1. 1 Research Methodologies in Allied Health Mary C. Haven, MS Associate Dean, SAHP

2. 2 This is how Hubert does research! He jumps right in.

3. 3 Objectives After lecture, reading Section 3 in your text, discussion, and class participation, the student will be able to:  Compare and contrast at least four research designs.  Given a simple research question, adapt it to a specific research design and explain why this design was chosen.

4. 4 Objectives  Determine a control group for a research question.  Select a way to randomize research subjects into experimental or control.

5. 5 Experimental Design Researcher  Manipulates the independent variable  Observes the effects of this manipulation on the dependent variable  Measure the effect on the dependent variable

6. 6 Experimental Design Dependent variable will be altered by manipulation of the independent variable.

7. 7 True Experimental Method Manipulation Randomization Control

8. 8 Control Group A group of subjects that experiences the same day-to-day occurrences and influences as the experimental group but does not receive the study treatment.

9. 9 Why am I always picked for the placebo and/or control group?

10. 10 Randomization A random selection means that every subject in the population concerned has an equal chance of being selected for the study sample.

11. 11 Appendix E Statistical Tables Table E.l RANDOM NUMBERS

12. 12 Experimental Method Pre-Test/Post-Test Design 1.Hypothesis 2.Select experimental and control groups by randomization. 3.Do pre-test. 4.Manipulate experimental group. 5.Do post-test. 6.Analyze results. 7.Accept or reject hypothesis. ROXOROOROXOROO

13. 13 Research Design Shorthand R = Randomization O = Observation X = Intervention

14. 14 Example with This Class This Class Control Gr. Pre-testPost-testPre-testPost-test 401004041 30955045 27943029 44962235 321004245

15. 15 Another Example ROX 1 ONew Treatment ROX 2 OOld Treatment ROOPlacebo

16. 16 Experimental Research ROXOROOROXOROO ROXO102ROO102ROXO102ROO102 RXORORXORO The Classic Design Follow-Up Post Test Only

17. 17 Solomon Four-Group Design ROXO1ROO2RXO3RO4ROXO1ROO2RXO3RO4

18. 18 Cohort Designs R1XOR1OR2OR2XOR1XOR1OR2OR2XO

19. 19 Factorial Design RX1ORX1X2ORX2ORORX1ORX1X2ORX2ORO e.g. where X 1 = Diet X 2 = Drug

20. 20 Harvard Law: Under the most rigorously controlled conditions of pressure, temperature, volume, humidity, and other variable, the organism will do as it damn well pleases.

21. 21 Rosenthal Effect What the researcher expects is somehow conveyed to others, and that is the result found.

22. 22 Hawthorne Effect Because the subject is being observed, the subject changes behavior.

23. 23 Quasi-Experimental Designs Lack of Randomization Cohort Designs OX1OOOOX1OOOO OXOOOOXOOOO

24. 24 Naturalistic Comparison  Comparison of two or more groups  No manipulation  Dependent Variables Demographics Psychosocial Biochemical  Large sample size  Statistical analysis  Results may suggest theory

25. 25 Murphy’s Law of Research: Enough research will tend to support your theory.

26. 26 Correlational Design  Hypotheses or guiding question  Literature search  Select large random sample  Take measurements  Correlational and regression analysis  Interpret results  Write conclusion

27. 27 Single Subject Design AB Design Phase A B Phase B Dep. Var. PhaseA – taking observations B – intervention PhaseB – observations after intervention

28. 28 Single Subject Design ABAB Design Phase A B B Phase B Dep. Var. PhaseA – taking observations B – intervention PhaseB – observations after intervention

29. 29 Single Group Time-Series Design Lack of Control – Single Group Time- Series Design Multiple Pre-Tests OXOOXOOXOOXOOXOOXO O O O O X O 1 X O 2 X O 3 O 4 O 5 O 6

30. 30 Case Study  Justify need  Review literature  State guiding question  Obtain data  Interpret results  Generalize to theory

31. 31 Edington’s Theory: The number of different hypotheses erected to explain a given biological phenomenon is inversely proportional to the available knowledge.

32. 32 Survey Research  Identify problem  Define population  Define variable  Collect data  Analyze results  Make conclusions

33. 33 Methodological Research  Examination of need  Literature search  Define variables  Pilot test  Discussion of results  Application

34. 34 Young’s Law: All great discoveries are made by mistake. Corollary: The greater the funding, the longer it take to make the mistake.

35. 35 Qualitative Field Research  Disciplined inquiry  Examine personal meanings  Of experiences of individuals  And actions of those individuals  Results may lead to common themes

36. 36 Questions to Consider  In the article from the J. of Allied Health What was the design of the study? Can you draw a diagram of the sequence of events of the study? How many groups of subjects were in the study? If there were two or more groups, how did the subjects get into the different groups? Was the method of assigning the subjects to the different groups bias-free?