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General Assessment Criteria
General Assessment Criteria
Clearly states study question(s)/hypotheses.
Distinguishes strengths and weaknesses of various research methods based on the study question(s).
Selects and applies appropriate research method(s) for given research activity.
Articulates an appropriate data collection plan.
Selects and applies appropriate data analysis methods.
How to use these Resources
How to use these Resources
As a competency, research methods are broad and diverse. Besides a fundamental distinction among quantitative, qualitative, and mixed research methods, there are specialized methods, such as surveys, observation, hypothesis-generating, and many ,many others.
The resources gathered here are therefore, far from complete or comprehensive. Often you will find specific guidance on appropriate research methods by reading the literature related to your study question.
Research methods are important in primary research, reviews of research literature, evaluation research (of programs) and critiquing research publications. We also include resources on grant writing, which often focuses on research questions and methods.
Free statistical consults to UM Faculty and Students. contact Larry Gruppen
Free statistical consults to UM Faculty and Students. contact Larry Gruppen
Statistical advice and support is available to MHPE learners through the University of Michigan’s Consulting for Statistics, Computing and Analytics Research (CSCAR) (https://cscar.research.umich.edu). CSCAR provides individualized support and training in a variety of areas relating to the management, collection and analysis of data. If you wish to take advantage of this resource, check with Larry Gruppen about how to make the most efficient use of this pool of expertise.
Bob Rabbani, MD, MHPE, FACC
Program Director, Cardiology Fellowship
Medical Student & Resident Cardiology Elective Rotation Director
Associate Professor, Michigan State University
Assistant Professor, Wayne State University
Senior Staff Cardiologist
Henry Ford Hospital
Objectives:
Objectives:
Review the principles of survey design in medical education including:
Needs assessment
Survey construction
Establishing evidence
Data analysis
Reporting findings
Utilize the principles discussed to critique an example survey
Reference:
Reference:
Intro to Survey Research and Questionnaire Design Handout. Van Harrison 2022
Survey Research and questionnaire design workshop. Van Harrison 2022
You Can’t Fix by Analysis What You’ve Spoiled by Design: Developing Survey Instruments and Collecting Validity Evidence. Rickards G, et al JGME 2012. DOI: http://dx.doi.org/10.4300/JGME-D-12-00239.1
Best Practices for Survey Use in Medical Education: How to Design, Refine, and Administer High-Quality Surveys. Nikiforova T, et al. Southern Med J 2021. DOI: 10.14423/SMJ.0000000000001292
Current Concepts in Validity and Reliability for Psychometric Instruments: Theory and Application. Cooke DA et al. Am J Med 2006.
Developing questionnaires for educational research: AMEE Guide No. 87. Artino AR, et al. DOI: 10.3109/0142159X.2014.889814
Guidelines for Reporting Survey-Based Research Submitted to Academic Medicine. Artino AR, et al. Acad Med 2018.
General Information
General Information
This series provides an overview of 8 influential approaches to knowledge synthesis: Systematic Reviews, Realist Reviews, Narrative Reviews, Scoping Reviews, State-of-the-Art, Critical Reviews, Meta-ethnographic Reviews, and Integrative Reviews. For each literature review, 2 articles are provided: (1) an overview of the review type with background information on philosophical foundations, purposes, and expected products for readers and researchers, and (2) a short article with steps that outline the "nuts and bolts" of this type of review.
Survey Methods for Medical and Health Professions Education: A six-step approach. Andrew W. Phillips, Steven J. Durning and Anthony R. Artino, Jr.
Case studies of medical education research groups. Arnold L. Acad Med 2004;79(10):966-68.
Developing a sound research question in medical education research slide presentation by Larry Gruppen
Formulating a research question handout by Larry Gruppen
The need for evidence in medical education: The development of best evidence medical education as an opportunity to inform, guide, sustain medical education research. Dauphinee WD, Wood-Dauphinee A. Acad Med 2004;79:925-30.
BEME Guide No. 3: systematic searching for evidence in medical eduction - part 2: constructing searches. Haig A, Dozier M. Med Teach 2003;25(5):463-84.
The value of systematic reviews as research activities in medical education. Lang TA. Acad Med 2004;79(11):1067-72.
Reproducibility of literature search reporting in medical education reviews. Maggio LA, Tannery NH, Kanter SL. Acad Med 2011;86:1049-54. doi: 10.1097/ACM.0b013e31822221e7
'The research compass': An introduction to research in medical education: AMEE Guide No. 56. Ringsted C, Hodges B, Scherpbier A. Med Teach 2011;33:695-709
Quantitative Methods
Quantitative Methods
Webinars
Webinars
An interactive overview of observational research methods for use in health professions education research. Prepare yourself to finally get that EPA 13 completed!
Learning Objectives:
Learning Objectives:
Categorize the core design aspects that distinguish observational versus experimental research methodology
Summarize observational study designs that are relevant to education research
Differentiate educational questions or problems that are well suited to observational study designs versus other approaches
Appraise and critically analyze the use of observational study designs in the current medical education research literature
Description
Description
Social Network Analysis (SNA) is a research methodology and tool rooted in sociological research dating back to the 1930s (Scott & Carrington, 2011). More recently, Steinert and colleagues (2024) conducted a scoping literature review to consider how medical education studies have utilized SNA. During this webinar, we will explore SNA from a beginner lens, noting the basic terminology and possible applications, with an slight emphasis in qualitative research.
Tools for SNA
Social Network visualizer software
Power VI
R
Tableau
Objectives
Objectives
Students will become familiar with the basic terminology and theoretical background of SNA.
Students apply SNA principles to assess and edit drafted research questions through interactive discussion.
Students will identify the benefits and limitations of SNA.
References
Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning. Med Educ. 2007;41(1):84–91.
Harary, F., & Norman, R. Z. (1953). Graph theory as a mathematical model in social science.
O’Brien BC, Battista A. Situated learning theory in health professions education research: a scoping review. Adv in Health Sci Educ. 2020;25(2):483–509.
Scott J, Carrington PJ, eds. The SAGE Handbook of Social Network Analysis. London, UK: Sage Publications; 2011.
McLeod, S. (2024). Albert Bandura’s Social Learning Theory. Simply Psychology. https://www.simplypsychology.org/bandura.html (retrieved September 9, 2024).
McLeod, S. (2024). Constructivism Learning Theory and Philosophy of Education. Simply Psychology. https://www.simplypsychology.org/constructivism.html (retrieved September 9, 2024).
Moreno, J. L. (1934). Who shall survive? A new approach to the problem of human interrelations.
Society for Simulation in Healthcare (2024). SSH Simulation Scholarship Knowledge Map. https://www.ssih.org/SSH-Resources/Knowledge-Map (requires membership)
Steinert, Y., Fontes, K., Mortaz-Hejri, S., Quaiattini, A., & Nooraie, R. Y. (2023). Social Network Analysis in Undergraduate and Postgraduate Medical Education: A Scoping Review. Academic Medicine, 10-1097.
Weiss, K. (April 2024). Visualizing Community of Practice Engagement through Qualitative Social Network Analysis (Research Oral Presentation). Presented at Central Group on Educational Affairs (CGEA) Regional Meeting, Milwaukee, WI. Onsite.
Power Analysis
Power Analysis
Facilitator: Larry Gruppen
When you read a research paper, you look for p<.05, but WHY? What does this magical number really tell you? How about sample size? We know that the bigger, the better, but how many are enough?
In this webinar, we want to broaden your understanding of how to interpret quantitative research findings, present your own data more effectively, and critique studies – all in a non-threatening format that minimizes the need to deal with numbers. We will address effect sizes, power analysis, errors of omission and commission and other arcane but important matters. The session may not make statistics fun but it will make them less daunting!
A Clinician-Educator's roadmap to choosing and interpreting statistical tests. Donna M. Windish, MD, MPH and Marie Diener-West, PhD [pdf]
Diagrammatic Approach to Choosing Summary Measures, Statistical Tests and Methods [pdf]
Answer key to Testing your knowledge of study design and statistics [pdf]
**Password Protected**
**Password Protected**
Contact Dawn Harris (dmharris@umich.edu) for password
Yale University, Associate Professor of Medicine (General Medicine), Director of the ACES (Advancement of Clinician-Educator Scholarship) Faculty Development Program in Internal Medicine, Director of Resident Research for the Yale Primary Care Residency Program, and Program Director of the General Internal Medicine Medical Education Fellowship
Quantitative Methods Resources
Quantitative Methods Resources
Review article: Medical education research: an overview of methods. Boet S, Sharma S, et al. Can J Anesth 2012;59:159-170. DOI: 10.1007/s12630-011-9635-y.
Avoiding confounded comparisons in education research. Cook DA. Med Educ 2009;43:102-104. doi: 10.1111/j.1365-2923.2008.03263.x
Clarifying differences between review designs and methods. Gough D, Thomas J, Oliver S. Systematic Reviews 2012;28(1):1-9.
Experimental and Quasi-Experimental Designs for Research. Campbell D.T. , Stanley J C. 1963, Boston, MA: Houghton Mifflin Co.
Statistical Power Analysis for the Behavioral Sciences (2nd edition). Cohen J. (1987). Hillsdale, NJ: Erlbaum.
Handbook in Research and Evaluation: A collection of principles, methods and strategies, 3rd edition. Isaac S, Michael W.B. (1997). San Diego, CA: Edits Publishers.
Dictionary of Statistics and Methodology. 2016. Vogt WP, Johnson RB. Sage Publications Thousand Oaks, CA.
Quantitative research methods in medical education, Ch 53. Donnon, Tyrone. pp 626-37. In: Oxford Textbook of Medical Education, Oxford University Press (2013)
Qualitative Methods
Qualitative Methods
Webinars
Webinars
Click on thumbnail to access webinar recording
Resources mentioned
Resources mentioned
The Coding Manual for Qualitative Researchers. Johnny Saldana (2021). (4E [Fourth editiion]. SAGE Publishing Inc.
Thematic analysis : a practical guide. Braun, Virginia & Clarke, Victoria. (2022). SAGE Publications Ltd.
Standards for Reporting Qualitative Research: A Synthesis of Recommendations. O'Brien BC, et al. Academic Medicine, Vol. 89, No. 9 / September 2014. doi: 10.1097/ACM.0000000000000388
Journal Article Reporting Standards for Qualitative Research. Levitt, et al. American Psychologist, Vol 73(1), Jan, 2018. Table 1. http://dx.doi.org.proxy.lib.umich.edu/10.1037/amp0000151
Reference Articles
Reference Articles
Series: Practical guidance to qualitative research. Part 1: Introduction. Albine Moser and Irene Korstjens. EUROPEAN JOURNAL OF GENERAL PRACTICE, 2017 VOL. 23, NO. 1, 271–273. https://doi.org/10.1080/13814788.2017.1375093
Series: Practical guidance to qualitative research. Part 2: Context, research questions and designs. Irene Korstjens and Albine Moser. EUROPEAN JOURNAL OF GENERAL PRACTICE, 2017. VOL. 23, NO. 1, 274–279. https://doi.org/10.1080/13814788.2017.1375090
Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. Albine Moser and Irene Korstjens. EUROPEAN JOURNAL OF GENERAL PRACTICE, 2018. VOL. 24, NO. 1, 9–18. https://doi.org/10.1080/13814788.2017.1375091
Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. Irene Korstjens and Albine Moser. EUROPEAN JOURNAL OF GENERAL PRACTICE, 2018. VOL. 24, NO. 1, 120–124. https://doi.org/10.1080/13814788.2017.1375092
Karri Grob, EdD, MA
Director, Student Services, University of Michigan Medical School, Office of Medical Student Education (OMSE)
Qualitative Methods in Social Work Research: Padget (2017), pp. 111-114
Researching the Researcher-as-Instrument: Pezalla et al. (2012), pp. 18-19 (may skim the entire article if there is interest)
Best Practices for Focus Groups: Columbia Teachers College (2021) Read in its entirety
Facilitator: John Vasquez, PhD
Defining qualitative research, the different coding lenses and practice coding actual data.
Gurjit Sandhu, PhD
Vice Chair of Resident Professional Development
Associate Professor of Surgery & LHS
University of Michigan Medical School
Gurjit Sandhu, PhD
Vice Chair of Resident Professional Development
Associate Professor of Surgery & LHS
University of Michigan Medical School
Nudge: Improving decisions about health, wealth and happiness. Thaler RH, Sunstein CR. Yale University Press, New Haven & London. 2008
Gurjit Sandhu, PhD
Vice Chair of Resident Professional Development
Associate Professor of Surgery & LHS
University of Michigan Medical School
The Tools of the Qualitative Research Trade. Paradis E. Academic Medicine 2016;91(12):e17
Common Qualitative Methodologies and Research Designs in Health Professions Education. Chen HC. Academic Medicine 2016;91(12):e5.
Choose your method: A comparison of Phenomenology, Discorse Analysis and Grounded Theory. Starks H, Brown Trinidad S. Qualitative Health Research 2007. 17(10):2372-80.
A reflexive lense on preparing and conducting semi-structured interviews with academic colleagues. Buys T, et al. Qual Health Res 2022;32(13):2030-39.
Competencies "Plus": The nature of written comments on internal medicine residents' evaluation forms. Ginsburg S, Gold W, et al. Acad Med suppl 2011;86(10):S30-S34.
Review article: Medical education research: an overview of methods. Boet S, Sharma S, et al. Can J Anesth 2012;59:159-170. DOI: 10.1007/s12630-011-9635-y.
Sensitive, challenging and Difficult Topics: Experiences and Practical Consideration for Qualitative Methods. Silverio, S. et. al. International J. On Qualitative Methods. online. Sept. 8, 2020.
Quotations in Qualitative Studies: Reflections on Constituents, Customs and Purpose. Eldh, A. et. al. International J. on Qualitative Methods. online. Nov. 2020.
Examples
User’s guides to the medical literature: qualitative research in health care. Are the results of the study valid? Giacomini MK, Cook D. JAMA. 2000. 284 (3): 357-362.
Clinical Oversight: Conceptualizing the relationship between supervision and safety. Kennedy TJT, Lingard L, et al. Society Gen Med 2007;22:1080-85.
Perceptions versus reality: a qualitative study of students' expectations and experiences of interprofessional education. Rosenfield D, Oandasan I, et al. Med Educ 2011;45:471-77.
Mixed Methods
Mixed Methods
University of Michigan Mixed Methods Group
University of Michigan Mixed Methods Group
https://www.mixedmethods.org/about-us.html
The University of Michigan Mixed Methods Group is a valuable resource for those learners wanting to learn more about mixed methods and qualitative methods. The Group offers educational workshops, consulting services for studies and grant proposals, and a repository for a wide range of resources for beginning and advanced skill-levels.
Additional Resources
Additional Resources
Twelve tips for getting started using mixed methods in medical education research. Lavalle E, Vuk J, et al. Med Teach 2013;35:272-76.
A rationale for using synthetic designs in medical education research. Lynch DC, Whitley T, et al. Adv Health Sci Educ 2000;5:93-103.
Review article: Medical education research: an overview of methods. Boet S, Sharma S, et al. Can J Anesth 2012;59:159-170. DOI: 10.1007/s12630-011-9635-y.
Grant Writing and Ethics
Grant Writing and Ethics
RIME Grantsmanship: How to write promising grant proposals.
Twelve tips for writing educational research grant proposals. Blanco MA, Lee MY. Med Teach 2012;34:450-53.
Experimental study design and grant writing in eight steps and 28 questions. Bordages G, Dawson B. Med Educ 2003;37:376-85.
Proposal and Award Policies and Procedures Guide. National Science Foundation Grant Proposal Guide 2020. NSF 20-1; OMB Control Number 3145-0058, effective June 1, 2020
On the art of writing proposals. Przeworski A, Salomon F. Social Science Research Council 1995, rev 1988
Ethical Considerations in Education Research in Emergency Medicine [pdf]
12 tips to avoid ethical pitfalls when recruiting students as subjects in medical education research [pdf]
Funding medical education research: opportunities and issues. Carline JD. Acad Med 2004;79:918-24.
Twelve tips for ethical approval for research in health professions education. Egan-Lee E, Freitag S, et al. Med Teach 2011;33:268-72.
Context of Why - Evaluating threats to validity
Context of Why - Evaluating threats to validity
A group discussion on the standard threats to validity for research studies and evaluation as to whether the study and its initial design is subject to these threats.
Evaluating a research study for threats to validity [audio recording]
Threats to validity [doc]
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