Introduction to Research:
Research: Systematic and Structured
Evidence-Based Practice: Our ability to make choices that have been confirmed by scientific data.
Understanding a multitude of information from different perspectives and integrating it into your practice.
Sources of Knowledge:
Scientific Method: Controlled tests with logic.
Empirical and controled.
Logical Reasoning: Systematic process that follows logic.
Tested to prove logic.
Trial and Error: Trying to see what works (tested with some logic).
Integration of what you know and what you think you can find.
Authority: Told what way to do something.
Point of questioning, “Why is it done this way, and how can it be improved?”
Tradition: Always been done in this manner.
Logical Reasoning:
Deductive: Broad statements commonly found in the Introduction of an article.
General statement + general statement= specific statement.
Inductive: Interpretation of findings applied to a general population.
Specific statement + specific statement= general statement.
Typically found in the Discussion section of an article.
Scientific Method: Something that can be measured (control).
Types of Research:
Basic: New knowledge for its own sake.
Test to see what happens based on something we know.
Applied: Solving practical problems.
Information based on what we know and applied to a group to test an outcome.
Experimental: The researcher is manipulating one or more variables and changing conditions or interventions.
Example: Tai chi and yoga and the effects of balance: Tai chi and yoga are different forms of exercise that can improve balance but which one worked better?
Non-experimental: The researcher does not exhibit direct control (no manipulation).
Observational, descriptive, exploratory.
Example: Looking at the correlation between modular GPAs.
Qualitative: Purpose is clearly defined and then data is collected.
Interviews/ direct observation.
Non-experimental: nothing is manipulated.
Quantitative: Data is gathered and then a purpose is clearly defined.
Validate or test the hypothesis in a controlled experiment.
Experimental: manipulation occurs.
Model of the Research Process: Quantitative approach.
Step 1: Identify the research question
Review of literature.
Identify variables.
State hypothesis.
Step 2: Design the study.
Design the protocol.
Choose a sample.
Step 3: Methods.
Collect data and reduce it.
Step 4: Data Analysis.
Interpret findings.
Analyze data.
Step 5: Communication.
Report findings: raises suggestions/questions for further studies.
Hypothesis: An educated assumption (can be a generalization).
Typically found in the last sentence of the Introduction.
Null hypothesis (H=0)
Does not assume there will be a change/impact after the intervention.
Example: The gait speed of participants who exercise will not be different than those who do exercise.
Researcher tests this.
Alternative hypothesis (H= 1)
Specifically states there will be change as a result of the intervention.
Example: The gait speed of participants who exercise will be different than those who do not exercise.
Prediction of what the outcome will be.
Non-Directional: Does not commit to change as a result of the intervention.
Not choosing whether the findings will be better or worse.
Example: The gait speed of participants who exercise will be different than those who do not exercise.
Directional: Commits to a change as a result of the intervention.
Predicts there will be a better or worse outcome.
Example: The gait speed of participants who exercise will be better than those who do not exercise.
(3) Types of Variables:
1.) Independent: Manipulated by the investigator to observe an effect.
The thing that is changing or being controlled.
Time of intervention (pre, during, post).
2.) Dependent: Response or effect variable.
Outcome the investigator wants to measure, explain, or predict.
Dependent on the independent variable.
3.) Intervening & Confounding (Controlled): An uncontrolled variable that impacts the dependent variable.
External factors beyond your control.
Example:
Purpose: To evaluate the effects of 12 weeks of hippotherapy (PT using the movement of a horse) on muscle activity and quality of life in children with spastic cerebral palsy.
Independent Variable:
Group (people who received hippotherapy vs control group who received no therapy).
Time of evaluation: (before the intervention vs after 12 weeks of the intervention).
Dependent Variable:
Muscle activity.
Quality of life.
Potential Confounding Variables:
Level of involvement of cerebral palsy.
Comfort level with horses.
Other forms of PT.
Quantification of Measurement:
Continuous: Any value along a continuum.
Age, height, intelligence.
Discrete: Described in whole units.
Measuring BP in whole numbers (120/80) and not in fractions (120.5/80.5).
Dichotomous: One of two values (A or B).
Were you born in NC or not born in NC?
Direct: Measures exactly what you're looking to measure.
Height is a measure of how far you are off the ground.
Telling someone to run 20 meters.
Indirect: Measuring one unit through another method.
Blood pressure measures the change in pressure using a BP cuff, not the actual blood pressure.
Telling someone to run, stop, and measure how far they ran.
Constructs: dependent variable.
Physical activity level, mental health, bodily pain, general health perceptions.
Scales/Levels of Measurement- NOIR
Nominal(Naming): Category, Labels, Classification.
Sex, race, diagnosis.
Ordinal: Numbers indicate rank order of observations.
MMT, Functional Status, Pain Scale.
Gap between each number does not indicate anything about the score.
Order to numbers 0-10.
Interval: Equal intervals between numbers but not related to true zero.
Calendar Years, IQ, Temperature.
Ratio: Numbers represent units with equal intervals, measured from true zero.
Distance, age, time, weight, strength, BP.