Recommended
Recommended
More Related Content
What's hot
What's hot (19)
Similar to Research by design
Similar to Research by design (20)
More from Lorie Kloda
More from Lorie Kloda (13)
Recently uploaded
Recently uploaded (20)
Research by design
- 1. RESEARCH BY DESIGN Lorie Kloda, MLIS, PhD, AHIP Assessment Librarian McGill University Canadian Health Library Association Montreal, June 17, 2014
- 2. Introductions • Name • Position title • Institution/hospital • City • Experience with research
- 3. Today’s outline 8:15 Research plan objectives 8:30 Overview of research plan elements 9:00 The research topic, problem, and objective 9:45 The literature review 10:15 BREAK! 10:30 Methods 11:00 Resources and costs 11:30 Wrap up and further resources 11:45 Evaluation
- 5. Why do I need a plan/proposal? Some (good) reasons: • Organize your research project • Convince prospective supporters of its value • Obtain funding • Find supervisor or collaborators (colleagues) • Ethics approval • Requires you to focus your thoughts and decide what to do
- 6. Plan or proposal? Plan Guide Proposal Persuade
- 7. What should I include in my plan? • Title • Abstract/summary • Background, context, rationale • Purpose of the study • Literature review • Research design and methods • Ethical issues • Work plan/Timetable • Anticipated results • Dissemination, deliverables • Resources and costs • References
- 8. Exemplar 1: Mobile devices in medicine Boruff, J. T., & Storie, D. (2014). Mobile devices in medicine: A survey of how medical students, residents, and faculty use smartphones and other mobile devices to find information. Journal of the Medical Library Association, 102(1), 22-30. doi: 10.3163/1536-5050.102.1.006 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3878932/
- 9. Exemplar 2: Librarians in EBM small groups Koufogiannakis, D., Buckingham, J., Alibhai, A., & Rayner, D. (2005). Impact of librarians in first-year medical and dental student problem-based learning (PBL) groups: A controlled study. Health Information & Libraries Journal, 22(3), 189-195. doi: 10.1111/j.1471-1842.2005.00559.x
- 10. Topic, problem, & objective
- 11. Exemplar 1: Mobile devices in medicine Topic(s): mobile devices, information seeking, clinical question answering Problem: What should librarians provide in terms of support? Objective: To determine the extent students, residents, and faculty use mobile devices for finding information to support their studies/work.
- 12. Exemplar 2: Librarians in EBM small groups Topic: Teaching EBM Problem: Does the librarian play a role? If so, what is the most effective way to make a contribution to medical/dental students’ learning? Objective: To determine if librarians presence in problem-based learning “small groups” resulted in better learning of EBM concepts by students.
- 15. Exemplar 1: Mobile devices in medicine Areas: Mobile device usage (handhelds, tablets, PDAs) Information seeking of health professionals (in general, not just doctors) Sources: health & librarianship databases and journals health librarianship conferences health informatics
- 16. Exemplar 2: Librarians in EBM small groups Areas: Problem-based learning and librarians’ role Assessment of EBM learning by students Librarian role in EBM, teaching students in the health professions Sources: health, librarianship, and education databases and journals health librarianship and medical education conferences
- 17. LITERATURE REVIEW: TOPICS & SOURCES Activity 2
- 18. Methods • Approach • Population of interest • Sampling method • Recruitment method (specify location, setting) • Specific methods, tools and instruments for data collection and analysis • Research data management
- 19. Exemplar 1: Mobile devices in medicine Approach: Quantitative, observational using survey Population: Canadian students, residents, faculty Sampling: 4 universities (McGill, Alberta, Ottawa, Calgary) Recruitment: Email lists Methods: Survey questionnaire, SPSS for descriptive stats + read comments
- 20. Exemplar 2: Librarians in EBM small groups Approach: Quantitative, controlled study with intervention Population: Medical students Sampling: U of Alberta students in 6-week EBM course, random assignment of librarian/control Recruitment: N/A (students could opt-out) Methods: Instruments: Pre- and post- tests (likert scales), final exam Descriptive and inferential statistics
- 21. CHOOSE A METHOD Activity 3
- 22. Resources & costs • Support for your research • Research costs • Research tools
- 24. Wrap-Up
Editor's Notes
- 3 RQs: 1 Does having a librarian as a member of the PBL group environment improve information skills of first-year medical students? 2 Does having a librarian as a member of the PBL group environment lead to higher levels of comfort for students with regard to information seeking? 3 Is there a benefit to student learning from having a librarian incorporated into PBL small groups?
- Identify the topic, problem, and objective for your research. Start with your burning question – narrow it down to one or two “topics”. What problem are you trying to solve (for yourself, at work, and/or in general, for all of health librarianship)? To solve that problem, or start solving it, what does your research need to do, or what question does it need to answer? Individual, then pair-share
- Identify relevant subjects and sources for literature and background information. Reference interview: in pairs.
- Select a population, brainstorm sampling, data gathering and analyses methods. Group activity – double up your original pairs. Share your objectives, and brainstorm options
- Identify resource considerations (see checklists) Individually Brief group discussion for feedback, questions.
- Think about what you need / want to do after you leave today. Maybe you have time this afternoon to add things to your “task list”. These should be 3 disctinct things that you can do soon – and should be specific enough that you know where to start. For example: Look up REB office and requirements for my organization Ask a colleague if they want to collaborate on this research Draft timeline and workplan