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At least 1,099 records · Page 61Linked to original sources
PubMed1994

Accuracy of statistical methods in TRANSFUSION: a review of articles from July/August 1992 through June 1993.

BACKGROUND: Statistical errors have been noted in a large percentage of articles appearing in medical journals. Their incidence in a blood banking journal, however, has not been studied. STUDY DESIGN AND METHODS: Original articles appearing in the journal TRANSFUSION from July 1992 through June 1993 were analyzed for correctness of statistical methods. Each article was reviewed by both a transfusion medicine physician and a statistician. RESULTS: There were 122 original articles, of which 59 contained statistical methods and were reviewed. Of these, 23 (39%) contained an error in the statistical description of their data, 47 (80%) failed to describe clearly the statistical tests performed, and 44 (75%) involved an incorrect statistical test or contained an error in test calculation or interpretation. As a result of these errors, 13 (22%) of the 55 articles analyzed reported conclusions not supported by the data. CONCLUSION: Misuse of statistical methodology may not be uncommon in transfusion medicine research, and it would be prudent to give more attention to statistical methodology in such research.

Blood Transfusion↗
PubMed2002

Complexities in ETS-domain transcription factor function and regulation: lessons from the TCF (ternary complex factor) subfamily. The Colworth Medal Lecture.

The ETS-domain transcription factor family can be divided into a series of subfamilies. Elk-1 represents the founding member of the ternary complex factor (TCF) subfamily. By focusing on the TCF subfamily, we can demonstrate the complexities that exist in the function and regulation of ETS-domain transcription factors. This article focuses on Elk-1 in detail and summarizes the functions of other TCFs. The key themes covered include the domain structure of the TCFs, the mechanisms of complex formation with serum response factor, regulation of TCFs by mitogen-activated protein kinase cascades, and transcriptional regulatory properties of the TCFs. Finally, the emerging role of the TCFs in vivo is discussed. A picture is developing indicating that, while these proteins exhibit significant sequence and functional conservation, key differences in their structure and regulation are being identified which may relate to unique functions of these proteins in vivo.

Amino Acid Sequence↗
PubMed2005

Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics.

BACKGROUND: The purpose of the study was to compare the knowledge scores of medical students in Problem-based Learning and traditional curriculum on public health topics. METHODS: We planned a cross-sectional study including the fifth and sixth year medical students of Dokuz Eylul University in Turkey. The fifth year students (PBL group, n = 56) were the pioneers educated with PBL curriculum since the 1997-1998 academic year. The sixth year students (traditional education group, n = 78) were the last students educated with traditional education methods. We prepared 25 multiple-choice questions in order to assess knowledge scores of students on selected subjects of Public Health. Our data were collected in year 2002. RESULTS: Mean test scores achieved in PBL and traditional groups were 65.0 and 60.5 respectively. PBL students were significantly more successful in the knowledge test (p = 0.01). The knowledge scores of two topics were statistically higher among PBL students. These topics were health management and chronic diseases. CONCLUSION: We found that mean total evaluation score in the PBL group was 4.5 points higher than in the traditional group in our study. Focusing only on the knowledge scores of students is the main limitation of our study. Upon the graduation of the first PBL students in the 2002-2003 academic year, we are planning additional studies regarding the other functions of a physician such as skill, behaviour and attitude.

Adult↗
PubMed2004

Reporting instruction for radiology residents.

RATIONALE AND OBJECTIVES: To determine the amount of formal instruction and evaluation about reporting given to radiology residents in the U.S.A., to document report generation methods and to quantify the performance of physician coding. MATERIALS AND METHODS: E-mail requests with links to a web-based, anonymous survey were sent to program directors of all accredited radiology residencies in the USA. Demographic questions included university or private affiliation, number of residents, geographic location, and number of hospitals covered. Subject-specific items covered the amount of didactic instruction, formal evaluation of reports, and use of structured reports. A didactic activity index (DAI) was calculated as the sum of answers to domain-specific questions and tested for relation to demographic variables. We also asked about dictation methods and International Classification of Diseases (ICD) or Common Procedural Terminology (CPT) coding of examinations by radiologists. RESULTS: Of the 191 active radiology residencies, 151 (79%) completed the survey. Responses for hours of didactic instruction in reporting given more than a 4-year residency were distributed as follows: 0-1 = 40%, 2-4 = 46%, >4 = 14%. The percentage of resident reports formally graded was distributed as follows: 0-1 = 82%, 2-4 = 8%, >4 = 10%. The extent to which faculty-designed, structured reports were used by residents was distributed as follows: none = 16%, minimal = 25%, few = 17%, some = 33%, most = 9%. The DAI was normally distributed with a mean of 14.8 and a standard deviation of 2.4. Military programs had higher DAIs than university residencies (P = .03). There was no significant relation between any other program demographic variables and the DAI (P > .05). A substantial number of programs reported that physicians performed coding for some or most studies: ICD-9 = 30%, CPT = 26%. The dominant method for report generation was human transcription in 79% followed by speech recognition at 19%. Speech recognition penetration (departments reporting use of the technology for at least some dictation) was estimated to be 38%. CONCLUSION: In 86% of sampled radiology residencies, trainees receive no more than one hour of didactic instruction in radiology reporting per year. An aggregate measure of didactic activity about interpretative reporting was identical across all program demographic variables except that military residencies seemed to do slightly more than those located at universities.

Data Collection↗
PubMed2006

A systematic review identifies a lack of standardization in methods for handling missing variance data.

BACKGROUND AND OBJECTIVES: To describe and critically appraise available methods for handling missing variance data in meta-analysis (MA). METHODS: Systematic review. MEDLINE, EMBASE, Web of Science, MathSciNet, Current Index to Statistics, BMJ SearchAll, The Cochrane Library and Cochrance Colloquium proceedings, MA texts and references were searched. Any form of text was included: MA, method chapter, or otherwise. Descriptions of how to implement each method, the theoretic basis and/or ad hoc motivation(s), and the input and output variable(s) were extracted and assessed. Methods may be: true imputations, methods that obviate the need for a standard deviation (SD), or methods that recalculate the SD. RESULTS: Eight classes of methods were identified: algebraic recalculations, approximate algebraic recalculations, imputed study-level SDs, imputed study-level SDs from nonparametric summaries, imputed study-level correlations (e.g., for change-from-baseline SD), imputed MA-level effect sizes, MA-level tests, and no-impute methods. CONCLUSION: This work aggregates the ideas of many investigators. The abundance of methods suggests a lack of consistency within the systematic review community. Appropriate use of methods is sometimes suspect; consulting a statistician, early in the review process, is recommended. Further work is required to optimize method choice to alleviate any potential for bias and improve accuracy. Improved reporting is also encouraged.

Data Interpretation, Statistical↗