• The exam is due December 4th at 9 AM.
• The exam covers 151 points and 77 questions.
• The exam is available from December 4th at 9 AM to December 8th at 11:30 AM.
• There is no time limit.
• The number of allowed attempts is unlimited.
• The exam closes December 8th at 6 AM.

Attempt History

• There is a record of past attempts with timestamps and scores.
  • Example: Attempt 2, time 20 minutes, score 143/151.
  • Example: Attempt 1, time 42 minutes, score 117.36/151.

Question 1

• The question is about foreground questions in physical therapy practice.
• Incorrect answer is 'How accurate is bone scan to assist clinician in osteoporosis diagnosis?'
• Correct answers include whether Berg Balance scale or Four Square Step test is a better measure for balance test, risk factors for unfavorable outcomes in patients with low back pain (LBP) receiving PT or if high- or moderate-intensity training is more effective in increasing gait speed in patients with stroke?

Question 2

• The questions are related to determining a null hypothesis.
• The correct answer is "We hypothesize that there is no difference between Otago exercise and traditional PT intervention."

Question 3

• The question is related to alternative hypotheses.
• Alternative hypotheses are also called research hypotheses.

Question 4

• The question is related to false statements about hypotheses.
• The authors suggest that the treatment effect is larger in group A compared to group B.

Question 5

• The question is about Qualitative research design
• It focuses on using words to describe a subject's thoughts, opinions, experiences, beliefs, or attitudes.

Question 6

• The question is about understanding qualitative research design.
• Qualitative and quantitative research methods can be useful for different situations.
• Researchers should implement controls to ensure quality.

Question 7

• The question covers errors related to design based on timing factors.
• A retrospective study uses old, existing data, while a prospective study collects new data.
• A cross-sectional study looks at data at one point in time, and a longitudinal study looks at data over a long period of time.

Question 8

• The question is about understanding level of evidence.
• Studies using random controlled trials (RCTs) are lower in the level of evidence than systematic reviews.

Question 9

• The question is related to identifying a correct statement about primary research.
• A primary research study involves original data collection, while a review article summarizes other studies.

Question 10

• The question is about distinguishing between quasi-experimental and experimental research.

Question 11

• The question is about understanding secondary research.
• The correct answer is that secondary research is "study of studies".

Question 12

• A secondary research design involves using pre-existing data in a focused research strategy

Question 13

• The question is related to which type of secondary research has the highest bias control.
• Meta-analysis is a type of secondary research with high bias control

Question 14

• This question is related to identifying the type of review that uses a quantitative method to summarize evidence.
• Meta-analysis is a quantitative method used in reviews.

Question 15

• The question is about understanding systematic review.
• It involves a clear strategy for literature searches and summarizes evidence from existing studies, suggesting actions for clinicians.

Question 16

• The statement about meta-analysis is correct: Meta-analysis is a quantitative method for summarizing evidence from existing studies.

Question 17

• The question is about benefits of meta-analysis.
• High-quality meta-analysis increases effect size and sample representativeness.

Question 18

• The question is about sensitivity and specificity.
• Sensitivity means accurately identifying people with the condition, while specificity means accurately identifying people without the condition.

Question 19

• This question is about Receiver Operating Characteristic (ROC) curves.
• ROC curves are used to evaluate different test scores in terms of their true positive and negative values.

Question 20

• The question is related to calculating negative predictive value.

Question 21

• The question is related to prognosis for patient care.
• It asks about components of good prognosis (e.g., likelihood of outcome) and what's excluded (e.g., estimated cost of treatment).

Question 22

• The question is about risk factors for falls, and the incorrect answer is Body mass index.

Question 23

• This question is about statistical method for examination of frequency distribution differences.
• The correct answer is Chi-square test.

Question 24

• The question is related to odds ratios.
• Large odds ratios indicate a higher likelihood of an outcome occurring with a predictor.

Question 25

• The question is about Relative risk.
• Large relative risk indicates a higher likelihood of the outcome occurring with a specific predictor.

Question 26

• This question is about calculating relative risk.

Question 27

• This is related to calculating correlation coefficients.

Question 28

• The question defines dependent variables in a study.
• Dependent variables are the measured outcomes in an experiment.

Question 29

• This question asks to identify an incorrect statement related to confounders.
• Researchers use statistical methods to analyze the effect of confounders after data collection.

Question 30

• The question asks students to identify correct statements about inclusion/exclusion criteria.
• Exclusion criteria are characteristics that would prevent a subject from participating in a study.

Question 31

• This is related to what is wrong about probabilistic sampling, including that it's not always applied to qualitative studies.

Question 32

• This question asks about a sampling type given the method of random number selection.

Question 33

• This question asks about identification of a sampling type based on a given random number selection strategy

Question 34

• This question asks what type of sampling is based on a strategy that selects subjects based on clinic assignment

Question 35

• This question deals with purposive sampling rather than a probabilistic method.

Question 36

• This question deals with the appropriate experimental design criteria based on sample subject selection.

Question 37

• This question tests whether students understand sampling methods that introduce the potential threat to internal validity.

Question 38

• This question assesses understanding of baseline group equivalence in studies.

Question 39

• This question is related to the methods of blinding in research studies, and the methods involved to reduce bias in results

Question 40

• This question is about defining the various types of measurement levels, including nominal, ordinal, interval, and ratio.

Question 41

• This question focuses on correct methods for reporting outcomes using various levels of measurement.

Question 42

• The question deals with false statements about level of measurement.

Question 43

• This question deals with the concepts of reliability and validity in research.

Question 44

• This question explores the relationship between reliability and validity in research studies.

Question 45

• This question deals with statements incorrect about test reliability.

Question 46

• This question is about the different types of reliability, including split-half reliability.

Question 47

• This question is about internal consistency and test reliability.

Question 48

• This question deals with the concept of split-half reliability.

Question 49

• This question covers the necessary type of validity for outcome measures in research studies.

Question 50

• The question covers content validity and other forms of validity assessment for measures.

Question 51

• This question deals with an important aspect of outcome measure validity: its relationship to operational definitions.

Question 52

• This question deals with outcomes measures in research studies.

Question 53

• The question asks about properties of normative-referenced measures.
• It addresses the need for a normative database that doesn't change after establishing.

Question 54

• This question covers the ability of an outcome measure to detect change.

Question 55

• This question addresses the concept of floor or ceiling effects.

Question 56

• The question addresses ceiling and floor effects in research, as they relate to outcome measures and subject ability

Question 57

• This question is about the concepts of standard error of measurement and minimal detectable change.

Question 58

• This question deals with the relationship between responsiveness, standard error of measurement, and minimal detectable change in research studies.

Question 59

• The question involves defining the concept of a minimal clinically important difference (MCID).

Question 60

• This question is about calculating standardized effect sizes.

Question 61

• This question focuses on using standardized effect sizes when comparing treatment effects from similar studies.

Question 62

• The topic concerns non-random attrition, discussing reasons for study withdrawal.

Question 63

• Question covers the core concept of inferential statistic application and use methods that take data distribution into account.

Question 64

• The question tests understanding of the role of inferential statistics.

Question 65

• This question asks to identify factors in studies that might require a larger sample size.

Question 66

• The question covers how data distribution in a sample relates to the size of data range in a confidence interval

Question 67

• This question tests knowledge about how to calculate Confidence Intervals (CIs), a range of values around means.

Question 68

• This question evaluates understanding of the impact of effect size and standard deviation on group difference detection.

Question 69

• This assesses understanding of the impact of effect size and sample size on the detectability of group differences.

Question 70

• This question checks understanding of confidence intervals and their interpretation in regard to statistical significance.

Question 71

• The question addresses the concept of alpha level in statistical hypothesis testing.

Question 72

• This assesses understanding of the concepts of p-value and alpha level and their relationship in rejecting a null-hypothesis

Question 73

• The question assesses the relationship between the alpha level and the interpretation of the p-value.

Question 74

• This question is about the effect of statistical power on the ability to detect a true difference.

Question 75

• This question links statistical power to the sample size needed for a study.

Question 76

• The question is about statistical power in research studies.

Question 77

• The question is about factors that affect the choice of statistical tests in research.