Bibliometrics  

Concussion,  trauma2c  brain  injury  and  long  term  impacts  

Learning  objec2ves    

•  Recognize  that  science  in  the  news  comes  from  science  research.    

•  Peer  reviewed  ar2cles  vs.  popular  for  biomedical  topics.  

•  Iden2fy  parts  of  peer  reviewed/primary  source  literature  in  the  sciences.  

•  Recognize  parts  of  the  peer  review  process.  

David  Howell’s  presenta2on  

Q3:  Read  the  introduc2on  (NOT  the  abstract).  What  is  the  big  ques)on?  

A.  Does  monitoring  a  person's  gait  while  administering  single  and  duel  func2on  Stroop  tests  the  best  way  to  judge  recovery  from  a  concussion?  

B.  Are  high  school  students  playing  sports  geSng  more  concussions  each  year  and  aren't  studied  enough?    

C.  How  long  does  it  take  adolescents  to  recover  their  ability  to  control  balance  while  walking  and  comple2ng  a  simultaneous  cogni2ve  task  in  comparison  to  healthy  control  subjects?  

Q4:  What  are  the  authors  trying  to  answer  specifically  in  this  ar2cle?    

A.  Mental  and  motor  skills  are  impared  for  up  to  2  months  aXer  a  sports  related  concussion  in  young  people.    

B.  Quan2fies  the  degree  of  gait  balance  control  disturbances  in  different  condi2ons  from  the  2me  of  injury  and  through  the  following  two  months  of  recovery.    

C.  Gait  balance  in  adolescents  recovering  from  concussions  should  be  studied.    

D.  None  of  these.    

Q5:  What  do  the  authors  think  the  results  mean?    

 A.  Adolescents  recovering  from  a  concussion  have  greater  difficulty  with  their  balance  while  walking  and  doing  other  tasks  for  several  months  or  more.  This  can  be  used  to  diagnose  and  treat  the  pa2ents.    

B.  Adolescents  recover  quickly  aXer  concussions  and  should  be  cleared  to  return  to  play  as  soon  as  possible.    

C.  Dual  task  tests  in  adolescents  are  difficult  to  do  and  it's  impossible  to  account  for  all  of  the  variables.    

D.  Something  else.    

Q7-­‐9:  The  Associated  Press.  Congressmen  Chide  College  Conferences’  Concussion  Policies.  The  New  York  

Times.  hbp://www.ny2mes.com/2010/02/02/sports/football/02concussions.html.  Published  February  2,  2010.    

Who  is  the  intended  audience?,  Who  are  the  authors?,  What  is  the  big  ques2on?,  Specific  ques2on?  A.  An  educated  person,  reading  the  newspaper;    wriben  by  

reporters;  generally  it's  about  who  should  protect  young  athletes  who  get  concussions;  specifically  about  what  regula2ons  should  be  used.    

B.  For  medical  researchers;  wriben  by  medical  doctors;  concussions;  regula2ons.    

C.  Only  intended  to  be  understandable  for  specialists  with  years  of  experience  on  concussions;  wriben  by  leading  doctors  in  the  field;  trauma2c  brain  injuries  in  young  people;  long  term  health  impacts  on  college  athletes.    

Legisla2on  about  concussions  

4   1  

2  3  

Event  happens  

Arrange  on  the  cycle    A. Newspapers/

magazines  B.  Books/movies  C.  Legisla2on  D. Blogs/twiber/FB/tv/

radio  E.  Journal  ar2cles      

You  found  the  perfect  criteria  for  showing  that  a  student-­‐athlete  was  fully  recovered  from  a  concussion,  how  would  you  let  the  world  know?  

4  1  

2  3  

Research  

Arrange  in  order    A. news  –

(  twiber,TV,  blogs,  newspapers)  

B.  chapter/book/textbook  

C.  journal  ar2cle      D. peer-­‐review  

process      E.  Poster/

conference  talk          

WHAT  IS  A  SCHOLARLY  ARTICLE?  

hbp://vimeo.com/27119325  

Name  all  the  parts  of  a  scholarly  ar2cle  

 

h  

hbp://www.lib.ncsu.edu/tutorials/scholarly-­‐ar2cles/  

Professor  Karduna  discusses  the  peer  review  journal  ar2cle  process  

Peer  Review  Process  Manuscript    (poten2al  ar2cle)  

Sent  to  journal  editor  

Blind  review   Blind  review   Blind  review  

Sent  to  three  to  five  experts  in  the  field    

Manuscript    (poten2al  ar2cle)  

1.  Accept  2.  Revise  3.  Reject  

Scholarly  peer  reviewed  ar)cles   Popular  newspaper  or  magazine  ar)cles  

Can  an  ar2cle  be  both  scholarly    and  popular?  

Hierarchy  of  Evidence    or    

levels  of  evidence    q   Meta-­‐analyses  

q   Review    q   Scien2fic  studies    (e.g.,  cross-­‐sec2onal  vs  longitudinal,  randomised  controlled  trials)  

q   Case  reports    

Hierarchy  of  Evidence  –      

Meta-­‐analyses    

Scien)fic  studies  

Case  studies  

Reviews  

Case  Reports  •  chief  complaint    •  Diagnosis  •  treatment,  and    •  devia)on  from  the  expected  

Observa)ons  ,  not  planned  studies  

Scien)fic  studies      

includes:    randomized  controlled  trials  

cross-­‐sec2onal  and/or  longitudinal  studies  

In  addi2on  to  the  parts  of  a  scholarly  ar2cle  this  ar2cle  describes  how  the  authors    

Test  a  hypothesis  

Systema2c  Reviews  Reviews  

Went  through  literature  and  found  all  ar2cles  on  a  topic.    Similar  to  what  you  might  do  for  a  really  well  researched  term  paper.    Bibliographies  of  these  papers  are  a  goldmine.  

Meta-­‐analysis  

•  Single  focused  ques2on  or  overview  of  several  related  ques2ons  

•  +    data  sources,  study  selec2on,  data  extrac2on,  data  synthesis  

•  An  analysis  of  the  data.    

Suggested  reading  -­‐  hierarchy  of  evidence    

Greenhalgh,  T.  (1997).  How  to  read  a  paper.  GeSng  your  bearings  (deciding  what  the  paper  is  about).  BMJ  (Clinical  research  ed.),  315(7102),  243–6.  Retrieved  from  hbp://www.ncbi.nlm.nih.gov/pmc/ar2cles/PMC2127173/pdf/9253275.pdf  

Understanding  and  using  the  Hierarchy  of  Evidence  hbps://hive.library.uwa.edu.au/hive/cache/202902/hive.cgi/zip/202902/LO2ACQ_FBE/html/understand.html