Formulation of research questions

Formulation of Research Question

BADR A ALJASIR MD, ABCM, MCERM, MSc, FRSPH

Assistant Professor, Consultant Community Medicine & Epidemiology

Director Community & Preventive Medicine – PHC – NGHA – WR

Research Summer School 2

Formulating an

Answerable Research

Question From an Idea


Purposes of research

OExploration

ODescription

OExplanation


ExplorationOTo develop an initial, rough understanding

of a phenomenon

Methods: Oliterature reviews

OInterviews

Ocase studies

Okey informants


DescriptionOPrecise measurement and reporting of the

characteristics of the population or phenomenon

OWhat is the case?

OWhat is the nature of the relationship?

OMethods: census, surveys, qualitative studies


Explanation

OWhy is there a relation ?OJustifiable relation


Research Idea

OResearch idea provides the very basic foundation of research work

OWithout research idea there cannot be a research

OA ‘problem’ situation is not a ‘wrong’ situation but we are simply problematizing the situation

OOur intention is to enhance our knowledge about the situation


Problem or Opportunity Formulation

The crucial first stage in the research process

—determining the problem to be solved or the

opportunity to be studied and the objectives of

the research

The Process of Problem or Opportunity Formulation


Research Problem

OResearch problem is understanding and explaining the problem – what I am going to study, why and how?

OResearch problem sets the frame of reference for the study

ODefining a research problem is clarifying oneself what is the problem and what the research is intended to do or what are the expected output


Sett ing Up Research Problem

O Looking for rational

O Arriving to this problem (interest, gap, need, educational/medical

and policy change)

O Collecting preliminary information

O Reviewing the literature

O Discussing with the stakeholders, other researchers


Statement of the Problem

O We often need to write a section in our research proposal /

thesis

O This section can be limited just in one sentence or can be few

paragraphs long extending to more than a page

O Whatever its length be, it should define and delimit the

problem

O It should also justify the problem

Recognizing & Choosing among Research Opportunit ies

O What situations or problems tend to fascinate, challenge, or interest

you?

O List as many ideas as you can as quickly as possible

O Identify which are:O Most interesting (I)

O Feasible (F)

O Fundable ($)

O Best overall (*)

O Write/Rewrite your best idea or research question?



Attr ibutes of a good research topic (1)

Capability: Is it feasible?

O Are you fascinated by the topic?

O Do you have the necessary research skills?

O Can you complete the project in the time available?

O Will the research still be current when you finish?

O Do you have sufficient financial and other resources?

O Will you be able to gain access to data?



Appropriateness: is it worthwhile?

O Will the examining institute's standards be met?

O Does the topic contain issues with clear links to theory?

O Are the research questions and objectives clearly stated?

O Will the proposed research provide fresh insights into

the topic?

O Are the findings likely to be symmetrical?

O Does the research topic match your career goals?



And - (if relevant)

Does the topic relate clearly to an idea

you were given -

possibly by your organisation ?


What is Formulation?

Formulation means translating and transforming the selected research problem into a scientifically answerable research

question.

This is the aim of the study.


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Research Question

O Gives specific focus to our study while staying within

the research context as set by our research problem

O Begins with a general concern that should be

narrowed down to a concrete researchable issue

O Defines exactly what we are going to do, how, and

why


Research Question

OHelps to clarify what to expect as the findings of

the research

O Is the process of operationalizing our research

OOne critical concern: are we asking the question

we want to study?

OOr, is our research question compatible with our

research purpose


Generating research ideas

Useful Techniques

Rational thinking Creative thinking

Searching the literature Scanning the media

Brainstorming Relevance Trees

Exploring past projects Discussion

Keeping an ideas notebook


Research Question

OBased on literature/idea

O Includes sample description (e.g., Adult Saudi

Hypertensive)

O Includes study design (e.g., relationship,

difference between groups, etc.)

O Includes the independent & dependent variables

O Is measurable


Cycles of ResearchQuestion Development


Asking the Right Question


Why?

"Ask a poor question and you will get a

poor research. A clear question also

helps the investigator rapidly assess

whether the study is relevant to his or

her own…practice". (Counsell, 1997)


Benefits of Gett ing the Questions Right at the Start

O Improves clarity of the problem

O Facilitates subsequent steps of the research process

O Helps select appropriate literature for review

O Anticipates issues, resource needs

O Improves efficiency, minimizes wasted efforts

No hole in the literature

The Research Process

Define Research Question

Conduct Literature Review

Refine Question

Hole in literature

Design Study

Obtain IRB Approval(medical research)

Collect & Analyze Data

Operationalize variables

Write and Report Results



Research that Makes a Difference

O Investigates important questions

O Is ethical ?

OConnected to theory

OConnects the study to prior research

OUses appropriate research design and analysis procedures

ODisseminates results


Question Formulating Process

Problem or Issue

Define population

Define intervention

Write Question

Search terms

Comparator

Outcome measure

P

I

C

O


PICO PRINCIPLE

OA useful model to help structure an answerable

question.

OUsed to formulate research question.

OBreaks down the question into four key elements.


PICO

OPopulation, Patient, Problem P

OIntervention or Indicator I

OComparator or Control C

OOutcome O


PEO

OPopulation, Patient, Problem P

OExposure E

OOutcome O


Example Research Question

Do first-year medical students who complete a student-run anatomy review course score higher on the anatomy final exam than students who do not complete the review course?

What is the population? first-year medical students P

What is the intervention? Completing the review I

What is the control? students who don’t complete C What is the outcome? Final exam score O


Populat ion or Patient

OWho are you interested in?

OHow would you describe the patients or

population of interest?

OBe specific


Population or Patient

ExampleO Asthmatics

O Adults with mild to moderate asthma (treated with β2-agonists alone or with inhaled corticosteroids <1mg daily)


Intervention or Indicator

OCauseORisk factorOPrognostic factorOTreatment or interventionOBe preciseOBe brief


Intervention or Indicator

ExampleOHigh saturated fat dietOSmokingORegular use of salbutamol


Comparator or Control

OWhat is the alternative to the intervention?OMay not always be necessaryOBe preciseOBe brief


Comparator or Control

ExampleOLow saturated fat dietONot SmokingOAs Needed use of salbutamol


Outcome

OWhat do I hope to accomplish?OWhat could this exposure really affect?OBe preciseOBe brief


Outcome

ExampleODeathOGlycemic controlOAsthma control


PICO Question

In mild to moderate adult asthmatics

(P), does the regular use of

salbutamol (I) compared to as needed

use (C) result in worse asthma

control (O)?





Refine Question

Hole in literature

Design Study







Searching for Related Work

ODetails in later workshop (search/appraise lit)O Identify possible sources of information

O Colleagues and librariansO Databases, PUBMED, PSYCLIT, Science Citation IndexO Journals, chapters, books, publications

ORead critically and summarizeO Citations referencedO Sample sizeO Study design and limitationsO Overall conclusions





Refine Question

Hole in literature

Design Study







Crit ique Your Question

OClearly stated?

OStated as a question?

OTestable?

ODefines variables to be studied?

ODefines sample to be studied?

ODescribes the setting for the study?


FINER Research QuestionOFeasible: adequate subject #, expertise, affordable,

manageable in scopeO Interesting: to the investigatorONovel: -confirm, extend or refute previous findings

O provide new findings

OEthical: fulfill guidelines for the protection of students

ORelevant: O to scientific knowledge O to education policyO to future research


Goldilocks testO Clough and Nutbrown use what they call the Goldilocks test to

decide if research questions are either too big two small too hot or

just right/

O Too big need significant funding

O Too small are likely to be insufficient substance

O Too hot maybe so because sensitivities that may be aroused as a result

of doing the research . This may be because of the timing of the

research or the many other reasons that may be upset key people who

have a role to play.

O Just right are those just right for investigation at this time by this

research in this setting


Hypothesis – Meaning and Importance

O Is a formal statement of the relationship between

variables to be investigated

OMust contain two or more measurable variables

and must specify how the variables are related

OSets the framework for developing interpretations

and drawing conclusions

O Is a prediction regarding the possible outcomes of

the study.


Hypothesis Development

OThe hypothesis is the narrowest expression of the research question.

OSummarizes the elements of the study through the design, sample, predictor and outcome variables.

OThe purpose of the hypothesis is to establish a basis for statistical tests ( What test will be used).


Characterist ics of a Good HypothesisO Simple vs. Complex

O Simple: contains one predictor and one outcomeO Complex: -More than one predictor or outcome.

(Not easily tested .. Can break it into simple hypothesis).

O Specific vs. VagueO Specific:

OLeaves no confusion about what the question is.OClear about what is being collected.

O Stated in Advance vs. After-the-FactO In Advance: provides a primary objective and a basis for

interpreting study results.


Null and Alternative Hypothesis

OAlternative O Non-directional: The difference is unknownO Directional: Existing studies/data suggest direction of

relationship, expressed as HA

ONullO Actually, hypotheses are statistically tested in their null

formO Expressed as no relationship/association exists between

variables, expressed as H0


Example

OWe believe that female educators have more positive leadership characteristics

OOur hypothesis (research or alternate, HA): women educators have positive leadership characteristics

ONull hypothesis (H0): there is no association between gender of the medical educator and leadership characteristics


A Good Hypothesis

OA good hypothesis should be in a declarative sentence form specifying the relationship between variables; conditional statement cannot be a hypothesis

O It must be measurable and empirically testable, concise and with specific meaning (clarity is obtained by means of definitions)

O It should be linked with some theoretical / conceptual / analytical framework / tools


Isolate and Identify the Problem, Not the Symptoms

OCertain occurrences that appear to be the problem may only be symptoms of a deeper problem

OGood researchers must be creative in developing problem or opportunity formulations by investigating situations in new ways



Determine the Unit of Analysis

OThe researcher must specify whether the investigation will collect data about individuals, households, organizations, departments, geographical areas, or objects

The Process of Problem or Opportunity Formulation


OA written statement of the research design that includes a statement explaining the purpose of the study and a detailed, systematic outline of procedures associated with a particular research methodology

OThe research proposal must communicate exactly what information will be obtained, where it will be obtained, and how it will be obtained

The Research Proposal


Turning ideas into research projects

Include SMART Personal objectivesSpecific: What precisely do you hope to achieve from undertaking the

research?

Measurable: What measures will you use to determine whether you have achieved your objectives?(Secured a career-level first job in software design)

Achievable: Are the targets you have set for yourself achievable given all the possible constraints?

Realistic: Given all other demands upon your time, will you have the time and energy to complete the research on time?

Timely: Will you have time to accomplish all your objectives?


Conclusion

O Formulate PICO question

O Write a FINER (feasible, interesting, novel,

ethical, relevant) educational research question

O Translate your question into a working hypothesis


Have a Great Afternoon

Workshop Please think of your research

question in relation to the morning class


Examples of good research problems (in the form of questions)

O Does client-centered therapy produce more satisfaction in clients than traditional therapy?

O Does behavior modification reduce aggression in autistic children?

O Are the descriptions of people in social studies discussions biased?

O What goes on in an elementary school classroom during an average week?

O Do teachers behave differently toward students of different genders? (causal-comparative design)

O How do parents feel about the school counseling program? O How can a principal improve faculty morale?


Your research problemOWhat is your area of interest?OWhere could you look for help in deciding

upon a specific research problem?OWhat criteria will you apply when deciding

upon a specific research problem? OHow could you narrow down your research

problem? OHow might your value-judgments

(preconceived ideas) affect your research endeavors?


A good research question will…

1. Be clearly linked to overall project goal

2. Allow the target population to be identified

3. Guide the appropriate level of aggregation (e.g. class, course, curriculum, institution)

4. Identify the outcome variables and key predictors of those variables

5. Determine what type of study is needed (e.g. descriptive, relational, experimental)

6. Identify background characteristics that might influence outcomes

7. Raise questions about how to best collect data

8. Influence the number of participants in the study


Good Luck with your research Questions !!


Thank you

Education

Formulation of research questions