{"id":53,"date":"2022-01-09T14:34:40","date_gmt":"2022-01-09T14:34:40","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/graduatereivews2\/chapter\/formulas-for-constructing-research-questions\/"},"modified":"2023-02-15T18:27:27","modified_gmt":"2023-02-15T18:27:27","slug":"formulas-for-constructing-research-questions","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/graduatereivews2\/chapter\/formulas-for-constructing-research-questions\/","title":{"raw":"Formulas for Constructing Research Questions","rendered":"Formulas for Constructing Research Questions"},"content":{"raw":"

Formulas<\/h1>\r\nUsing a formula is another way to construct a research question and is recommended if you are conducting a systematic review. There are various formulas you can use to craft your question, see Table 2.2 below.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

Table 2.2. Formulas for Constructing Research Questions<\/strong><\/p>\r\n\r\n<\/caption>\r\n

Formula<\/strong><\/th>\r\nComponents Within the Formula<\/strong><\/th>\r\nExample<\/strong><\/th>\r\n<\/tr>\r\n
PICO(T)<\/strong><\/td>\r\n\r\n
    \r\n \t
  • P<\/strong>opulation\/P<\/strong>roblem<\/li>\r\n \t
  • I<\/strong>ntervention\/E<\/strong>xposure<\/li>\r\n \t
  • C<\/strong>omparator<\/li>\r\n \t
  • O<\/strong>utcome<\/li>\r\n \t
  • T<\/strong>ime Period\/Type of Study<\/li>\r\n<\/ul>\r\nNote: the time period and type of study are optional<\/em><\/td>\r\n
P<\/strong>: Patients who have undergone knee surgery\r\n\r\nI<\/strong>: Post-operative infection\r\n\r\nC<\/strong>: Patients without post-operative infection\r\n\r\nO<\/strong>: Duration of recovery<\/td>\r\n<\/tr>\r\n
PS<\/strong><\/td>\r\n\r\n
    \r\n \t
  • P<\/strong>opulation\/Problem<\/li>\r\n \t
  • S<\/strong>ituation<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n
P<\/strong>: New immigrants\r\n\r\nS<\/strong>: Accessing mental Health Care<\/td>\r\n<\/tr>\r\n
PIE<\/strong><\/td>\r\n\r\n
    \r\n \t
  • P<\/strong>opulation<\/li>\r\n \t
  • I<\/strong>ntervention<\/li>\r\n \t
  • E<\/strong>ffect \/ Outcome<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n
P<\/strong>: Children experiencing homelessness\r\n\r\nI<\/strong>: Breakfast program at school\r\n\r\nE<\/strong>: Academic performance<\/td>\r\n<\/tr>\r\n
PEO<\/strong><\/td>\r\n\r\n
    \r\n \t
  • P<\/strong>opulation\/Problem<\/li>\r\n \t
  • E<\/strong>xposure<\/li>\r\n \t
  • O<\/strong>utcomes\/Themes<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n
P<\/strong>: Health professionals\r\n\r\nE<\/strong>: Caring for patients with Dementia\r\n\r\nO<\/strong>: Attitudes<\/td>\r\n<\/tr>\r\n
PCC<\/strong><\/td>\r\n\r\n
    \r\n \t
  • P<\/strong>opulation<\/li>\r\n \t
  • C<\/strong>oncept<\/li>\r\n \t
  • C<\/strong>ontext<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n
P<\/strong>: Pediatric patients with sleep disturbance\r\n\r\nC<\/strong>: Quality of life\r\n\r\nC<\/strong>: After tonsillectomy surgery<\/td>\r\n<\/tr>\r\n
SPICE<\/strong><\/td>\r\n\r\n
    \r\n \t
  • S<\/strong>etting<\/li>\r\n \t
  • P<\/strong>erspective<\/li>\r\n \t
  • I<\/strong>ntervention<\/li>\r\n \t
  • C<\/strong>omparison<\/li>\r\n \t
  • E<\/strong>valuation<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n
S<\/strong>: Pediatric hospital rooms\r\n\r\nP<\/strong>: Pediatric patients\r\n\r\nI<\/strong>: Therapy dog visits\r\n\r\nC<\/strong>: No therapy dog visits\r\n\r\nE<\/strong>: Reduced anxiety<\/td>\r\n<\/tr>\r\n
SPIDER<\/strong><\/td>\r\n\r\n
    \r\n \t
  • S<\/strong>ample<\/li>\r\n \t
  • P<\/strong>henomena of Interest<\/li>\r\n \t
  • D<\/strong>esign<\/li>\r\n \t
  • E<\/strong>valuation<\/li>\r\n \t
  • R<\/strong>esearch type<\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n
S<\/strong>: Young parents\r\n\r\nP<\/strong> of I<\/strong>: Early Literacy programs\r\n\r\nD<\/strong>: Survey\r\n\r\nE<\/strong>: Experiences\r\n\r\nR<\/strong>: Qualitative<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThese frameworks aid in identifying the important parts (i.e., concepts) that can be used in formulating a research question. Below are two examples using the PS and PEO frameworks.\r\n
\r\n

Example<\/span><\/h2>\r\n<\/header>\r\n
\r\n\r\nCan you think of a research question using these identified PS concepts?\r\n\r\nPopulation\/Problem:<\/strong> Family members\u2019 of dying loved ones\r\n\r\nSituation:<\/strong> Placing them in palliative care\r\n\r\n[h5p id=\"17\"]<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n
\r\n

Example<\/span><\/h2>\r\n<\/header>\r\n
\r\n\r\nCan you think of a research question using these identified PEO concepts?\r\n\r\nPopulation\/Problem:<\/strong> Caregivers of family members in palliative care\r\n\r\nExposure:<\/strong> Psycho-educational group intervention\r\n\r\nOutcomes\/Themes:<\/strong> Improved quality of life\r\n\r\n[h5p id=\"18\"]<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n

Is My Question Too Narrow or Too Broad?<\/h1>\r\nWhen trying to settle on a research question, ensure you are choosing something of interest, but not so narrow that you are unlikely to uncover any information, but not too broad so that you are overwhelmed with content and don\u2019t know where to start. Below are examples of too broad and too narrow questions and an explanation to help understand why.\r\n
\r\n

Example<\/span><\/h2>\r\n<\/header>\r\n
\r\n\r\nWhy is this example too broad a question?\r\n\r\n\"A systematic review of the literature on palliative care interventions.\"<\/em>\r\n\r\n[h5p id=\"19\"]<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n
\r\n

Example<\/span><\/h2>\r\n<\/header>\r\n
\r\n\r\nWhy is this example too narrow a question?\r\n\r\n\"Effectiveness of early reading intervention programs for children aged 5-7 in the private school system in East Toronto.\"<\/em>\r\n\r\n[h5p id=\"20\"]<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\nA pre-search will assist you with this step. If you need a refresher on conducting a pre-search, see Module 1: Types of Reviews.<\/a><\/span>\u00a0Once you have a good understanding of the existing literature, you will be able to confidently formulate your research question.\r\n
\r\n

Key Takeaways<\/span><\/h2>\r\n<\/header>\r\n
\r\n\r\nKeep in mind that your question may change over time as you delve deeper into the literature. This is a normal course of events. You are still in the outline stage! Part of the process is refining and leading to sharper focus as you learn. For guidance on developing the research question see the further reading section.<\/a>\r\n\r\n<\/div>\r\n<\/div>","rendered":"

Formulas<\/h1>\n

Using a formula is another way to construct a research question and is recommended if you are conducting a systematic review. There are various formulas you can use to craft your question, see Table 2.2 below.<\/p>\n\n\n\n\n\n\n\n\n\n\n
\n<\/caption>\n
Formula<\/strong><\/th>\nComponents Within the Formula<\/strong><\/th>\nExample<\/strong><\/th>\n<\/tr>\n
PICO(T)<\/strong><\/td>\n\n
    \n
  • P<\/strong>opulation\/P<\/strong>roblem<\/li>\n
  • I<\/strong>ntervention\/E<\/strong>xposure<\/li>\n
  • C<\/strong>omparator<\/li>\n
  • O<\/strong>utcome<\/li>\n
  • T<\/strong>ime Period\/Type of Study<\/li>\n<\/ul>\n

    Note: the time period and type of study are optional<\/em><\/td>\n

P<\/strong>: Patients who have undergone knee surgery<\/p>\n

I<\/strong>: Post-operative infection<\/p>\n

C<\/strong>: Patients without post-operative infection<\/p>\n

O<\/strong>: Duration of recovery<\/td>\n<\/tr>\n

PS<\/strong><\/td>\n\n
    \n
  • P<\/strong>opulation\/Problem<\/li>\n
  • S<\/strong>ituation<\/span><\/li>\n<\/ul>\n<\/td>\n
P<\/strong>: New immigrants<\/p>\n

S<\/strong>: Accessing mental Health Care<\/td>\n<\/tr>\n

PIE<\/strong><\/td>\n\n
    \n
  • P<\/strong>opulation<\/li>\n
  • I<\/strong>ntervention<\/li>\n
  • E<\/strong>ffect \/ Outcome<\/span><\/li>\n<\/ul>\n<\/td>\n
P<\/strong>: Children experiencing homelessness<\/p>\n

I<\/strong>: Breakfast program at school<\/p>\n

E<\/strong>: Academic performance<\/td>\n<\/tr>\n

PEO<\/strong><\/td>\n\n
    \n
  • P<\/strong>opulation\/Problem<\/li>\n
  • E<\/strong>xposure<\/li>\n
  • O<\/strong>utcomes\/Themes<\/span><\/li>\n<\/ul>\n<\/td>\n
P<\/strong>: Health professionals<\/p>\n

E<\/strong>: Caring for patients with Dementia<\/p>\n

O<\/strong>: Attitudes<\/td>\n<\/tr>\n

PCC<\/strong><\/td>\n\n
    \n
  • P<\/strong>opulation<\/li>\n
  • C<\/strong>oncept<\/li>\n
  • C<\/strong>ontext<\/span><\/li>\n<\/ul>\n<\/td>\n
P<\/strong>: Pediatric patients with sleep disturbance<\/p>\n

C<\/strong>: Quality of life<\/p>\n

C<\/strong>: After tonsillectomy surgery<\/td>\n<\/tr>\n

SPICE<\/strong><\/td>\n\n
    \n
  • S<\/strong>etting<\/li>\n
  • P<\/strong>erspective<\/li>\n
  • I<\/strong>ntervention<\/li>\n
  • C<\/strong>omparison<\/li>\n
  • E<\/strong>valuation<\/span><\/li>\n<\/ul>\n<\/td>\n
S<\/strong>: Pediatric hospital rooms<\/p>\n

P<\/strong>: Pediatric patients<\/p>\n

I<\/strong>: Therapy dog visits<\/p>\n

C<\/strong>: No therapy dog visits<\/p>\n

E<\/strong>: Reduced anxiety<\/td>\n<\/tr>\n

SPIDER<\/strong><\/td>\n\n
    \n
  • S<\/strong>ample<\/li>\n
  • P<\/strong>henomena of Interest<\/li>\n
  • D<\/strong>esign<\/li>\n
  • E<\/strong>valuation<\/li>\n
  • R<\/strong>esearch type<\/span><\/li>\n<\/ul>\n<\/td>\n
S<\/strong>: Young parents<\/p>\n

P<\/strong> of I<\/strong>: Early Literacy programs<\/p>\n

D<\/strong>: Survey<\/p>\n

E<\/strong>: Experiences<\/p>\n

R<\/strong>: Qualitative<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

These frameworks aid in identifying the important parts (i.e., concepts) that can be used in formulating a research question. Below are two examples using the PS and PEO frameworks.<\/p>\n

\n
\n

Example<\/span><\/h2>\n<\/header>\n
\n

Can you think of a research question using these identified PS concepts?<\/p>\n

Population\/Problem:<\/strong> Family members\u2019 of dying loved ones<\/p>\n

Situation:<\/strong> Placing them in palliative care<\/p>\n

<\/p>\n

\n