Matching acupuncture clinical study designs to research questions

2002 ◽  
Vol 3 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Karen J. Sherman ◽  
Lixing Lao ◽  
Hugh MacPherson ◽  
George Lewith ◽  
Val Hopwood ◽  
...  
Neurosurgery ◽  
2019 ◽  
Vol 86 (1) ◽  
pp. 14-18
Author(s):  
Christopher E Louie ◽  
Erin D’Agostino ◽  
Alexander Woods ◽  
Timothy Ryken

Abstract There is inadequate neurosurgical literature discussing appropriate clinical study design. Here, we explore considerations for 2 fundamental study designs of epidemiology: experimental and observational cohort studies, through examples of theoretical yet realistic neurosurgical research questions. By examining 2 common neurosurgical procedures—namely, subdural drains for evacuation of chronic subdural hematoma, and the utility of navigation for placing external ventricular drains—we characterize the framework of cohort study models for clinical research applications.


Author(s):  
Laura A. Helbling ◽  
Martin J. Tomasik ◽  
Urs Moser

AbstractSummer break study designs are used in educational research to disentangle school from non-school contributions to social performance gaps. The summer breaks provide a natural experimental setting that allows for the measurement of learning progress when school is not in session, which can help to capture the unfolding of social disparities in learning that are the result of non-school influences. Seasonal comparative research has a longer tradition in the U.S. than in Europe, where it is only at its beginning. As such, summer setback studies in Europe lack a common methodological framework, impairing the possibility to draw lines across studies because they differ in their inherent focus on social inequality in learning progress. This paper calls for greater consideration of the parameterization of “unconditional” or “conditional” learning progress in European seasonal comparative research. Different approaches to the modelling of learning progress answer different research questions. Based on real data and constructed examples, this paper outlines in an intuitive fashion the different dynamics in inequality that may be simultaneously present in the survey data and distinctly revealed depending on whether one or the other modeling strategy of learning progress is chosen. An awareness of the parameterization of learning progress is crucial for an accurate interpretation of the findings and their international comparison.


2012 ◽  
Vol 18 (3) ◽  
pp. 50
Author(s):  
Maria G. Tanzi
Keyword(s):  

Author(s):  
Doug Oman

This chapter traces the history of modern meditation research. Meditation is conceptualized primarily as a seated practice for systematically training attention. Historically present in every major religion, meditation was traditionally used for spiritual purposes and usually accompanied by ancillary practices, such as spiritual fellowship. This chapter traces the dynamics and evolving interplay between dominant conceptions and forms of meditative practices under scientific study, as well as critiques of those conceptions, research questions, study designs, measurement instruments, and public reception and application. It describes how developments in each of these spheres have at different times opened up new lines of research, sometimes transforming other dimensions of ongoing research and practice. For the past fifty years, modern meditation research has progressed through partly overlapping periods that emphasized physiological measurement and secular adaptations; links to numerous health and well-being outcomes; emphasis on a sui generis psychosocial goal (mindfulness); advances in physiological and questionnaire-based empirical measurement; expansion of public, corporate, and governmental interest; increased concerns about abandonment of ethical bases and cultural context; and initial moves toward greater inclusiveness and integration of diverse methods and traditional perspectives.


2018 ◽  
Vol 32 (6) ◽  
pp. 2789-2801 ◽  
Author(s):  
Aalok K. Kacha ◽  
Sarah L. Nizamuddin ◽  
Junaid Nizamuddin ◽  
Harish Ramakrishna ◽  
Sajid S. Shahul

2021 ◽  
Author(s):  
Noah A. Haber ◽  
Sarah E. Wieten ◽  
Julia M. Rohrer ◽  
Onyebuchi A. Arah ◽  
Peter W.G. Tennant ◽  
...  

Background: Avoiding "causal" language with observational study designs is common publication practice, often justified as being a more cautious approach to interpretation. Objectives: We aimed to i) estimate the degree to which causality was implied by both the language linking exposures to outcomes and by action recommendations in the high-profile health literature ii) examine disconnects between language and recommendations, iii) identify which linking phrases were most common, and iv) generate estimates by which these phrases imply causality. Methods: We identified 18 of the most prominent general medical/public health/epidemiology journals, and searched and screened for articles published from 2010 to 2019 that investigated exposure/outcome pairs until we reached 65 non-RCT articles per journal (n=1,170). Two reviewers and an arbitrating reviewer rated the degree to which they believed causality had been implied by the language in abstracts based on written guidance. Reviewers then rated causal implications of linking words in isolation. For comparison, additional review was performed for full texts and for a secondary sample of RCTs. Results: Reviewers rated the causal implication of the sentence and phrase linking the exposure and outcome as None (i.e. makes no causal implication) in 13.8%, Weak in 34.2%, Moderate in 33.2%, and Strong in 18.7% of abstracts. Reviewers identified an action recommendation in 34.2% of abstracts. Of these action recommendations, reviewers rated the causal implications as None in 5.3%, Weak in 19.0%, Moderate in 42.8% and Strong in 33.0% of cases. The implied causality of action recommendations was often higher than the implied causality of linking sentences (44.5%) or commensurate (40.3%), with 15.3% being weaker. The most common linking word root identified in abstracts was "associate" (n=535/1,170; 45.7%) (e.g. "association," "associated," etc). There were only 16 (1.4%) abstracts using "cause" in the linking or modifying phrases. Reviewer ratings for causal implications of word roots were highly heterogeneous, including those commonly considered non-causal. Discussion: We found substantial disconnects between causal implications used to link an exposure to an outcome vs action implications made. This undercuts common assumptions about what words are often considered non-causal and that policing them eliminates causal implications. We recommend that instead of policing words; editors, researchers, and communicators should increase efforts at making research questions, as well as the potential of studies to answer them, more transparent.


Author(s):  
Michael Kalu

A satisfactory research question often signifies the beginning point for many researchers. While this can be true for quantitative studies because of pre-defined research questions, qualitative research questions undergo series of revisions through a reflective process. This reflective process provides the framework for the subjectivity associated with qualitative inquiry. The continuous iterative reflective process is an essential component for developing qualitative research questions that correspond with the various qualitative study designs. Although qualitative inquiry is term exclusively subjective, there is a need to use a framework in developing qualitative research questions. The Emphasis- Purposeful sampling- Phenomenon of interest – Context (EPPiC) framework guides qualitative researchers in developing and revising qualitative research questions to suit a specific qualitative approach. This article addresses both the development of a research question using the “EPPiC framework” and demonstrate how to revise the “developed” research question to reflect two qualitative research design. I developed a qualitative research question for Sally Thorne’s Interpretive Description design using the EPPiC Framework and subsequently revised the research question to suit a grounded theory design.


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