Biostatistics in R : Clinical Trial applications
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“Biostatistics in R: Clinical Trial Applications” is an online course offered at Statistics.com. Statistics.com is the leading provider of online education in statistics, and offers over 100 courses in introductory and advanced statistics. Courses typically are taught by leading experts. Some course highlights - A. Taught by renowned International Faculty (Not self-paced learning) B. Instructor led and Peer learning C. Flexible and Convenient schedule D. Practical Application and Software skills For more details please contact info@c-elt.com. Website: www.india.statistics.com
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This presentation will give an overview of the Clinical Research/Drug Development and licensing(US FDA) process. Please feel free to provide feedback.
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Drug development involves rigorous pre-clinical and clinical testing to prove a drug is safe and effective. Pre-clinical testing involves laboratory and animal studies. Clinical trials in humans have four phases, with each subsequent phase involving more subjects to further evaluate safety, efficacy, and optimal dosage. After Phase III trials demonstrate a drug's benefits outweigh its risks, a New Drug Application is submitted to regulators for review. If approved, Phase IV trials continue monitoring the drug's long-term safety profile after market approval. The entire process from discovery to market approval takes an average of 8-12 years and costs $800-900 million.
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Understanding Nursing Research Building an Practice.pdf
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This document provides an overview of evidence-based periodontics. It discusses the need for evidence-based decision making to reduce variations in clinical practice. The advantages of an evidence-based approach are that it is objective, scientifically sound, patient-focused, and incorporates clinical expertise. The process of evidence-based decision making involves framing questions, searching for and appraising evidence from various sources and levels, evaluating outcomes, and implementing decisions. Key aspects include assessing evidence critically and avoiding changes to pre-established hypotheses.
· Reflect on the four peer-reviewed articles you critically apprai.docx
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis.
Informatics in Medicine
Unlocked, 19, 100308. https.
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by Cris Luther, B.S.N.,R.N.
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The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
Thomas Cayton Grad Resume CA
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Module 2: Evidence-Based Dental Public Health
Module 2: Evidence-Based Dental Public HealthUniversity of Texas Health Science Center San Antonio Libraries
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Running head Critical Appraisal of ResearchCritical Appraisal o.docx
Running head: Critical Appraisal of Research
Critical Appraisal of Research
Part 4B: Critical Appraisal of Research
Walden University: NURS-6052.
October 13, 2019
Part 4B: Critical Appraisal of Research
Given my examination, the best practice that rises out of the exploration I checked on is Evidence-Based Practice (EBP), whereby in a clinical setting, it is considered as a fundamental component for guaranteeing that patients are given quality care just as treatment services. EBP is viewed as reasonable just as meticulous use of clinical practices that depend on current evidence. Also, medical care experts, with the help of EBP, can settle on successful decisions in connection to medicinal services operations. EBP depends on various pieces of evidence that incorporate qualitative just as quantitative research, controlled preliminaries, case reports, expert opinion, and scientific standards.
In this specific case, the clinical practices dependent on EBP help with giving better care just as treatment benefits as per patient values alongside clinical aptitude (Forrest, 2008). EBP depends on evidence gathered from qualitative research. Consequently, the quantitative analysis assumes a significant role in collecting data about current practices to be effected for the improvement of clinical skills and in gathering the patient's values. The research examines that are ineffectively structured, and inadequate reporting is contended to influence quantitative analysis crosswise over various spheres that incorporate medicinal services, future research, decision making, and health policy. In such manner, distinguishing reporting rules including diagnosis test studies (STARD), observational studies (STROBE), meta-analyses of observational studies (MOOSE), consolidated criteria for reporting qualitative research (COREQ) and randomized controlled trials (CONSORT) were used in these peer-reviewed articles.
Recognizing that clinicians have time constraints but then need to give the ideal care to their patients, the evidence-based methodology offers clinicians an advantageous technique for discovering current research to help in making clinical decisions, answer patient questions, and investigate alternative therapies, strategies, or materials. With a comprehension of how to viably use EBDM, professionals can rapidly and helpfully remain current with scientific discoveries on points that are essential to them and their patients.
References
DiBardino, D., Cohen, E. R., & Didwania, A. (2014). Meta‐analysis: multidisciplinary fall prevention strategies in the acute care inpatient population. Journal of hospital medicine, 7(6), 497-503.
Forrest, J. L. (2008). Evidence-based decision making: introduction and formulating good clinical questions. J Contemp Dent Pract, 1(3), 042-052.
Haines, T. P., Hill, K. D., Bennell, K. L., & Osborne, R. H. (2017). Additional exercise for older subacute hospital inpatients to prevent fal ...
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Running head: HEALTH CAMPAIGN 1
CULTURAL PRACTICES 5
Health Communication Campaign Outline
Group names
Arizona State University
Authors’ Note
Student names, College of Nursing and Health Innovation (your college), HCR 406, Arizona State University
Health Communication Campaign Outline
I) Introduction (Examples of what can be covered) (student name)
A) Brief background on the public health problem (topic- explain and give examples)
a) Subtopic (e.g., Statistics)
b) Subtopic (Subgroups within the population most affected)
c) Subtopic (the evidence to support the need for this project (e.g. research evidence/statistics on your target population and the issue being addressed).
B) Target Population (Identify and provide rationale for the targeted population segment)
a) Demographics of a target audience (including age, gender, literacy level)
b) Language, information needs, learning abilities, and culture of your intended audience
c) Rational
II) Objectives: (need 3-5) (examples)- make your objectives SMART (Specific, Measurable, Attainable, Realistic and Time limited).
A) After completing this campaign the audience will be able to:
a) Objective 1
b) Objective 2
c) Objective 3
III) Conceptual Framework (Examples of what can be covered)
A) Brief description of the theory
a) Name of the theory
b) Main propositions
c) Subtopic
B) Rational of choosing this theory
a) Guidance to develop a message
b) Effectiveness
IV) Communication Channels/ Vehicles
A) Introduce the most appropriate channels and vehicles for your communication campaign
a) Evidence (Provide a rational)
b) Strengths
c) Weakness
V) Message (Define the message elements and approach based on decisions made in previous steps and evidence, and determine the appropriate approach for the message strategy)
A) What? (Identify the key information/message)
B) So what? (Address the reasons or benefits for action that are relevant for the audience)
VI) Communication Strategies
A) Rational
B) Strengths / limitations of your chosen health communication strategy
C) Timeline
VII) Campaign materials (please see a detailed instruction for campaign materials).
A) Describe the campaign materials that will be using (determine whether campaign materials are relevant, understandable and acceptable to intended audiences)
VIII) Conclusion
Describe the expected results (Aim, Reach, Effectiveness etc.).
References
You need a reference page APA style with the 7-10 sources in your outline and will use in your final paper. You need to be sure to use all your references in citations in your outline. Cite all quotes and paraphrases.
Instruction for the Group Health Communication Campaign Project (including outline and final report).
· You must use Google Docs to create your group health communication campaign project. If you have never used Google docs please view this Google Docs tutorial. You will chose one member of your team to create the Google doc and share it with the.
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Biostatistics in R : Clinical Trial applications
- 1. Online course Biostatistics in R: Clinical Trial Applications Taught by Prof. Din Chen and Prof. Karl Peace (http://www.statistics.com/Clinical-Trials-R/) Aim of Course: This course covers the implementation in R of statistical procedures important for the clinical trial statistician. Students completing the course will learn how to use R to compare treatments, incorporate covariates into the analysis, analyze survival (time-to- event) trials, model longitudinal data, and analysis of bioequivalence trials. Who Should Take This Course: Analysts and statisticians at pharmaceutical companies and other health research organizations who need or want to become involved in the design, monitoring or analysis of clinical trials and who are familiar with R software and considering its use in clinical trials. Course Program: Course outline: The course is structured as follows SESSION 1: Treatment Comparisons R fundamentals associated with clinical trials A simple simulated clinical trial Statistical models for treatment comparisons Incorporating covariates SESSION 2: Survival Analysis Time-to-event data structure Statistical models for survival data Right-censored data analysis Interval-censored data analysis SESSION 3: Analysis of Data from Longitudinal Clinical Trials Trial designs and data structure Statistical models and analysis SESSION 4: Analysis of Bioequivalence Clinical Trials Data from bioequivalence clinical trials Bioequivalence clinical trial endpoints Statistical methods to analyze bioequivalence
- 2. Homework: Homework in this course consists of short answer questions to test concepts, guided data analysis problems using software, and guided data modeling problems using software. Software: You must have a copy of R for the course. Instructor: Prof. Din Chen, Univ. University of Rochester Medical Center, co-author of "Clinical Trial Methodology" and "Clinical Trial Data Analysis Using R," and the author or co-author of 80 refereed articles in scholarly journals. Prof. Karl E. Peace, Jiann-Ping Hsu College of Public Health at Georgia Southern University, Georgia Cancer Coalition Distinguished Cancer Scholar, founding director of the Center for Biostatistics, and the founder of Biopharmaceutical Research Consultants, Inc. (BRCI), and is Founder and Chair of the Biopharmaceutical Applied Statistics Symposium (BASS). He has contributed heavily to the medical, scientific and statistical literature by authoring or co-authoring over 150 articles and six books. This course takes place over the internet at the Institute for 4 weeks. During each course week, you participate at times of your own choosing - there are no set times when you must be online. The course typically requires 15 hours per week. Course participants will be given access to a private discussion board so that they will be able to ask questions and exchange comments with instructor, Prof. Din Chen and Prof. Karl Peace. The class discussions led by the instructor, you can post questions, seek clarification, and interact with your fellow students and the instructor. For Indian participants statistics.com accepts registration for its courses at reduced prices in Indian Rupees through us, the Center for eLearning and Training (C-eLT), Pune. For India Registration and pricing, please visit us at www.india.statistics.com. Email: info@c-elt.com Call: +91 020 66009116 Websites: www.india.statistics.com www.c-elt.com