Lecture: Step 2 - Developing Literature Review Questions

Introduction to Developing Literature Review Questions

Lecture by Suzanne Hoff focusing on developing skills in formulating researchable literature review questions. The purpose is to guide students on how existing research can inform their ideas and lead to meaningful investigations in speech-language pathology.

Overview of Research Cycle

Suzanne refers to Leon Photomachmeier's 10 stage research cycle, emphasizing that the focus will primarily be on the first three stages:

  • Stage 1: Identifying the research problem (discussed in a previous lecture).

  • Stage 2: Developing research questions, specifically tailored to literature review questions in this context.

Conceptual Framework for Literature Review Questions

Transforming a research problem into researchable literature review questions is an iterative process of discovery. This involves:

  • Initial expansion of ideas based on accumulated knowledge.

  • Contraction as thoughts narrow down towards detailed understanding.

Example Transition from Concept to Detail

A speech-language pathologist (SLP) might initially have hunches about a research problem influenced by bias. Influential factors include:

  • Clinical expertise.

  • Preliminary hypotheses based on hunches, without challenging biases directly.

Hypothesizing

An example hypothesis regarding clinic attendance:

  1. Hypothesis 1: Medical diagnosis may be a factor in clinical attendance.

    • Observation: Clients with greater physical disabilities tend to miss more appointments than those with sensory disabilities.

  2. Hypothesis 2: Marriage status may influence clinical attendance.

    • Observation: Clients with supportive spouses tend to attend more frequently.

  3. Hypothesis 3: Cultural background may influence clinic attendance.

    • Inspired by discussions with colleagues in physiotherapy.

Conducting Preliminary Literature Search

SLPs should perform a preliminary literature search using keywords relevant to their hypotheses. For example:

  • Keywords used: "adult, appointment, speech pathology, urban, clinics".

  • Tools for search: Google Scholar or similar academic databases.

Analyzing Search Results

  • Initial searches may yield limited direct information about specific attendance figures and related factors.

  • Broadening search terms such as "speech pathology clinic" and "attendance" may yield relevant articles.

  • Noticing synonymous terms (e.g., adherence, barriers, absenteeism) helps refine future searches.

Defining Primary and Secondary Literature Review Questions

Once preliminary literature review findings are analyzed, the next step involves identifying gaps in knowledge about the research problem and formulating specific literature review questions.

Integrating Theoretical Frameworks

In this instance, the domains of the International Classification of Functioning, Disability and Health (ICF) may be employed to structure questions related to clinic attendance.

  • Consider potential factors such as:

    • Medical diagnosis

    • Marriage status or socioeconomic status

    • Accessibility and affordability of transport

    • Availability of appointment timing

Sample Primary and Secondary Questions

  • Primary Question: What factors act as barriers and facilitators to adult clients' attendance at urban speech-language pathology clinics?

  • Focused Questions (if previous literature supports specific factors):

    • How does marriage status influence attendance?

    • How does mental health status influence attendance rates?

    • How does medical diagnosis influence attendance rates?

    • How does an adult client's ability to move independently influence attendance?

Utilizing Question Frameworks

To enhance clarity and focus in research questions, several frameworks (acronyms) serve as guides:

PICO Framework

An acronym used particularly for formulating clinical questions in evidence-based practice:

  • P: Population (client population of interest).

  • I: Intervention (treatment or intervention options).

  • C: Comparison (alternative interventions).

  • O: Outcome (result(s) of interest).

PICOT Framework

An extension of PICO that includes the following additional component:

  • T: Timing (the duration of interest for the study).

PASICO Framework

Developed specifically for speech pathology research by Schlosser et al. in 2003:

  • P: Personal problem (demographics or diagnosis).

  • A: Environments (context of communication).

  • S: Stakeholders (individuals directly involved or affected).

  • I: Interventions and comparisons of treatment strategies.

  • O: Outcomes regarding the effectiveness of interventions.

Important Considerations When Using Acronyms

  • Acronyms are guides to formulate researchable questions but should not be restrictive.

  • Adapt questions to fit the nature of the research while ensuring they remain focused and address specific factors with great detail rather than just yes/no inquiries.

Practical Examples and Reminders

  • Application of frameworks should result in identifiable keywords for searching.

  • Trials with different acronyms may produce different results; know the strengths of each framework for specific research problems.

  • Always aim for comprehensive understanding beyond surface-level questions that can guide future practice.

Conclusion

The session concludes with encouragement for students to utilize the outlined processes and frameworks to begin forming their own literature review questions. Suzanne thanks the audience and looks forward to their application in future research endeavors.