This document provides an overview of research design, conceptual frameworks, and their importance in research. It discusses different types of research designs including experimental, quasi-experimental, and observational designs. Key factors that influence the selection of a research design are the study purpose, required strength of evidence, available time and resources, and ethical considerations. The document also explains that a conceptual framework presents the main concepts of a study and their relationships in narrative or visual form. It provides the structure for the research and helps identify relevant variables and relationships between dependent and independent variables. Developing a conceptual framework is an iterative process that can be presented through diagrams, equations or descriptions.

1. An Overview of Research Design
and
Conceptual Framework
Achyut Raj Pandey
Research Officer
Nepal Health Research Council1
An Overview of Research Design
and
Conceptual Framework

2. Research DesignResearch Design

3. ManipulationManipulation RandomizationRandomization Study TypeStudy Type
ExperimentalExperimental
Pre ExperimentalPre Experimental
ObservationalObservational
YesYes
YesYes
NoNo NoNo
NoNo
YesYes
Quasi-experimentalQuasi-experimental

4. Observational study
EcologicalEcologicalCross Sectional, case control or cohort
Unit of Study
ObservationObservation
Ecological
Cohort StudyCohort Study
ObservationObservation
Data on exposure and outcome collected
simultaneously
Data on exposure and outcome collected
simultaneously
Outcome determined, data collection
retrospectively for exposure
Outcome determined, data collection
retrospectively for exposure
Cross-sectionalCross-sectional
Case-ControlCase-Control
Prospective
Retrospective
Ambispective

5. Pre and Quasi Experimental Research Design
Control Group
Pre-experimentalPre-experimental Quasi Experimental
No Yes
Non Equivalent group DesignNon Equivalent group Design
InterventionInterventionStudy TypeStudy Type Post testPost testPretestPretest
Post test only design (Without
control)
Post test only design (Without
control) NoNo YesYes YesYes
Pre test-Post test design (Without
control)
Pre test-Post test design (Without
control) YesYes YesYes YesYes
Non Equivalent group DesignNon Equivalent group Design
Regression Discontinuity DesignRegression Discontinuity Design
Proxy Pretest DesignProxy Pretest Design

6. True Experimental Designs
Posttest-Only
Control Group Design
Posttest-Only
Control Group Design
Pretest-Posttest
Control Group Design
Pretest-Posttest
Control Group Design
InterventionIntervention Post testPost testPretestPretest
NoNo YesYes YesYes
NoNo NoNo YesYes
GroupGroup
InterventionIntervention
ControlControl
YesYes YesYes YesYesInterventionIntervention
Types
Pretest-Posttest
Control Group Design
Pretest-Posttest
Control Group Design
Solomon Four-
Group Design
Solomon Four-
Group Design
YesYes NoNo YesYes
Intervention
ControlControl
YesYes YesYes YesYes
NoNo YesYes YesYes
Intervention 1Intervention 1
Intervention 2Intervention 2
YesYes NoNo YesYes
NoNo NoNo YesYes
Control 1Control 1
Control 2Control 2

7. Experimental study
Unit of studyUnit of study
Community TrialCommunity TrialClinical TrialClinical Trial
Parallel DesignParallel Design
GroupIndividual
Cross-over DesignCross-over Design
Factorial DesignFactorial Design

8. Identifying Research Design for the
Study
Identifying Research Design for the
Study

9. Factors influencing research design
There is no best type of research design. It
depends on:
• Purpose/area of the study
• Strength of evidence desirable
• Time and resource available
• Ethics
There is no best type of research design. It
depends on:
• Purpose/area of the study
• Strength of evidence desirable
• Time and resource available
• Ethics

10. Purpose/area of the study
Cross
sectional
Case Control Cohort
Rare disease - +++++ -
Rare Cause - - +++++
Multiple Endpoints ++ - +++++
Multiple exposure(including
confounding)
+++ ++++ +++aMultiple exposure(including
confounding)
+++ ++++ +++a
Temporal sequence - +b +++++
Direct measurement of incidence - +b +++++
Long induction period + +++++ +++c
+++++= Highly Suitable, ++++=Very Suitable, +++=Suitable, ++= Moderately Suitable,
+=Limited suitability, -=Not suitable
a= if prospective, b=if nested in cohort or combined with incidence study c=if
retrospective

11. Strength of evidence desired

12. Time and resource available
European Prospective Investigation into Cancer and
Nutrition (EPIC)
-521,457 healthy adults, mostly aged 35–70 years, were
enrolled in 23 centers in ten European countries:
Denmark, France, Germany, Greece, Italy, The
Netherlands, Norway, Spain, Sweden and the United
Kingdom
-Recruitment to the study took place between 1993 and
1999
-Up to 2004, there were over 26,000 new cases of
cancer recorded among participants
-Several Articles published on stomach, colorectal,
breast, prostate and lung cancers
European Prospective Investigation into Cancer and
Nutrition (EPIC)
-521,457 healthy adults, mostly aged 35–70 years, were
enrolled in 23 centers in ten European countries:
Denmark, France, Germany, Greece, Italy, The
Netherlands, Norway, Spain, Sweden and the United
Kingdom
-Recruitment to the study took place between 1993 and
1999
-Up to 2004, there were over 26,000 new cases of
cancer recorded among participants
-Several Articles published on stomach, colorectal,
breast, prostate and lung cancers

13. Time and resource available
Framingham Heart Study
-The study began in 1948 with 5,209 adult subjects
-Study had been intended to last 20 years, the study
continued, and in 1971, it enrolled a second generation of
participants
-April 2002, a third generation was enrolled in the core study
-Over 1000 medical papers have been published related to the
Framingham Heart Study.
Other: British Doctors study(1951), Nurses’ Health
Study(1976)
Framingham Heart Study
-The study began in 1948 with 5,209 adult subjects
-Study had been intended to last 20 years, the study
continued, and in 1971, it enrolled a second generation of
participants
-April 2002, a third generation was enrolled in the core study
-Over 1000 medical papers have been published related to the
Framingham Heart Study.
Other: British Doctors study(1951), Nurses’ Health
Study(1976)

14. Ethics
• Human Experimentation in Nazi Concentration
Camp
• Study on Natural study of disease: Tuskegee
Syphilis Experiment (1932 and 1972)
1947, penicillin had become the standard
treatment for syphilis
1979 Belmont Report and the
establishment of the Office for Human
Research Protections (OHRP)
• Willowbrook State School study on
Hepatitis(1947)
• Human Experimentation in Nazi Concentration
Camp
• Study on Natural study of disease: Tuskegee
Syphilis Experiment (1932 and 1972)
1947, penicillin had become the standard
treatment for syphilis
1979 Belmont Report and the
establishment of the Office for Human
Research Protections (OHRP)
• Willowbrook State School study on
Hepatitis(1947)

15. Research Design Selection
Objective Appropriate Research design
Prevalence Cross-sectional
Incidence Cohort
Cause Cohort,Case-control,Cross-
sectional
Prognosis Cohort
Treatment effect Controlled trial

16. Conceptual FrameworkConceptual Framework

17. What is a conceptual framework?
A written or visual presentation that:
-explains either graphically, or in narrative
form, the main things to be studied – the
key factors, concepts or variables
-and the presumed relationship among them.
A written or visual presentation that:
-explains either graphically, or in narrative
form, the main things to be studied – the
key factors, concepts or variables
-and the presumed relationship among them.

18. The conceptualization part of the research
process might well be called the thinking
part of the research while the factual part of
the research process is more related to the
doing aspect.
The conceptualization part of the research
process might well be called the thinking
part of the research while the factual part of
the research process is more related to the
doing aspect.

19. Conceptual framework should cover
• Establishment of the tentative relationships
between the dependent and independent
variables included in the study.
• Visualizing conceptual causal threads to form
a representation of inter-relatedness among
the identified issues or variables.
• Establishment of the tentative relationships
between the dependent and independent
variables included in the study.
• Visualizing conceptual causal threads to form
a representation of inter-relatedness among
the identified issues or variables.

20. Conceptual framework should cover
• What are the assumptions? What are the
relationships?
• Identification of possible answers to the
research questions? How are the possible
answers to the question explained and
defended?
• What are the assumptions? What are the
relationships?
• Identification of possible answers to the
research questions? How are the possible
answers to the question explained and
defended?

21. Where does the conceptual framework fit in -
Research?
• Research problem:
• Aims and objectives:
• Literature review:
• Conceptual framework:
• Research questions:
• Data collection and analysis:
• Interpretation of the results:
• Evaluation of the research:
The issue of theoretical or practical interest.
What we want to know and how the answer
may be built up.
A critical and evaluative review of the thoughts
and experiences of others.
Provides the structure/content for the whole
study based on literature and personal
experience
Specific questions that require answers.
Methodology, methods and analysis.
Making sense of the results.
Revisit conceptual framework.
• Research problem:
• Aims and objectives:
• Literature review:
• Conceptual framework:
• Research questions:
• Data collection and analysis:
• Interpretation of the results:
• Evaluation of the research:
The issue of theoretical or practical interest.
What we want to know and how the answer
may be built up.
A critical and evaluative review of the thoughts
and experiences of others.
Provides the structure/content for the whole
study based on literature and personal
experience
Specific questions that require answers.
Methodology, methods and analysis.
Making sense of the results.
Revisit conceptual framework.

22. Purpose
• Identify relevant variables
• Define variables
• Have an idea of analysis
• Identify relevant variables
• Define variables
• Have an idea of analysis

23. Concepts and theories
A theory is used in the broad sense to refer to
an abstraction which summarizes and
explains phenomena.
Concepts are mental images or ideas relating to
phenomena or objects that share common
properties.
A theory is used in the broad sense to refer to
an abstraction which summarizes and
explains phenomena.
Concepts are mental images or ideas relating to
phenomena or objects that share common
properties.

24. Conceptual framework and Theoretical
Framework
Conceptual
Framework
Theoretical Framework
Genesis Created from a variety of
conceptual and theoretical
perspectives
Adapted from existing
theory
Created from a variety of
conceptual and theoretical
perspectives
Conceptual
Meaning
Synthesis of relevant
concepts
Application of a theory
as a whole or in part
Underlining
process
Inductive Deductive

25. How to draw a conceptual framework?
• If you drew a picture of your statistical model,
this would be a conceptual framework
because it visualizes the variables and how
they are related.
• Generally Framework may include one
outcome and multiple hypothesized
associated factors
• If you drew a picture of your statistical model,
this would be a conceptual framework
because it visualizes the variables and how
they are related.
• Generally Framework may include one
outcome and multiple hypothesized
associated factors

26. Steps in developing conceptual framework
1. Identifying the relevant concepts.
2. Defining those concepts.
3. Operationalising the concepts.
4. Identifying any moderating or intervening
variables.
5. Identifying the relationship between variables.
1. Identifying the relevant concepts.
2. Defining those concepts.
3. Operationalising the concepts.
4. Identifying any moderating or intervening
variables.
5. Identifying the relationship between variables.

27. How does it look?
It can take the form of Equation or a diagram or
may simply description of how the variables are
related.
Diagram may take the form of
• Overlapping domains framework
• Sequential framework
• Ecological framework
It can take the form of Equation or a diagram or
may simply description of how the variables are
related.
Diagram may take the form of
• Overlapping domains framework
• Sequential framework
• Ecological framework

28. Conceptual framework as an equation
A B C
Diarrhea= ß1(Age)+ ß2(Sex)+ß3(Toilet)+ ß4(Water)

29. Conceptual framework as Overlapping
domains
Domain
A
Domain
C
Domain
B

30. Conceptual framework as Overlapping
domains
Genetic factor
Environmental
Factors
Pollution
Temperature
Individual
Factors
Age, Sex,
bathing habits
Hair fall

31. Conceptual framework as sequential
diagram
Distal
Determinants
Proximate
Determinants
Outcome
Sub-
domain
Condition
Domain A
Sub-
domain
Sub-
domain
Domain B
Sub-
domain

33. Figure 1. Conceptual framework on the relationship between malnutrition, infections and poverty.
Rytter MJH, Kolte L, Briend A, Friis H, Christensen VB (2014) The Immune System in Children with Malnutrition—A Systematic Review. PLoS ONE
9(8): e105017. doi:10.1371/journal.pone.0105017
http://journals.plos.org/plosone/article?id=info:doi/10.1371/journal.pone.0105017

34. Conceptual framework as ecological model
• Dahlberg LL, Krug EG. Violence-a global public
health problem. In: Krug E, Dahlberg LL, Mercy JA,
Zwi AB, Lozano R, eds. World Report on Violence
and Health. Geneva, Switzerland: World Health
Organization; 2002:1–56
• Dahlberg LL, Krug EG. Violence-a global public
health problem. In: Krug E, Dahlberg LL, Mercy JA,
Zwi AB, Lozano R, eds. World Report on Violence
and Health. Geneva, Switzerland: World Health
Organization; 2002:1–56
Ref: Dahlberg LL, Krug EG. Violence-a global public health problem. In: Krug E, Dahlberg LL,
Mercy JA, Zwi AB, Lozano R, eds. World Report on Violence and Health. Geneva, Switzerland:
World Health Organization; 2002:1–56

35. Example: Conceptual framework as
ecological model
Violence
against
women

36. Development of conceptual framework is an
iterative process, develop once and keep
revising as you move on
Development of conceptual framework is an
iterative process, develop once and keep
revising as you move on

37. Thank YouThank You