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Module 6 Introduction To Research Design
Module 6 Introduction To Research Design
1. Kerlinger FN. Foundations of Behavioral Research. New York: Holt, Rinehart &
Winston, 1973.
2. Portney LG, Watkins MP. 2000. Foundations of Clinical Research: Applications to
Practice. 2nd Ed. Upper Saddle River, NJ: Prentice Hall Health.
Properties of scientific method
Systematic
Use of orderly procedures to ensure reliability
Logical sequence is used from problem identification, through data
collection, analysis, & interpretation
Empirical
Documentation of objective data through direct observation (or other
systematic methods)
Findings are grounded in the objective observation of phenomena
rather than the personal bias or subjective belief of the researcher
Control
In order to understand how one phenomenon relates to another,
factors are controlled that are not directly related to the variables in
question
Investigators have confidence in their research outcomes to the extent
that they control extraneous influences
Limitations
Science is imperfect, especially when it is applied to
human behavior and performance
Limitations
Science is imperfect, especially when it is applied to
human behavior and performance
Sources of uncertainty:
Complexity and variability within nature
The unique psychosocial and physiological capacities of
individuals
Limitations
Science is imperfect, especially when it is applied to
human behavior and performance
Sources of uncertainty:
Complexity and variability within nature
The unique psychosocial and physiological capacities of
individuals
Social science researchers must be acutely aware of
extraneous influences in order to interpret findings in
a meaningful way
Types of Research
Descriptive
Case study
Cross-sectional study
Qualitative study
Exploratory
Cohort study
Case control study
Experimental
True experimental designs
Quasi-experimental designs
Descriptive Research
Descriptive: investigator attempts to describe a group
of individuals on a set of variables or characteristics.
Enables classification and understanding
Methods: survey research, case study, qualitative,
developmental (natural history of something, patterns
of growth and change), normative, evaluation
Store Type Quality Composite Example
(33 stores) Score (mean)
Convenience -0.74
Stores (70%)
Continuum of Research
Describe populations Find relationships Cause and Effect
Case Study Experimental
randomized controlled
trial (RCT)
Quasi-experimental designs
----------------------------------------------Survey research--------------------------------
----------------------Qualitative research---------------- Sequential clinical trial
Correlational research Single subject designs
Evaluation research Evaluation research
------------------------Secondary analysis----------------- Meta-analysis
-----Cohort/Case-Control Study-----
Historical research
Based on: Portney LG, Watkins MP. 2000. Foundations of Clinical Research: Applications to Practice. 2nd Ed. Upper
Saddle River, NJ: Prentice Hall Health., p. 13.
Community-engaged research
Philosophy versus method
Who are the “knowers” of phenomenon?
Participatory processes during some or all stages of
research
Knowledge for action/change
Can be used with any research approach
Example: Community Visions Photovoice Project
http://www.youtube.com/watch?v=95IMZlKLs2c (~9
min)
Quantitative/Qualitative
Quantitative research involves measurement of
outcomes using numerical data under standardized
conditions
May be used along the continuum of research
Qualitative research is concerned with narrative
information under less structured conditions that
often takes the research context into account
Descriptive and exploratory research
Purposes: describing conditions, exploring associations,
formulating theory, generating hypotheses
Choosing evaluation methods
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Descriptive Research
Case study
Cross-sectional study
Qualitative study
Case Study Design
Often a description of a individual case’s condition or
response to an intervention
can focus on a group, institution, school, community,
family, etc.
data may be qualitative, quantitative, or both
Case series: observations of several similar cases are
reported
Case Study
Example
In 1848, young railroad worker, Phineas Gage, was forcing gun powder
into a rock with a long iron rod when the gun powder exploded. The
iron rod shot through his cheek and out the top of his head, resulting
in substantial damage to the frontal lobe of his brain. Incredibly, he
did not appear to be seriously injured. His memory and mental abilities
were intact, and he could speak and work. However, his personality was
markedly changed. Before the accident, he had been a kind and
friendly person, but afterward he became ill-tempered and dishonest.
Phineas Gage’s injury served as a case study for the effects of frontal
lobe damage. He did not lose a specific mental ability, such as the
ability to speak or follow directions. However, his personality and
moral sense were altered. It is now known that parts of the cortex
(called the association areas) are involved in general mental processes,
and damage to those areas can greatly change a person’s personality.
Case Study Design
Strengths
Enables understanding of the totality of an individual’s (or
organization, community) experience
The in-depth examination of a situation or ‘case’ can lead to
discovery of relationships that were not obvious before
Useful for generating new hypotheses or for describing new
phenomena
Weaknesses
No control group
Prone to selection bias and confounding
The interaction of environmental and personal characteristics make
it weak in internal validity
Limited generalizability
Cross-sectional Study
Researcher studies a stratified group of subjects at one
point in time
Draws conclusions by comparing the characteristics of
the stratified groups
Well-suited to describing variables and their
distribution patterns
Can be used for examining associations;
determination of which variables are predictors and
which are outcomes depends on the hypothesis
eg. Does lead paint ingestion cause hyperactivity or does
hyperactivity lead to lead paint ingestion?
Cross-sectional Study
Example:
What is the prevalence of chlamydia in women age 18-35
in Cleveland, and is it associated with the use of oral
contraceptives?
Select a sample of 100 women attending an STD clinic in the
city of Cleveland
Measure the predictor and outcome variables by taking a
history of oral contraceptive use and sending a cervical swab
to the lab for chlamydia culture
A questionnaire may be used to gather information abut oral
contraceptive history
Cross-sectional Study
Strengths
Fast and inexpensive
No loss to follow-up (no follow-up)
Ideal for studying prevalence
Convenient for examining potential networks of causal links
e.g., in analysis, examine age as a predictor of oral contraceptive use, and
then examine oral contraceptive use as a predictor for chlamydia
infection
Weaknesses:
Difficult to establish a causal relationship from data collected in a
cross-sectional time-frame (Lack of a temporal relationship
between predictor variables and outcome variables - Does not
establish sequence of events)
Not practical for studying rare phenomena
Qualitative Study
Seeks to describe how individuals perceive their own
experiences within a social context
Emphasizes in-depth, nuanced understanding of
human experience and interactions
Methods include in-depth interviews, direct
observations, examining documents, focus groups
Data are often participants’ own words and narrative
summaries of observed behavior
Qualitative Study
Example
A researcher wants to understand how provision of
healthcare to undocumented persons affects the people
and institutions involved
In 3 communities, information is gathered from
undocumented patients, FQHC primary care clinicians,
specialists, and hospital administrators
Methods: in-depth interviews, key informant
interviews, participant observations, case studies, focus
groups
Qualitative Study
Strengths
Data based on the participants’ own categories of meaning
Useful for studying a limited number of cases in depth or describing complex
phenomena
Provides understanding and description of people’s personal experiences of phenomena
Can describe in rich detail phenomena as they are embedded in local contexts
The researcher can study dynamic processes (i.e., document sequential patterns/change)
Weaknesses
Knowledge produced might not generalize to other people or other settings
It is difficult to make quantitative predictions
It might have lower credibility with some administrators and commissioners of programs
Takes more time to collect and analyze the data when compared to quantitative research
The results are more easily influenced by the researcher’s personal biases and
idiosyncrasies
Exploratory Research
Cohort study
Quasi-experimental designs
Efficacy vs. Effectiveness
Efficacy: the benefit of an intervention compared to a
control or standard program under controlled,
randomized conditions
Randomized controlled trial (RCT) design often used
Effectiveness: the benefit of an intervention under less
controlled ‘real world’ conditions
Quasi-experimental design often used
Types of designs
P T2
P = Program or intervention
T2 = Posttest
41
Types of designs
T1 P T2
42
How much of the effect is due to the program?
Desired
Outcome T
Net
(Y) Effect
C
Gross
Effect
43
Types of designs
2. Comparison Group Design
T1 P T2
C1 C2
44
Experimental Design
True experimental design: Subjects are randomly
assigned to at least 2 comparison groups
Purpose is to compare 2 or more groups that are
formed by random assignment
The groups differ solely on the basis of what occurs
between measurements (ie, intervention)
Changes from pretest to posttest can be reasonably
attributed to the intervention
Most basic is the pretest-posttest control group design
(randomized controlled trial, RCT)
Experimental Design
Example:
Researchers conducted an RCT to study the effect of
progressive resistance exercises in depressed elders. They
studied 35 volunteers who had depression.
Participants were randomly assigned to an exercise group,
which met three times per week for 10 weeks, or a control
group which met 2 times per week for an interactive health
education program.
The outcome variables were: level of depression, functional
status, and quality of life, using standardized instruments.
Pretest and posttest measures were taken for both groups
and differences were compared.
Experimental Design
Strengths
Controls the influence of confounding variables, providing more
conclusive answers
Randomization eliminates bias due to pre-randomization confounding
variables
Blinding the interventions eliminates bias due to unintended
interventions
Weaknesses
Costly in time and money
Many research questions are not suitable for experimental designs
Usually reserved for more mature research questions that have already
been examined by descriptive studies
Experiments tend to restrict the scope and narrow the study question
Quasi-Experimental Design
Quasi-Experimental designs do not use randomized
assignments for comparisons
Quasi-Experimental Design
Example:
A study was designed to examine the effect of electrical
stimulation on passive range of motion of wrist
extension in 16 patients who suffered a stroke.
Outcomes: effects of treatment on sensation, range of
motion, & hand strength.
Patients were given pretest and posttest measurements
before and after a 4-week intervention program.
Note: No randomization, and no comparison group
Quasi-Experimental Design
Strengths
Q-E designs are a reasonable alternative to RCT
Useful where pre-selection and randomization of groups is difficult
Saves time and resources vs. experimental designs
Weaknesses
Nonequivalent groups may differ in many ways -- in addition to the
differences between treatment conditions, introducing bias
Non-blinding allows the possibility of unintended interventions;
blinding can be used in some Q-E studies
Must document participant characteristics extensively
Potential biases of the sample must be acknowledged when reporting
findings
Causal inferences are weakened by the potential for biases vs.
experimental designs
Compared to what?
Over time Between groups
Pre to post Randomly composed
Longitudinal Naturally occurring (waitlist,
other programs)
National norms/standards