HLT 362 Summary of Current Course Content Knowledge

Weekly Objectives with Prior Knowledge

I have knowledge on randomized controlled trials and meta-analysis on therapy for different conditions. I have an understanding about different meta-analysis techniques, such as fixed-effects and random-effects models, and understand how these approaches account for heterogeneity among studies. Also, I can apply different meta-analysis techniques, such as fixed-effects and random-effects models, and I understand how these approaches account for heterogeneity among studies (Silva et al., 2023). I can confidently examine factors like study selection, publication bias, and methodological quality to determine the validity of conclusions.

Objectives with no Prior Knowledge

I have no prior knowledge on case control studies on comprehending the fundamental concept of this research design, including understanding how cases and controls are selected to investigate associations between outcomes and exposures. Also, I have no knowledge on the need to grasp the significance of matching cases and controls appropriately to reduce bias. Moreover, I cannot critically evaluate the strengths and limitations of case-control studies, including potential biases (Brown, 2020). Another objective I have no prior knowledge pertaining to applying knowledge to healthcare scenarios, discerning when case-control studies are appropriate and how they contribute to evidence-based practice.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS HLT 362 Summary of Current Course Content Knowledge:

Topics to Discuss With Instructor and Classmates

I would like to discuss clarification on statistical concepts statistical concepts such as P-values, power analysis, and variable/reliability factors to ensure I have a clear understanding of their application in healthcare research. I am interested in exploring how statistical methods covered in the course are practically applied in healthcare settings. Discussing case studies or examples would help bridge the gap between theory and practice (Lehane et al., 2019). I would appreciate guidance on how to dissect and comprehend statistical analyses and results in published healthcare studies. The other topic to discuss would include ethical implications related to statistical analyses in healthcare research and applying statistics in practice. I would like to discuss opportunities for collaborative learning with classmates, such as study groups or online forums, to work through challenging concepts together.

References

Brown, D. (2020). A Review of the PubMed PICO Tool: Using Evidence-Based Practice in Health Education. Health promotion practice, 21(4), 496–498. https://doi.org/10.1177/1524839919893361

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2019). Evidence-based practice education for healthcare professions: an expert view. BMJ evidence-based medicine, 24(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019

Silva, A. M. D., Valentim, D. P., Martins, A. L., & Padula, R. S. (2023). Instruments to Assess Evidence-Based Practice Among Health Care Professionals: A Systematic Review. Health education & behavior : the official publication of the Society for Public Health Education, 10901981231170154. Advance online publication. https://doi.org/10.177/10901981231170154

HLT 362 Summary of Current Course Content Knowledge