Course Number & Complete Course Title:
PH8140 Advanced Research Methods
Instructor’s Name: Laura F. Salazar, PhD
Division: Health Promotion & Behavior
Semester:
Fall
Year: 2014
Course Basics
CRN: 86146
Class Day/Time:
Tuesday/4:30-7:00 Pm
Class Location:
34 Peachtree Street, Room 516
Prerequisite(s):
N/A
Shadish, W.R., Cook, T.D., and Campbell, D.T.
(2002). Experimental and Quasi-Experimental
Designs for Causal Inference. Boston: Houghton
Mifflin Co.
Required Course Materials
[FREE ACCESS to Web-based Textbook] Trochim,
William M. The Research Methods Knowledge Base, 2nd
Edition. Internet WWW page, at URL:
<http://www.socialresearchmethods.net/kb/>
Register for Coursera to access archived video-lecture.
Coursera is free and provides access to current online
courses and archived courses.
https://class.coursera.org/sciwrite-2012-001/lecture/index
Faculty Accessibility
Additional course readings are available on the course’s
Desire2Learn site or available through GSU library
databases or ILL.
Instructor(s) of Record:
Laura F. Salazar
Office Location:
One Park Place, Room 662
Phone Number(s):
404-413-1396
Email:
Lsalazar1@gsu.edu
Office
Hours/Availability:
By appointment only. I encourage each student to
make at least one appointment with me during the
semester
Additional Information:
I.
Course Description: This course is designed to provide doctoral students with a solid
and applied understanding of advanced research topics and methods used commonly in
public health research. It is designed to build on the research skills obtained in other
fundamental research methods and statistics courses. Advanced topics in research
design and statistical analysis will be discussed and students will be asked to lead
discussions, apply their skills in class and for homework assignments. The course is
intended for students in the health and social sciences. Participants will also gain skills in
the design of conceptually cogent and methodologically rigorous proposals and in
manuscript preparation.
II.
Course Objectives / Competency / Assessment of Student Learning:
This course is designed to support public health doctoral students in acquiring
competence in the following areas, as indicated in the School of Public Health
Doctoral Student Handbook (see PHD Competencies).
Course Objectives
Program Competency
Assessment Method(s)
1.Understand the
1) Student-lecture and
HPBP 3. Develop expertise in
discussion. Each student
underlying
research methods and the ethical
will be required to prepare a
philosophies to
conduct of research to address
brief lecture in teams of two
research-based
scientific questions regarding
for one class (classes 3-10)
methods in public
health promotion research and
during the semester.
health.
practice.
Identify
observational and
experimental
research designs
used in public health
research.
EPIP 1. Understand the strengths
and weaknesses of various
epidemiologic study designs and
research methods.
HPBP 2. Critically analyze research
in terms of the appropriateness of
the study design, sample,
measures, data analysis, results,
and interpretation and critically
evaluate the potential impact of
the new knowledge gained on
public health practices and
2) Written Critique. Students
will provide a written critique
of the research methods and
results of two journal
articles—one of an
observational study and one
of an experimental study.
3) Grant proposal. Students will
prepare one research
proposal that uses the NIH
grant proposal format for an
R21 and addresses a Healthy
People 2020 priority topic
policies.
HPBP 3. Develop expertise in
research methods and the ethical
conduct of research to address
scientific questions regarding
health promotion research and
practice.
List the strengths
and weaknesses of
each design.
EPIP 1. Understand the strengths
and weaknesses of various
epidemiologic study designs and
research methods.
HPBP 2. Critically analyze research
in terms of the appropriateness of
the study design, sample,
measures, data analysis, results,
and interpretation and critically
evaluate the potential impact of
the new knowledge gained on
public health practices and
policies.
area. The final paper needs
to include all relevant
sections: Specific Aims (one
page); Significance,
Innovation, Research
Strategy (6 pages); and
References.
4) Written Critique. Students
will provide a written critique
of the research methods and
results of two journal
articles—one of an
observational study and one
of an experimental study.
HPBP 3. Develop expertise in
research methods and the ethical
conduct of research to address
scientific questions regarding
health promotion research and
practice.
Describe the threats
to internal validity
for different
research designs.
EPIP 1. Understand the strengths
and weaknesses of various
epidemiologic study designs and
research methods.
HPBP 2. Critically analyze research
in terms of the appropriateness of
the study design, sample, measures,
data analysis, results, and
interpretation and critically evaluate
the potential impact of the new
5) Written Critique. Students
will provide a written critique
of the research methods and
results of two journal
articles—one of an
observational study and one
of an experimental study.
knowledge gained on public health
practices and policies.
HPBP 3. Develop expertise in
research methods and the ethical
conduct of research to address
scientific questions regarding health
promotion research and practice
Critically assess
research for
strengths and
weaknesses.
EPIP 1. Understand the strengths
and weaknesses of various
epidemiologic study designs and
research methods.
HPBP 2. Critically analyze research
in terms of the appropriateness of
the study design, sample,
measures, data analysis, results,
and interpretation and critically
evaluate the potential impact of
the new knowledge gained on
public health practices and
policies.
6) Written Critique. Students
will provide a written critique
of the research methods and
results of two journal
articles—one of an
observational study and one
of an experimental study.
HPBP 3. Develop expertise in
research methods and the ethical
conduct of research to address
scientific questions regarding
health promotion research and
practice.
Develop a research
proposal.
HPBP 4. Develop expertise in
statistical and analytic methods
used in health promotion research
and practice.
7) Grant proposal. Students will
prepare one research
proposal that uses the NIH
grant proposal format for an
R21 and addresses a Healthy
People 2020 priority topic
area. The final paper needs
to include all relevant
sections: Specific Aims (one
page); Significance,
Innovation, Research
Strategy (6 pages); and
References.
Conduct an
advanced analysis
and develop a
results section.
III.
HPBP 4. Develop expertise in
statistical and analytic methods
used in health promotion research
and practice.
Statistical analysis and
interpretation. Students will
conduct a statistical analysis of a
research question and interpret the
results. Types of statistical analyses
will be upon approval. You will
conduct the analysis with your own
dataset or a de-identified one will be
provided to you. You will provide a
written summary of the data
analysis/results commensurate with
that expected in a typical public
health focused journal.
Course Assignments and Requirements:
8) Class participation. Students are expected to contribute actively to class. This includes
coming prepared to discuss the assigned readings. It also requires the students
additional reading(s) that relate(s) to the topic and their field of interest. Details will be
discussed in class.
9) Student-lecture and discussion. Each student will be required to prepare a brief
lecture in teams of two for one class (classes 3-10) during the semester. Students will
need to choose the class from the course outline that would like to lead, prepare the
lecture and then lead the class discussion of the topic/article. This is intended to provide
students with an opportunity to serve in the role of instructor and independently identify
key issues for discussion. Presentation days will be selected during the first class
meeting.
10) Written Critique. Students will provide a written critique of the research methods and
results of two journal articles—one of an observational study and one of an experimental
study. The articles for the critique will be assigned in class after the discussion on
evaluating research. Detailed guidelines and grading criteria will be provided in class.
11) Grant proposal. Students will prepare one research proposal that uses the NIH grant
proposal format for an R21 and addresses a Healthy People 2020 priority topic area.
The final paper needs to include all relevant sections: Specific Aims (one page);
Significance, Innovation, Research Strategy (6 pages); and References.
12) Statistical analysis and interpretation. Students will conduct a statistical analysis of a
research question and interpret the results. Types of statistical analyses will be upon
approval. You will conduct the analysis with your own dataset or a de-identified one will
be provided to you. You will provide a written summary of the data analysis/results
commensurate with that expected in a typical public health focused journal. Guidelines
will be provided.
IV.
Grading Policy
Grading:
A standard grading scale will be used: A=90+, B=80-89, C=70-79
The weight of each of the course requirements listed above is:
Class participation
15%
Student-lecture/discussion
15%
Research article critiques
30%
Grant Proposal
25%
Statistical Analyses & Write-up
15%
V.
Attendance and Class Participation Policy
The nature of the course requirements makes attendance highly critical. Specifically,
absenteeism will affect the class participation grade.
Students are expected to contribute actively to class. This includes coming prepared to
discuss the assigned readings. It also requires the students additional reading(s) that
relate(s) to the topic and their field of interest. Details will be discussed in class.
VI.
Late Assignments and Make-up Examination Policy
Any assignment turned in late may have points deducted up to one letter grade for each day the
assignment is late or fraction thereof. All assignments are due by 4:30PM.
VII.
Syllabus Deviation Policy
The course syllabus provides a general plan for the course; deviations may be necessary.
VIII.
Student Code of Conduct and Policy on Academic Honesty
All students at this University are expected to engage in academic pursuits on their won
with complete honesty and integrity. Any student found guilty of dishonesty in any phase of
academic work will be subject to disciplinary action. The complete Academic Honesty policy
is located in the GSU Graduate Catalog, Section 1350: http://enrollment.gsu.edu/catalogs/.
Students and faculty are expected to review and conform to the university’s policy on
academic honesty. Information on the Student Code of Conduct and related policies and
procedures are available at: http://codeofconduct.gsu.edu/.
Special attention should be paid to the sections on plagiarism and multiple submissions:
Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own
the ideas, language, or designs of another” (The Living Webster, 1975) – and it is
strictly forbidden. Written and oral presentations must be a student’s own work.
Students plagiarizing or cheating in any form will face disciplinary action which could
result in an “F” in this course and suspension or expulsion from the University.
Copying from written materials, presentations, websites, etc. without source
acknowledgement and referencing is plagiarism. Read it, appreciate it, learn from it,
and make sure you source it – and then reflect it with your own thoughts and words!
If you are uncertain about what constitutes plagiarism, please contact the instructor.
Multiple Submissions. It is a violation of academic honesty to submit substantial
portions of the same work for credit more than once without the explicit consent of
the faculty member(s) to whom the material is submitted for additional credit. In
cases in which there is a natural development of research or knowledge in a
sequence of courses, use of prior work may be desirable, even required; however,
the student is responsible for indicating in writing, as a part of such use, that the
current work submitted for credit is cumulative in nature.
IX.
Disability Accommodations Policy
Students who wish to request accommodation for a disability may do so by registering with
the GSU Office of Disability Services. Students may only be accommodated upon issuance
by the Office of Disability Services of a signed Accommodation Plan and are responsible for
providing a copy of that plan to instructors of all classes in which an accommodation is
sought. The Office of Disability Services is located in the GSU Student Center, Suite 230 and
online here: http://disability.gsu.edu/.
X.
Course Evaluations Statement
Your constructive assessment of this course plays an indispensable role in shaping
education at Georgia State. Upon completing this course, please take time to fill out the
online course evaluation.
XI.
Career Services
The School of Public Health provides career services & student leadership opportunities
(student clubs & organizations) to all current SPH students and alumni. SPH Career Services
can help students with resume writing, interviewing, job searching, internship development,
and professional networking. Students are invited to attend our career events and
workshops, and individualized career counseling appointments can be arranged. To see
what career panels, career fairs, and events are available this semester, please visit:
http://publichealth.gsu.edu/students/career-resources/. The SPH Career Services office is
co-located with the Office of Academic Assistance in room 640 at One Park Place.
XII.
Tentative course schedule, topics, and readings
Date
Aug 26
#
1
Topics and Assignments
Introduction to the course & philosophy of science
Readings and assignments:
Tebes, J.K. (2005). Community science, philosophy of science, and the
practice of research. American Journal of Community Psychology,
35(3/4), 213-230.
Trochim: Foundations: Language of research; Philosophy of research;
Ethics in research
Desire2Learn: Singleton & Straits (2010). Chapter 2: The nature of
science. In Approaches to Social Research, 5th ed. (pp. 19-43). New
York: Oxford University Press.
Desire2Learn: Salazar, Crosby & DiClemente (in press). Chapter 2:
The philosophy of science. In Research Methods for Health Promotion,
2nd ed. San Francisco, CA: Jossey-Bass.
Sept 2
2
Healthy People 2020—Topics and Objectives and Framework.
http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx
Evaluating and critiquing research
Readings and assignments:
https://www.youtube.com/watch?v=q7x7Nr2Scic
Unit 8 video lecture: how to do a peer review (28 mins.)
Trochim: Foundations: Conceptualizing
Desire2Learn: Crosby, Salazar, & DiClemente (in press). Chapter 17:
Introduction to scientific writing. In Research Methods for Health
Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Sept 9
3
Desire2Learn: Handout on write-up of journal critique.
Units of Analysis, Variables, Mediation, Moderation, Confounding
Readings and assignments:
Baron, R.M., Kenny, D.A. (1986). The Moderator-Mediator Variable
Distinction in Social Psychological Research: Conceptual, Strategic,
and Statistical Considerations. Journal of Personality and Social
Psychology, 51, 1173-1182.
MacKinnon, Krull, & Lockwood (2000). Equivalence of the mediation,
confounding, and suppression effect. Prevention Science, 1(4), 173 –
181.
Sept 16
4
Frazier, P.A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and
mediator effects in counseling psychology research. Journal of
Counseling Psychology, 51(1), 115-134.
Measurement—metrics, reliability, validity, and factor analysis
--------Journal Article critiques due------Readings and assignments:
Trochim; Theory of Measurement; and Scales and Indexes
Streiner DL. Measure for measure: new developments in measurement
and item response theory. Can J Psychiatry. Mar 2010;55(3):180-6.
Keszei AP, Novak M, Streiner DL. Introduction to health measurement
scales. J Psychosom Res. Apr 2010;68(4):319-23.
Streiner DL, Norman GR. "Precision" and "accuracy": two terms that
are neither. J Clin Epidemiol. Apr 2006;59(4):327-30.
Streiner DL. Being inconsistent about consistency: when coefficient
alpha does and doesn't matter. J Pers Assess. Jun 2003;80(3):217-22.
Factor Analysis Resources:
http://www.hawaii.edu/powerkills/UFA.HTM
http://pic.dhe.ibm.com/infocenter/spssstat/v20r0m0/index.jsp?topic=%2
Fcom.ibm.spss.statistics.help%2Fidh_fact.htm
Sept 23
5
Salazar, Stephenson, Sullivan & Tarver (2010). Development and
validation of HIV-related dyadic measures for men who have sex with
men. Journal of Sex Research,50(2), 164-177.
Sampling techniques and approaches
Readings and assignments:
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). The received
view of generalized causal inferences: Formal sampling pp. 342-348.
Trochim: Sampling
Desire2Learn: Crosby, Salazar & DiClemente (in press). Chapter 6:
Principles of sampling. In Research Methods for Health Promotion, 2nd
ed. San Francisco, CA: Jossey-Bass.
Rudolph AE, Crawford ND, Latkin C, et al. Subpopulations of Illicit Drug
Users Reached by Targeted Street Outreach and Respondent-Driven
Sampling Strategies: Implications for Research and Public Health
Practice. Annals of Epidemiology. 2011;21(4):280-89.
Sept 30
6
Luman ET, Worku A, Berhane Y, Martin R, Cairns L. Comparison of
two survey methodologies to assess vaccination coverage. Int J
Epidemiol. Jun 2007;36(3):633-41.
Observational designs in public health
Readings and assignments :
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Chapter 1:
Experiments and generalized causal inference (pp 135-206.
Desire2Learn: Salazar, Crosby & DiClemente (in press). Chapter 4:
Observational research designs. In Research Methods for Health
Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Mann, CJ. (2003). Observational research methods. Research design
II: cohort, cross sectional, and case-control studies. Emerg Med J,
20(1):54-60.
Cherpitel CJ, Ye Y, Bond J, Stockwell T, Vallance K, Martin
G, Brubacher JR, Macpherson A. Risk of Injury from Drinking: The
Difference Which Study Design Makes. Alcohol Clin Exp Res. 2013
Aug 1. doi: 10.1111/acer.12217. [Epub ahead of print]
Oct 7
7
Survey research and different data collection modes
Readings and assignments:
Desire2Learn: Salazar, Crosby & DiClemente (in press). Chapter 13:
Survey research. In Research Methods for Health Promotion, 2nd ed.
San Francisco, CA: Jossey-Bass.
Kelley K, Clark B, Brown V, Sitzia J. Good practice in the conduct and
reporting of survey research. Int J Qual Health Care. 2003
Jun;15(3):261-6.
Sharma M, Wilton J, Senn H, Fowler S, Tan DH. Preparing for PrEP:
Perceptions and Readiness of Canadian Physicians for the
Implementation of HIV Pre-Exposure Prophylaxis. PLOS one.
2014;9(8):e105283.
Oct 14
8
Kelly CA, Hewett PC, Mensch BS, Rankin JC, Nsobya SL, Kalibala S,
et al. Using biomarkers to assess the validity of sexual behavior
reporting across interview modes among young women in Kampala,
Uganda. Stud Fam Plann. 2014 Mar;45(1):43-58.
Quasi-experimental designs
Readings and assignments:
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Chapters 5 and
6. (pp 135-206).
Trochim: Quasi-experimental designs.
Salazar, Emshoff, Baker & Crowley. (2007). Examining the Behavior of
a System: An Outcome Evaluation of a Coordinated Community
Response to Domestic Violence. Jnl of Family Violence,22(7), 631-641.
Oct 21
9
Davey C, Boulay M, Hargreaves JR. Strengthening nonrandomized
studies of health communication strategies for HIV prevention. J Acquir
Immune Defic Syndr. 2014 Aug 15;66 Suppl 3:S271-7.
Experimental designs and Randomization
Readings and assignments :
Desire2learn: Salazar et al., (in press). Chapter 5: Experimental
research designs. In Research Methods for Health Promotion, 2nd ed.
San Francisco, CA: Jossey-Bass.
Trochim: Experimental designs; Analysis
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Chapters 8,9.
(pp 246-313).
KP Suresh. An overview of randomization techniques: An unbiased
assessment of outcome in clinical research J Hum Reprod Sci. 2011
Jan-Apr; 4(1): 8–11.
Murray DM, Varnell SP, Blitstein JL. Design and Analysis of GroupRandomized Trials: A Review of Recent Methodological Developments.
American Journal of Public Health. 2004 2004/03/01;94(3):423-32.
Desire2learn: DiClemente et al. Chapter 10: Methodologic
considerations in the design, implementation and reporting of RCTs in
HP Research. In Research Methods for Health Promotion, 2nd ed. San
Francisco, CA: Jossey-Bass.
Oct 28
10
Ecological and multilevel designs
Readings and assignments:
Baral S, Logie CH, Grosso A, Wirtz AL, Beyrer C. Modified social
ecological model: a tool to guide the assessment of the risks and risk
contexts of HIV epidemics. BMC Public Health. 2013;13:482.
Peugh JL. A practical guide to multilevel modeling. J Sch Psychol. 2010
Feb;48(1):85-112.
Nov 4
11
Lerebo W, Callens S, Jackson D, Zarowsky C, Temmerman M.
Identifying factors associated with the uptake of prevention of mother to
child HIV transmission programme in Tigray region, Ethiopia: a
multilevel modeling approach. BMC Health Serv Res. 2014;14:181.
Grant Proposal Development and Overview
Readings and assignments:
Desire2learn: DiClemente et al., (in press). Chapter 18: Crafting a
research proposal. In Research Methods for Health Promotion, 2nd ed.
San Francisco, CA: Jossey-Bass.
Sample funded grant proposals from NIAID:
http://www.niaid.nih.gov/researchfunding/grant/pages/appsamples.aspx
Sample funded behavioral science grant proposals from NCI:
http://cancercontrol.cancer.gov/brp/funding-sample-application.html
Desire2Learn: Handouts by Anthony Coelho
Desire2Learn: Grant proposal samples from Salazar
Nov 11
12
Student discussion of research proposals
Readings and assignments: Be prepared to discuss your ideas for
your research proposal: aims, hypotheses, significance, innovation, and
approach.
Nov 18
Nov 25
Dec 2
13
14
15
NO CLASS- APHA—NEW ORLEANS
NO CLASS—HAPPY THANKSGIVING
In-class analysis and interpretation work session
---Grant proposals due---Readings and assignments:
Desire2Learn: Singleton, R.A., & Straits, B.C (2010). Chapter 17:
Writing research reports. In Approaches to Social Research, 5th ed.
(pp. 568-581). New York: Oxford University Press.
Trochim: Write-up
Dec 9
---Analysis & Interpretation due---