Advanced Research Methods CSCD 6302 PDF

Advanced Research Methods CSCD 6302 Professor Yaser Alnatour CCC-SLP, JMH, SCFHS 1 Research Methods in Communication Disorders: Main sections Research fundamentals Research design Communication Disorders research Research paradigm Evidence-based practice Research validity Finding research l...

Advanced Research Methods CSCD 6302 Professor Yaser Alnatour CCC-SLP, JMH, SCFHS 1 Research Methods in Communication Disorders: Main sections Research fundamentals Research design Communication Disorders research Research paradigm Evidence-based practice Research validity Finding research literature Selection and assignment of participants Research ethics Evaluating evidence Experimental & nonexperimental designs Group designs Variables Article critique Research beyond everyday Qualitative research Nonexperimental research 2 Communication Disorders research Topic outline: • Definition and characteristics of scientific research. • Reasons for developing Communication Disorders research. • Barriers to Communication Disorders research. • The scientist-practitioner. • The status of Communication Disorders research. 3 Student Learning Outcomes (SLOs) By the end of this topic, the student should be able to: A. Formulate systematic literature reviews online, such as through MEDLINE, PUBMED and other relevant databases. B. Explain the meaning of evidence-based practice, its significance, criteria, advantages, and limitations. 4 D. Identify the 7 key components of a research article (literature review, rationale, purpose, methodology, results, discussion and conclusion). E. Evaluate the 7 key components of a research article (literature review, rationale, purpose, methodology, results, discussion and conclusion). 5 SLOs (cont.) F. Discuss research concepts using scientific terminology. G. Develop a problem of significance to the profession of Speech-Language Pathology. 6 Definitions of research “The study of mechanisms and interventions that prevent, improve, restore or replace lost, underdeveloped or deteriorating function, where "Function" is defined at the level of impairment, activity and participation according to the WHO-ICF Model.” 7 Research characteristics • Challenges the status quo (current state) – Identify gaps in knowledge: identify common practices which we know little about. – Systematic evaluation of the effects of Communication Disorders practices about which few data exist. – Test novel or traditionally avoided treatment • Research is creative – “why?” “why not?” “what if?” • Research is systematic – Systematic description of a phenomenon of interest. Isolate treatment effects from influences that not ordinarily controlled in the clinic setting. 8 Reasons for developing Communication Disorders research • Develop body of knowledge • Determine whether interventions work • Improve patient and client care 9 Reasons for developing Communication Disorders research (cont.) • Develop body of knowledge Conceptual performance, collective identity 10 Reasons for developing Communication Disorders research (cont.) • Determine whether interventions work “evaluate effectiveness of existing interventions and to develop novel approaches of care” BrummelSmith 11 Reasons for developing Communication Disorders research (cont.) • Improve patient and client care – knowing what is proved or not by research will enable the clinician to make intelligent, evidence based decision about which clinical procedure to use with the client. 12 Lack of funds The clinical researcher dichotomy Ethical concern about use of human participants and animal subjects Lack of research mentors Barriers of Communication Disorders research Lack of time Lack of statistical support Lack of familiarity with the research process 13 Barriers to Communication Disorders research (cont.) • • • • • • Lack of funds Lack of research mentors Lack of time Lack of familiarity with the research process Lack of statistical support Ethical concern about use of human participants and animal subjects • The clinical researcher dichotomy 14 Overcoming barriers • Leaders who are committed (time, money, effort) • Devoted individuals • Develop productive research teams 15 The scientist- practitioner • This model was developed in clinical psychology and later applied in Communication Disorders professions. • The model seeks to provide education to clinicians so that they have good research skills and researchers have good clinical training at least to the extent of good understanding. 16 Status of Communication Disorders research • Professional association goals - The mission of professional associations is to promote the ability of Communication Disorders professions to take a leading role in research. - Common program requirement for accreditation. • Research publication vehicles - Dissemination of Communication Disorders research findings in peer reviewed journals (Journal of Voice, JSLHR, Communication Disorders). 17 Status of Communication Disorders research (cont.) • Educational standards - Reflect the emphasis of research in the emphasis by which standards are evaluated. • Research funding - National Institute for Health conduct and support research through many specialised institutes focusing on particular branches of medicine and health care. - Private foundation associated with rehabilitation professions provide sources for funding. 18 References • Orlikoff, R. F., Schiavetti, N., & Metz, D. E. (2015). Evaluating Research in Communication Disorders (7th ed.). Pearson Education, Inc.: Boston, MA. SBN-13: 978-0133352016. • Carter, E.C. & Lubinsky, J. (2016). Rehabilitation research: Principles and applications (5th Edition). Riverport Lane, St Louis, Missouri: Elsevier. 19