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![Page 1: Question-led mixed methods research synthesis Centre launch 21 June 2005 David Gough and Sandy Oliver Institute of Education, University of London.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649f585503460f94c7d316/html5/thumbnails/1.jpg)
Question-led mixed methods research synthesis
Centre launch 21 June 2005
David Gough and Sandy Oliver
Institute of Education, University of London
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Methods for Research Synthesis Programme
• David Gough• Sandy Oliver• Angela Harden• James Thomas• Rebecca Rees• Adam Fletcher• Lisa Underwood• Ann Oakley
• Building on more than ten years’ experience of synthesising policy relevant research in health, education and social welfare
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Professional Experience &
Expertise
Political Judgement
Resources
ValuesHabits & Tradition
Lobbyists & Pressure Groups
Pragmatics & Contingencies
ResearchEvidence
Adapted from Philip Davies, 2005
DIFFERENT TYPES OF EVIDENCE
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Research production and evidence Evidence influenced by the context of its production• All the activities of a research commissioning or
granting agency (including training)• All the activities of a research production facility
(e.g. institute, department, university)• The activities of a potential research user
organization and its staff• The entire ‘research regime’ in a country
Adapted from Jonathan Lomas, 2005
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Research methodologyIn question-led synthesis, methodology is• A system of principles, practices, and
procedures applied to a specific branch of knowledge.
• A set of procedures or methods used to conduct research.
• For asking the questions as well as findings the answers
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Questions and methodsChoosing questions• Gathering questions
– Policy makers– Practitioners– Service users– Members of society– Academics
• Setting priorities– Consensus development
methods
• Framing questions– (un)answerable research
questions
Finding answers• Choosing appropriate
research designs• Choosing methods for
finding, appraising and synthesising the findings of research reports
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How questions vary• Policy makers• Practitioners• Service users• Members of
society• Academics
• Collective questions
• Population wide? Costs?• Practical, delivery issues?• Personally relevant?• Ethical?
• ConceptualPhilosophical? Answerable?
• ???
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My question is, are we having an impact?
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User question led synthesis• What do we want to know (and who wants
to know and why)?• What do we know already (and how do we
know it)?• What more do we need to know (and how
can we know it)?• Can not be value free• Involves intellectual work
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Older people, accidents and injuries
Population• People over 55• Older patients• Older people at less risk
Interventions • to prevent injury• to reduce falls & frailty• to prevent falls & injury• to prevent accidents• Exercise/ balance training• Medical interventions
Outcomes• Knowledge• Falls or fall related injury• Strength, balance, gait, sway
Design• Controlled trials• RCTs• Quality assessed RCTs
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Questions do make a difference
6 reviews of older people and accident prevention
Total studies included Total studies included 137 137Common to at least two reviews 33Common to at least two reviews 33Common to all six reviews 2Common to all six reviews 2Treated consistently in all reviews 1Treated consistently in all reviews 1
Oliver et al. 1999Oliver et al. 1999
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INTERPRETATION AND APPLICATION
WHAT DO YOU WANT TO KNOW?
WHAT HAS BEEN DONE?
COMMUNICATION OF KNOWLEDGE
PERSPECTIVES AND PARTICIPATION
RESEARCH STUDIES AND METHODS
WHAT IS KNOWN?(WITHIN THOSE PERSPECTIVES AND THAT FORM OF KNOWLEDGE)
TYPES OF RESEARCH EVIDENCEWhat more needs
to be known?
RESEARCH QUESTIONS
TYPES OF KNOWLEDGE
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PERSPECTIVES AND PARTICIPATION
Interpretation and application
Communication
What do we know? How do we know it?What don’t we know?
How could we know it?
What has been done?
What do we want to
know?
TYPES OF KNOWLEDGE
RESEARCH QUESTIONS
RESEARCH STUDIES AND
METHODS
RESEARCH EVIDENCE
(iv) Policy community
(i) Research
(iii) Practitioner
(v) Organisational
(ii) User of service/ public
How/processes?
Nature/extent/frequency?
Effects?
Perspectives/ concepts?
Multi method
Action research
Case study
Survey
Experimental
How/processes?
Nature/extent/frequency?
Effects?
Perspectives/ concepts?
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Need for synthesis• Brings together what we know – whatever we
are studying• Contextualizes information from new studies• Involves explicit systematic methods and thus
transparency• These may be lacking in non systematic reviews
and expert opinion however excellent
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Systematic review: key features
• Synthesises the results of primary research
• Uses explicit and transparent method
• A piece of research, following standard set of stages
• Accountable, replicable, updateable
• Need for user involvement
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Question led synthesis
• Questions looking for answers
• Make implicit assumptions explicit
• All types of question so all types of research design
• Statistical, narrative empirical and conceptual synthesis
• Mixed methods synthesis
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Dimensions of difference in synthesis models
• Review/research questions (impact, process, need, explanatory concepts)
• Research designs considered relevant • Types of data - numerical or textual• Quality assessment of different designs• Breadth of question and research design• Quantitative/narrative empirical/conceptual
synthesis• Variation in contribution of each study to the
systematic synthesis
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Review questione.g. What is known about the barriers to, and facilitators of, fruit
and vegetable intake amongst children aged 4 to 10 years?
Trials1. Application of inclusion criteria
2. Quality assessment3. Data extraction
4. Statistical meta-analysis
‘Qualitative’ studies1. Application of inclusion criteria
2. Quality assessment3. Data extraction
4. Qualitative synthesis
Trials and ‘views’Mixed methods synthesis
Mixed methods synthesis
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Findings for synthesis 1: ‘Quantitative’ (Trials)
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Findings of synthesis 2: Descriptive themes
Influences on
foods eaten
Chosen foods
Provided foods
Foods in the home
Foods in the school
Parental influence and food rules Breaking rules
Limited choiceSocial occasionContradictions
Food preferencesPerceptions of health benefitsKnowledge-behaviour gapRoles and responsibilitiesNon-influencing factors
Concepts of healthy eating
Healthy eating conceptsGood and bad foodsHealth consequences
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Developing a framework• Typology of research questions in the social
science literature• Methods of synthesis for answering such
questions• Matrix of synthesis methods and methodological
development and challenges• Creating solutions with others• An emerging framework
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Contacts and informationNRCM MRS webhttp://www.ncrm.ac.uk/nodes/mrs/people.php
SSRU web: http://www.ioe.ac.uk/ssru/SSRU's EPPI web: http://eppi.ioe.ac.uk