16. Questionnaire Design
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Transcript of 16. Questionnaire Design
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Questionnaires: Designand Administration
MDSC 3200
Douladel P. Tyndale (Mrs.)
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Learning Objectives
By the end of this session and with supplementary reading, students
should be able to:
Explain what a questionnaire is
Outline the steps involved in questionnaire construction
Differentiate between: open and closed ended questions; liert!type
and forced! choice response formats
Discuss the art of proper sentence construction and identify thetype of errors in wording of questions
Differentiate between the " main modes of questionnaire
administration
Discuss issues of bias in questionnaire design and administrationand how it may be reduced
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Introduction
#$erhaps epidemiology%s most fundamental role is toprovide a logic and structure for the analysis of health
problems both great and small&'e have to thin about
what is worth counting and how best to ount it&(
! $iro))o et al, "**+ Essential epidemiology
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Introduction
echniques for data collection -uestionnaire administration
.nterview
Observation
Direct physical/chemical measurement
0ecord review
Etc.
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What is a Questionnaire?
! data olletion instrument" in the #orm o# a
doument" with $uestions and statements to whih
%eo%le %ro&ide written res%onses in their ownwords or by seletin' #rom %rede#ined answers
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Questionnaire Construction
1our main steps
23 4pecifying of information being sought
"3 .nitial drafting
53 $re!testing
63 0edrafting and finali)ation
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Steps in questionnaire
construction
23 4pecifying of information
7uided by research ob8ectives
hining and discussion with experts
9iterature review
$rocess culminates with list of information to be later
translated into specific questions
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Steps in questionnaireconstruction
"3 .nitial drafting
9ist from previous step carefully crafted in questions
Deliberate decisions re
'ords and phrasing
Order of questions
Degree of complexity
implications for validity ! see later slides
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Steps in questionnaireconstruction
53 $re!test
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Steps in questionnaire
construction
63 0edrafting and finali)ation
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Words o !isdom"
.t is worth noting that
although questionnairesmay appear to be
deceptively easy to
construct, a well
designed instrument
requires considerableeffort
=oates, "**6
=onstructing aquestionnaire and
wording the
questions are not
simple tass
>eadows, "**5
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#$pes o Questions
Open ended How do you feel about the standard of the treatment you
received while you were a patient at this hospital? *
=losed ended
How would you rate the standardof the treatment you
received while you were a patient at this hospital? (circle
one number)1-excellent !-"ood #-moderately "ood $-
fair %-poor*
ntrodution to *esearh in the +ealthSienes" ,th ed. Pol'ar - Thomas
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#$pes o questions
Open ended
o %re/determinedres%onses
ess1un/strutured
ene#its
>ore detailed responses elicited
Costs
0esponses difficult to encode
and analyse with quantitatively
7reater respondent burden
longer time to answer,
difficulty in gathering andwriting thoughts
C%osed ended
&re'determined %ist o responseoptions
(eneits
ightly structured
0esponses easily encoded and
analysed
9ess time and effort to complete
Costs
9ess in!depth responses
0esearcher must ensure
completeness of options
0espondents must ?fit% their answerin provided responses
=an frustrate respondent and/or yield
less than accurate results
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)esponse ormats ' attitudina% questions
Li*ert
Con&entional ,/%ointiert/ty%e sale
My medial %ratitioner
always e4%lains the hosen
treatment to me (irle onenumber).
2 4trongly agree
"
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Li*ert and orced'choice response
ormats
!d&anta'e
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Wording o Questions'&ita%%s to avoid
Double!barrelled questions
wo questions included in one:'o you lie epidemiolo"y or
biostatistics? 'hat is the problem here Cow should a #yes( be interpreted
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&ita%%s to avoid
=omplicated questions 9evel of wording
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&ita%%s to avoid
@nnecessarily wordy questions ,ver the past year have you attended any hospital includin"
your local hospital but not includin" accident andemer"ency departments to visit friends or family?
Aegatively worded questions
should not tae my medication if am feelin" fine
/tron"ly a"ree0a"ree0ndecided0disa"ree0stron"ly disa"ree
.nstead, try:
should tae my medication if am feelin" fine/tron"ly a"ree0a"ree0ndecided0disa"ree0stron"ly disa"ree
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Structure o questionnaire
Example of a commonly used format:
.ntroductory statement: purpose, general info being sought
and by whom, confidentiality statement Demographic questions: age, sex, education, etc
1actual questions: easy to answer, positioned early as ?warm
up%
Opinion questions: may require reflection, respondentperhaps more comfortable now
4ensitive questions: usually appear at a point where
respondent expected to be somewhat comfortable3 $re!
amble usually used
=losing statements and return instructions
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2seu% techniques
Divide into sections with common focus with appropriate
?lead!in% and instruction for each
4ip patterns to lead respondents to appropriate questions
based on previous responses3 @se with caution: trade off
between reducing respondent burden and causing
confusion
%. 'o you smoe ci"arettes? 2es o
f o to % please "o to &uestion 3
'hat types of questions do you thin are in and
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Other tips
Aever undermine the power of aesthetics self!
administered instruments: appropriate spacing, font and
font!si)e, no unnecessary clutter, general appearance
Feep questionnaire as short as possible =an affect the
response rateG
>ode of administration next slide usually dictates how
a questionnaire is organised and presented
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Administering a questionnaire
Se%'administered
*es%ondent om%letes on own Chea%er to administer
ot suse%tible to inter&iewer
bias
deal #or sensiti&e issues
*es%ondents must be literate o1little o%%ortunity to see
lari#iation
+i'her re#usal rate (es%eially i#
mailed)
More %rone to errors inom%letin'
Intervie!er'administered
Intervie!er as*s questions -ore e.pensive to
administer
&rone to intervie!er bias
3ot idea% or sensitive issues
-ore opportunities to see*
c%ariication
Lo!er reusa% rate
4reater chance o being
correct%$ i%%ed out
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Issues !ith bias and va%idit$
-uestionnaires rely on honesty and accuracy of recall from
the respondent3 4ome information points can be verified,
others cannot or will not .nformation bias:
0ecall bias
0espondents might be ased about past experiences3 here may
be differences in the ability to accurately recall among
respondents and experiences
.nterviewer bias
.nterviewer can consciously or unconsciously influence
responses away from the truth
$ossibly because of tone, disposition, body language, or merepresence
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Issues !ith bias and va%idit$
4ocial desirability bias
0espondents report inaccurate information based on what they
thin is socially acceptable >ost commonly seen as over reporting of ?good% behaviour and
under reporting of ?bad% behaviour or variation in reporting of same
type of behaviour by different groups
Eg3 .n studies of sexual practices ! H of sexual partners in the last
2" months3 women tend to under report, men tend to over
report
4election bias
'ho are the persons who complete the questionnaire Cow
are they different from the ones who do not
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Dea%ing !ith bias and issues o va%idit$
and qua%it$
$roper sentence and questionnaire construction
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#est 5ourse%
=hoose from
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3ote
'e didn%t specifically discuss questionnaires that are
designed into scales which allow for a score to becomputed based on responses3 he general rules of
questionnaire construction apply3 hese instruments
further undergo psychometric testing where their
reliability and validity are assessed3 his will bediscussed in the lecture on validity and reliability and
also in 4eminar 3
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)eerences
$olgar and homas "**J3 .ntroduction to 0esearch in the
Cealth 4ciences3 +thed