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Rehabilitation Research Boot Camp: Understanding Research Methodology

presented by Chad Cook

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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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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.

Meet Your Instructor

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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Chapters & Learning Objectives

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1. Why Study Research Methodology?

Chapter one offers a breakdown of the certification program and the purpose of studying research methodology. We will discuss government-based initiatives, changing funding patterns, specific interventions and techniques as well as interpretation and misinformation of interventions.

2. Evidence

Chapter two discusses history and offers clarification of evidence based medicine. This module also describes the key characteristics of evidence based medicine, the purpose of studying evidence and limitations of evidenced based practice.

3. Design Hierarchy

Chapter three discusses the hierarchy of evidence and how the design of a study dictates the purpose. The module also discusses the evidence pyramid: 1) editorial, expert opinion, 2) case series, case reports, 3) case-control studies, 4) cohort studies, 5) randomized controlled trials, 6) systematic reviews.

4. Levels of Evidence

Chapter four discusses how to sort conflicting evidence and look beyond the hierarchy of evidence pyramid to the five levels of evidence. The module outlines the five levels of evidence and how the evidence is useful to practicing clinicians.

5. What to Look for in a Well-Designed Study

Chapter five discusses the elements of a research study considering IMRaD: 1) introduction, 2) methods, 3) results, 4) discussion. The module will also discuss the conclusion of a study describing the most pertinent findings.

6. Ingredients of Impactful Research

Chapter six discusses how research impacts practice and how to evaluate the impact factor of a study. The module also discusses H Index, I10 Index, effect size, total number of citations, altmetric scores, and funding.

7. Summary

Chapter 7 discusses salient points, provides additional readings and suggests takeaway knowledge.

More Courses in this Series

Rehabilitation Research Boot Camp: Research Priorities & Study Types

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

Rehabilitation Research Boot Camp: Research Priorities & Study Types

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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: Statistical Analysis

Presented by Chad Cook, PT, PhD, MBA, FAPTA, FAAOMPT and Ken Learman, PT, PhD, OCS, COMT, FAAOMPT

Rehabilitation Research Boot Camp: Statistical Analysis

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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.

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Rehabilitation Research Boot Camp: Critical Appraisal

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

Rehabilitation Research Boot Camp: Critical Appraisal

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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

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

Rehabilitation Research Boot Camp: Errors, Fraud, & Outliers

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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

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

Rehabilitation Research Boot Camp: Publishing Case Reports & Series

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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

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

Rehabilitation Research Boot Camp: Self-Report & Outcome Measures

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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

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

Rehabilitation Research Boot Camp: Improving Grant Writing

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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

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

Rehabilitation Research Boot Camp: Translating Research to Practice

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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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