Ask a biostatistician: Developing your research question ...
Transcript of Ask a biostatistician: Developing your research question ...
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Ask a biostatistician: Developing your research question and conducting a literature search
Mark R. Speicher, PhD, MHASENIOR VICE PRESIDENT FOR MEDICAL EDUCATION AND RESEARCHAMERICAN ASSOCIATION OF COLLEGES OF OSTEOPATHIC MEDICINE
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Conflicts:
Dr. Speicher has no conflicts of interest to declare.
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We Are All Researchers
We Ask Questions About How We
Are Doing
And How We Can Do Better
Research Helps to Answer Those
Questions
And Creates New
Knowledge for Everyone
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"Evidence-based medicine is the integration of best research evidence with clinical expertise and patient values."
Sackett, D. L. (2000). Evidence-based medicine: How to practice and teach EBM(2nd ed.). Edinburgh; New York: Churchill Livingstone.
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Evidence-Based Medicine (EBM)Evidence-Based Practice (EBP)Evidence-Based Clinical Practice (EBCP)Evidence-Based Health Care (EBHC) Evidence-Based Nursing (EBN)
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Research is Also Part of Evidence-based Teaching (EBT)EBT1. Assess the learning2. Ask questions about
the method3. Acquire the evidence4. Appraise the
evidence5. Apply: talk with the
student6. Evaluate the results
EBM1. Ask focused question2. Find the evidence3. Appraise the evidence4. Make a decision (talk
with the patient)5. Evaluate performance(from Centre for Evidence Based Medicine www.cebm.net)
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Many of Us Are Scholarly Teachers…What and How We Teach is Informed By The Scholarship of Others
Area Is an ACTIVITY When… Is SCHOLARSHIP When…
Clinical Care and Treatment Providing treatment to patients
Teaching, publishing or presenting about the effectiveness of treatments
Teaching Teaching and assessing students
Teaching other teachers to teach and assess; publishing or presenting best practices or evaluations
Outreach Telling the community about services
Informing others how to design, implement, evaluate those services
Research Participate in quasi-experiments or RCTs
Inform other researchers of the results
Source: Adapted from Morahan, 2008
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Research Methods Applied to Classroom or Bedside Teaching
Research Question: E.g., Is My Teaching
Working?
Literature Review
Data Collection and AnalysisResults
Conclusions and Discussion
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The First Two Steps are the Same as Day-to-Day Practice
How are my students doing?
How am I doing as a clinical teacher?
How do other clinical teachers do
this?
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And Involve Similar Aspects to EBM!
Research
A Questioning Approach to
Practice
Data Gathering and Analysis
Documenting and Disseminating
Information About Progress
EBM
A Questioning Approach to
Practice
Science-based Observation, Enumeration,
Analysis
Recording and Cataloging
Evidence for Systematic Retrieval
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The Last Three Steps Are Viewed as Harder…
What data can I reasonably get
that tells me about my and my
students’ performance?
How do I look at this data in a way
that lets me answer my research question?
What does this information mean
for me and my students?
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…Because It’s an Unfamiliar Process
SR
RCT
Cohort Studies
Case-Control Studies
Case Report or Series
Expert Opinions
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The Steps of Developing Research Are Things We Regularly Do…Ideate. Topics ripe for new investigations or analysis are everywhere.
Plan. Consider how your project can fill the existing gap. If you are new to scholarly pursuits, seek the help of a mentor.
Gather. Collect your data and follow your protocol. If you are writing a review or other analysis, allow your findings to drive the paper.
Disseminate. Writing the paper first also allows you to identify and address weaknesses early on.
Submit. Identify the journal you will be submitting to and follow the author guidelines.
Source: Orenstein R. From patient to paper: How to become involved in scholarly activity. The DO, November 3, 2015. Accessed 11/23/2015 from http://thedo.osteopathic.org/2015/11/from-patient-to-paper-how-to-become-involved-in-scholarly-activity/
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Glassick’s Six Measures of Scholarship
1 Clear Goals
2 Preparation
3 Appropriate Methods
4 Adequate Results
5Effective Presentation (In the Public Domain, Others can
Build Off It)
6 Reflective Critique
Source: Glassick, 2000
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But Your COM Provides Resources and So Does AACOM - We Want You to Be Successful!
Office of Research and Sponsored Programs (Including IRB)
University Libraries
Non-COM Faculty Expertise
COM Resources and Faculty Expertise
Hospital Help and Expertise
You!
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Where Do We Go From Here?
Develop Project Ideas
Start a Research Plan
Literature Review on What Others
Have Done
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Six Virtues of Researchers
Bridget C. O'Brien, Dorene F. Balmer, and Lauren A. Maggio (2017) Finding Our Way Through Shades of Gray: 6 Virtues to Guide Researchers in Planning, Conducting, and Writing Up Research. Journal of Graduate Medical Education: October 2017, Vol. 9, No. 5, pp. 555-559.
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Step 1. Ideas for Research Questions
Think about what you do “Why do we do this?” “Why don’t we do that?” “Upon what evidence are we basing our approach?”
Ensure the answer matters to you and your colleagues
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See the handout!QuestionMethodsDataStatistical TestsResultsMeaning and Importance
Research Methods 101: Putting Your Question into the Larger Context of Research
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Step 2. Is the Question Novel? Interesting? Important?If “there’s too much to read,” your question is too broadIf there’s already an answer, does the research apply to your patients? If yes, look in the Discussion section of the paper for “recommendations for further research”Look for clues as to your methods, survey instruments, etc.
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Qualitatative• Themes, commonalities, perceptions of reality• Looks for similarities and differences in groups
Quantitative• Measures, statistical testing, p-values• Looks for correlations, associations between
variables
Types of Research
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Descriptive• What are the characteristics of…
Observational and Relational Questions• Which is more common?• If two diseases have the same … do they have the same …• Is there a pattern to…
Causal Questions• What is the effect of… on …• How does … affect …• What is the association between… and …
Types of Research Questions
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General Guidelines forWriting a Literature Review
It is important to cover research relevant to all the variables being studied.Research that explains the relationship between these variables is a top priority.You will need to plan how you will structure your literature review and write from this plan.
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Planning Your Literature Review
Topical Order—organize by main topics or issues; emphasize the relationship of the issues to the main “problem”Chronological Order—organize the literature by the dates the research was publishedProblem-Cause-Solution Order—Organize the review so that it moves from the problem to the solution
Source: J.Johnson, Department of Psychology, Sam Houston State University
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Organizing Your Literature Review
General-to-Specific Order—(Also called the funnel approach) Examine broad-based research first and then focus on specific studies that relate to the topicSpecific-to-General Order—Discuss specific research studies so conclusions can be drawn, support those larger conclusions with additional research, if available
Source: J.Johnson, Department of Psychology, Sam Houston State University
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Choose search engines likely to include the work you are interested in (e.g. PubMed, Google Scholar, etc.)
Once you find one or more articles that are pertinent, check the MeSH terms, and the citing articles, as well as the citations in that article
Annotate what you find as you go, and document the number of articles your search returns
Title review, abstract review, full review
Conducting a Systematic Review of the Literature
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After reviewing the literature, summarize what has been done, what has not been done, and what needs to be doneRemember you are arguing your point of why your study is important!Then pose a formal research question or state a hypothesis—be sure this is clearly linked to your literature review
Source: J.Johnson, Department of Psychology, Sam Houston State University
Writing the Literature Review
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CitationsAll sources cited in the literature review should be listed in the references
Only those sources cited in the article review should be listed in the references
Source: J.Johnson, Department of Psychology, Sam Houston State University
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A literature review should include introduction, summary and critique of journal articles, justifications for your research project and the hypothesis for your research project
Source: J.Johnson, Department of Psychology, Sam Houston State University
Keep the Purpose in Mind
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Common Errors Made in Lit ReviewsReview isn’t logically organizedReview isn’t focused on most important facets
of the studyReview doesn’t relate literature to the studyToo few references or outdated references citedReview isn’t written in author’s own wordsReview reads like a series of disjointed
summariesReview doesn’t argue a pointRecent references are omitted
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Seven Deadly Literature Review Sins
Gail M. Sullivan, (2012) Writing Education Studies for Publication. Journal of Graduate Medical Education: June 2012, Vol. 4, No. 2, pp. 133-137.
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Seven Deadly Literature Review Sins
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Seven Deadly Literature Review Sins
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Seven Deadly Literature Review Sins
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Seven Deadly Literature Review Sins
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A literature review forms the basis for high-quality medical education research and helps maximize relevance, originality, generalizability, and impact.
Literature reviews tell the story of what we know and what we don’t
A literature review provides context, informs methodology, maximizes innovation, avoids duplicative research, and ensures that professional standards are met.
Literature reviews take time, are iterative, and should continue throughout the research process.
Student researchers should maximize the use of human resources (librarians, colleagues), search tools (databases/search engines), and existing literature (related articles).
Keeping organized is critical.Adapted from Lauren A. Maggio, Justin L. Sewell, and Anthony R. Artino Jr (2016) The Literature Review: A Foundation for High-Quality Medical Education Research. Journal of Graduate Medical Education: July 2016, Vol. 8, No. 3, pp. 297-303.
Checklist for the Literature Review: Things The Researcher Should Know
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1b. Back to the Research Question…Now develop some Testable Hypotheses Hypothesis is a question where you’ve taken a position
How will you measure exposure or intervention, outcome, other answers?• What are the measurable variables that will help you
test your construct? Be the devil’s advocate – these are limitations to your study.
• How well will you believe your measurements – this is the reliability and validity
This leads to your research protocol
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Step 3. Develop a Plan to Answer the QuestionWhat kind of data are you collecting?How will you collect it?What is your design?What statistical tests will you use?What have other studies done?
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And Remember…
Easier is better The wrong method is fatal The right method makes things easy Good reference: Users' Guide to the Medical Literature: A
Manual for Evidence-Based Clinical Practice
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The rest of the process…
Step 4. Get Approval to Gather Data Institutional Review Boards protect confidentiality and reduce risks;
oversee research design and protocols IRB – COM-based IRB – Hospital-based When more than one IRB, usually all must review
Step 5. Do Your ResearchStep 6. Publicize Your Results
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After Your Research
Submit a report to the IRBClose out your patient data collection (e.g. confidentially destroy any data you no longer need)Implement findings in your practiceCongratulate yourself!Come up with your next question…