1. The Research Design Continuum
Less
Rigorous
More
Rigorous
Exploratory Descriptive Explanatory Quasi-Experimental Experimental
Interviews Correlational Surveys Pretest/Post test Pre/Post
Ethnography Reviews with non=groups
Qualitative RCT
Time-Series
Surveys comparative (non-randomised)
and observational studies,
such as:
• cohort
• case control
• prospective
• interrupted time series
• other observational studies
• case series
• post-test and pre-test/post-test.
Earliest type of research conducted on a problem =
Exploratory
Must know more to find out more and knowledge build
Don't know what the real variables are (dependent or independent, intervening).
No hypotheses very broad context to see what is going on
Selection of subjects use little vigor.----You want to identify the important variables.
Explanatory
One step up from exploratory.
Now you use what you got in the exploratory to measurement of relevant variables.
You want to be able to start to generalize from the cases that you study to other cases.
Experimental
Now not only to you want to understand the problem you want to start working to solve it.
Hypothesis testing is used to define relationships
We try to reconstruct what happened and why; we attempt to implement the change (we think will alter the outcome), using more than one group, selected using random assignment, one hallmark of Experimental groups. (See next slide)
Intervention Research

2. What makes a social work study experimental?
It’s all about CONTROL and MANIPULATION
One or more control groups not exposed to the independent variable.
Random assignment of participants for pure experimental designs
Physical and statistical control of intervening variables
Quasi experimental designs are more common because they are easier to implement
They don’t include random assignment.
(1) The presence of one or more control groups that are not exposed to the independent variable
(2) Research subjects are randomly assigned for membership in the experimental and control groups.
random assignment relies on the laws of probability to get an equal effect over large samples.
review basics of the random sample…..
There is a difference between random assignment and random sampling
Generally the subjects who are randomly assigned are randomly selected from the population.
In randomization you use probability theory to assign what you have.
(3) The influence of all other intervening variables are controlled.
use physical control and statistical control
random assignment
want to cut out all the noise you can (e.g., use just women, one nursing home. interaction of treatments etc.)

3. What is a systematic review
What is a systematic review? A process of reviewing the evidence to support the efficacy and effectiveness of a social work intervention.
A systematic review must have:
Clear inclusion/ exclusion criteria
An explicit search strategy
Systematic coding and analysis of included studies
Meta-analysis (where possible)
Think of components of the literature review you likely compiled in SOW 5404—those guidelines initiated systematic processes: use of keywords, use of search terms/specific databases, etc. But, that review stopped short of the coding/meta analytic processes.

4. Start by clearly defining your PICO question
How to get started with your Evidence-based Review Assignment---
PICO Question, SEARCH strategy, Evidence Table (Due Week 4; upload to Webcourses2 and/or forward as attachment)
Start by clearly defining your PICO question
Define the Patient or the Problem
• Select the Intervention you want to review systematically
• Select a Contrasting or Comparative action that is an alternative to the intervention you will review (no intervention is acceptable)
• Identify an Outcome to be evaluated, one your intervention should/will address.
Next: Clearly define your search strategy
Which databases will you use?
Only published literature?
Will you include only primary studies or also reviews?
What are your search terms?
Build your Evidence Table
Suggestion: Use Dr. Abel’s format as a guide or build your own.
Select a Study Rating Quality Format
Suggestion: Use the one I’ll provide for you. (Next slide).
Search for your Evidence following your Search Strategy
Fill in your table as you review the literature.
Synthesize your results from the table in your narrative with an overall conclusion about the intervention (paper due April)

5. How do we know the evidence is any good?
Evidence can be differentiated by:
• levels - the degree to which bias is eliminated by study design
• quality - minimized bias through high standards in research methodologies
• relevance - of the research question to the patient, problem, population and setting
• strength - magnitude, precision and reproducibility of the intervention effect, including effect
size, confidence interval and P value.
(Fowler, 2010)
Compare your results to one of the existing evidence-based criteria guidelines available.
Some examples
One approach from the nursing literature with good applicability to clinical social work

6. Evaluating Levels of Evidence
Level I: Systematic Reviews of Several Controlled Studies (best evidence).
Level II: Individual Experimental Studies
RCT or multiple RCT’s
Level III
Comparison group(s) but not randomized.
Level IV: Nonexperimental designs
Descriptive, qualitative studies, post-intervention reports, correlational studies.
Cannot test cause-effect relationships.
Level V: Literature reviews, quality improvement projects; case examples or reports; utilization reports from agencies. (least evidence)