Sharon Mickan: Identifying Research Opportunities In Your Own Backyard

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Sharon Mickan: Identifying Research Opportunities In Your Own Backyard

  1. 1. Identifying research opportunities in your own backyard Dr Sharon Mickan Senior Lecturer Oxford Brookes University
  2. 2. Overview <ul><li>Personal examples of developing research </li></ul><ul><li>The journey of research </li></ul><ul><li>Developing a culture of enquiry </li></ul><ul><li>Group workshop - Plan an audit </li></ul>
  3. 3. Research development experiences <ul><li>Personal study </li></ul><ul><li>Journal clubs, with a twist </li></ul><ul><li>OT research facilitator </li></ul><ul><li>Dissertation students </li></ul><ul><li>Writing grant applications </li></ul>
  4. 4. 1. Personal Study <ul><li>Postgraduate study can be contagious </li></ul><ul><ul><li>Interesting discussions </li></ul></ul><ul><ul><li>Sharing articles </li></ul></ul><ul><ul><li>Preparing posters, presentations </li></ul></ul><ul><li>It does require management support, time </li></ul><ul><li>You need to make your topic real </li></ul><ul><li>You can foster a culture of enquiry, asking questions </li></ul>
  5. 5. 2. Journal clubs with a twist <ul><li>Traditional journal clubs often fade </li></ul><ul><ul><li>Re –energise with students </li></ul></ul><ul><ul><li>Invite other professionals for opinion </li></ul></ul><ul><li>EBP lunchtime seminars </li></ul><ul><ul><li>Start with a clinical scenario, question </li></ul></ul><ul><ul><li>Online real time searching using search terms </li></ul></ul><ul><ul><li>Read and critique abstracts </li></ul></ul><ul><ul><li>Reflect back on the original clinical scenario </li></ul></ul>
  6. 6. 3. OT Research Facilitator <ul><li>Package of 1 day/ week facilitation, with interested staff having dedicated time </li></ul><ul><li>Afternoon/week/month is not realistic – need to collect time and work away from clinical environment </li></ul><ul><li>Useful to supervise </li></ul><ul><ul><li>quality audits, </li></ul></ul><ul><ul><li>prepare conference presentations, summary articles </li></ul></ul><ul><ul><li>set up comparative pilot/audit of practice </li></ul></ul>
  7. 7. 4. Dissertation students <ul><li>Students must prepare a literature review and a research proposal </li></ul><ul><ul><li>make it real within a clinical partnership </li></ul></ul><ul><ul><li>use, edit, publish literature review </li></ul></ul><ul><ul><li>students can build on each other’s work </li></ul></ul><ul><li>Need to be clear about a realistic and researchable question </li></ul>
  8. 8. 5. Writing grant applications <ul><li>Big grants need big teams of big people </li></ul><ul><ul><li>collaborations between academia & practice </li></ul></ul><ul><li>Start small and achievable </li></ul><ul><li>Ask for funding </li></ul><ul><ul><li>Professional associations </li></ul></ul><ul><ul><li>Self help, client information organisations </li></ul></ul>
  9. 9. The journey of research <ul><li>Starts with a culture of enquiry </li></ul><ul><ul><li>Asking questions – what is known </li></ul></ul><ul><ul><li>What is not known – be very specific </li></ul></ul><ul><ul><li>Get the basics right first </li></ul></ul>
  10. 10. Use clinical audits <ul><li>You need to know what is happening </li></ul><ul><ul><li>before you can understand where the problems, bottlenecks are </li></ul></ul><ul><ul><li>Before you can suggest, plan improvements </li></ul></ul><ul><ul><li>Before you can evaluate whether it has made a difference </li></ul></ul>
  11. 11. OTs use audits in many ways <ul><li>Client satisfaction </li></ul><ul><li>Referral forms, guidelines </li></ul><ul><li>Clinical pathways </li></ul><ul><li>Waiting list evaluation, management </li></ul><ul><li>Utilisation of equipment review </li></ul><ul><li>Caseload review </li></ul><ul><li>Individual, group therapy review …. </li></ul>
  12. 12. A client’s question Mickan S and Rodger S (2002) Quality activities: Utilising evidence and informing clinical research. Australian Journal of Occupational Therapy. 49(2), 93-99.
  13. 13. Use the Quality activity cycle Mickan S and Rodger S (2002) Quality activities: Utilising evidence and informing clinical research. Australian Journal of Occupational Therapy. 49(2), 93-99.
  14. 14. Clinical Audit Framework <ul><li>Plan </li></ul><ul><li>Do </li></ul><ul><li>Check </li></ul><ul><li>Act </li></ul>
  15. 15. Plan <ul><li>1. Select the topic </li></ul><ul><ul><li>describe the problem/issue </li></ul></ul><ul><ul><li>what is current policy practice? </li></ul></ul><ul><ul><li>clarify outcome/expectation </li></ul></ul><ul><ul><li>who will benefit? how? </li></ul></ul><ul><ul><li>what do you want to know </li></ul></ul><ul><li>2. Clarify standards based on evidence </li></ul><ul><ul><li>describe setting/context/literature </li></ul></ul><ul><ul><li>what sort of answers are you looking for? </li></ul></ul><ul><ul><li>what are the key concepts? </li></ul></ul><ul><li>3. Choose the workgroup </li></ul><ul><ul><li>what population are you interested in? </li></ul></ul><ul><ul><li>ensure appropriate mix of skills & influence </li></ul></ul>
  16. 16. Do <ul><li>4. Set up processes for data collection and analysis </li></ul><ul><ul><li>ensure you are measuring your key concepts </li></ul></ul><ul><ul><li>are there standardised/validated tools? </li></ul></ul><ul><ul><li>how will the data address your problem? </li></ul></ul><ul><ul><li>how will the data be collected? </li></ul></ul><ul><ul><li>ensure sufficient resources </li></ul></ul><ul><li>5. Collect baseline measurements </li></ul><ul><ul><li>develop consistent data collection methods </li></ul></ul><ul><ul><li>is recording part of regular care? </li></ul></ul><ul><li>6. Analysis </li></ul><ul><ul><li>identify causes of problem / reasons for result </li></ul></ul><ul><ul><li>do you need help? from whom? </li></ul></ul>
  17. 17. Check <ul><li>7. Develop solutions based on data analysis </li></ul><ul><ul><li>prioritise solutions </li></ul></ul><ul><ul><li>identify changes needed </li></ul></ul><ul><ul><li>consult with key stakeholders </li></ul></ul><ul><li>8. Suggest strategies for change </li></ul><ul><ul><li>implement best solution </li></ul></ul><ul><ul><li>use natural change leaders </li></ul></ul>
  18. 18. Act <ul><li>9. Implement change </li></ul><ul><ul><li>ensure consistent data collection </li></ul></ul><ul><li>10. Evaluate </li></ul><ul><ul><li>analyse & interpret </li></ul></ul><ul><ul><li>what is the evaluation plan? </li></ul></ul><ul><ul><li>are the timescales realistic? </li></ul></ul><ul><ul><li>relate to original problem </li></ul></ul><ul><li>11. Review standards based on findings </li></ul><ul><ul><li>disseminate to appropriate audience </li></ul></ul>
  19. 19. Clinical audits and Research? <ul><li>There are many similarities </li></ul><ul><li>Aim to provide knowledge to improve patient care </li></ul><ul><li>Use principles of disciplined and systematic enquiry </li></ul><ul><li>Require a clear problem, question </li></ul><ul><li>Require consistent methods of data collection, measurement, analysis, interpretation </li></ul>
  20. 20. The journey to research <ul><li>Can start with Clinical Audits </li></ul><ul><li>They can develop a culture of enquiry </li></ul><ul><ul><li>Asking questions – what is known </li></ul></ul><ul><ul><li>What is not known – be very specific </li></ul></ul><ul><ul><li>Get the basics right first </li></ul></ul><ul><li>They can utilise research evidence </li></ul><ul><ul><li>Evaluate research in practice </li></ul></ul><ul><li>They can inform future research </li></ul>
  21. 21. Group Workshop <ul><li>In groups of 4-6, use the framework supplied to develop a clinical audit in a real practice setting </li></ul><ul><li>Work through the steps logically </li></ul><ul><li>Act as critical friends for each other – be critical of the discipline, rigor, measurement, analysis </li></ul><ul><li>It is better to rethink your evaluation plan before you start than realise half way through you did not collect the right data, or ask the right questions! </li></ul>

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