Samenvatting - Research Methods for Health Sciences (AM_1255)
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Course
Research Methods for Health Sciences (AM_1255)
Institution
Vrije Universiteit Amsterdam (VU)
Samenvatting van de lessen, Powerpoints en literatuur van het vak Research Methods voor Health Sciences.
Summary of the lectures, powerpoints and literature of the course Research Methods for Health Sciences.
Lecture 1: Research perspec8ves, research objec8ve and research ques8ons
Literature: Gray chapter 1 + 2 + 3
GOALS
• Student can iden6fy current and complex public health challenges.
• Student can explain different epistemological stances (e.g., objec6vism,
construc6vism), theore6cal perspec6ves (e.g., posi6vism, interpre6vism) and the
rela6onship between them.
• Student can define and give examples of epistemic injus6ce in health sciences.
• Student can reflect on their own posi6onality.
• Student can formulate an objec6ve and research ques6ons.
Current public health issues
• Climate crisis/environmental impact on health.
• Opioid crisis
• Making health care fairer.
• Access to medicine.
• Health care delivery in areas of conflict and crisis.
• Preparing for epidemics.
• An6-microbial resistance
• Public trust (social media misinforma6on/disinforma6on)
• Ethical and social implica6ons of new technologies.
• Data moderniza6on and privacy.
• Food insecurity and food deserts.
• Public health workforce shortage.
Are these issues complex?
Across all disciplines, at all levels, and throughout the world, health care is becoming more
complex. It is complex because of:
• Globaliza:on: the world is integrated and interdependent.
• Boundaries are not rigid, things overlap.
• People have internalized rules, these parts of the system are not visible.
• Agents within the system change.
• Systems are embedded in other systems and co-evolve.
To overcome these complex issues in Health Science we need a range of methods,
methodologies, theore6cal perspec6ves, and epistemologies. Epistemology is the study of
knowledge, in other words, it is the study of what cons6tutes valid knowledge.
Why is epistemology important?
• A knowledge of research philosophy will help the researcher to recognize which
designs will work and which will not.
• It can help clarify issues of research design especially in interdisciplinary teams.
,Rela:onship between epistemology, theore:cal perspec:ve, methodology and methods.
There are three different types of epistemology (knowledge):
1) Objec:vism
In this view we do believe there is an objec:ve reality out there. We want to find the truth
and we strive to do so objec:ve as possible.
• Objec6vism is connected to theore6cal perspec6ve posi:vism which states that there
is only one reality/truth. Reality can be measured. Knowledge can be formulated into
laws. This view has been challenged. Post-posi:vism says we can only approximate
the truth.
2) Construc:vism
Truth and meaning do not exist in some external world but are created by the subject’s
interac6ons with the world. Meaning is constructed not discovered. Subjects construct their
own meaning in different ways, even in rela6on to the same phenomenon. Construc6vism
says meaning is created, and it’s created by interac6on. Knowledge in constructed. There is
not one truth.
• Connected to theore6cal perspec6ve interpre:vism: it emphasizes understanding the
subjec6ve meanings and interpreta6ons that individuals a^ach to their experiences
and social phenomena. It suggests that people construct their own social reali6es,
influenced by their unique perspec6ves and cultural backgrounds.
3) Subjec:vism
Meaning is imposed by the subject on the subject. Subjects do construct meaning, but do so
from within collec6ve unconsciousness, from cultural and religious beliefs, etc. It suggests
that reality is subjec6ve and may vary from person to person.
• Postmodernism can be taken as an example of a theore6cal perspec6ve linked to
subjec6vism. It believes that truth and meaning are not absolute but are constructed
and context dependent. Postmodernism emphasis mul6plicity, ambiguity,
ambivalence, and fragmenta6on.
,Theore:cal perspec:ve: cri:cal inquiry
This cri6cal form of research is a meta-process of inves6ga6on, which ques6ons currently
held values and assump6ons and challenges conven6onal social structures.
When you use this perspec6ve, you don’t only want to understand the world, you also want
to change it. You want to ques6on the power of dynamics and you really want to make a
change.
Theore:cal perspec:ve: feminism
Feminism is as a theore6cal perspec6ve in research that focuses on understanding and
analyzing social phenomena through a gendered lens. It emphasizes gender analysis,
intersec:onality, cri:cal examina:on of power dynamics, empowerment, and ethical
research prac:ces. Feminist research aims to contribute to social change and is applied
across various disciplines and topics. Researchers may employ different feminist theories
based on their research goals and context.
Epistemic injus:ce
It’s the exclusion, silencing, misrepresenta6on and undervaluing certain perspec6ve in health
sciences. Health professionals have the tendency to disregards local and indigenous
knowledge and refuse to learn from people o`en deemed to be lesser.
Objec8ve and research ques8ons
You will come to a research topic by literature (theore6cal
oriented research) or problems & ques:ons of the
workplace or community seRng (prac6ce-oriented
research). You really want your knowledge cap. What is not
known in this area and what am I going to do?
Topics to avoid.
o Too big
o Too trivial (focusing that has li^le value)
o Lack of resources, materials, and people
o Unethical
,o Dependent on the comple6on of another project.
A research topic contributes to understanding and/or problem-solving has prac6cal and/or
theore6cal relevance of the research objec6ve.
From topic to objec:ve and research ques:on
• What is the broad area of research?
• What is known/done about it?
• What is not known/done about it?
• Why is it a problem?
• Research ques6ons + hypotheses.
à this is the format for an introduc6on.
Research objec:ve
Formulate research objec6ve.
o Informa6ve (indica6on of knowledge to be gathered)
o Useful (relevant according to par6es involved)
o Realis6c (likelihood of contribu6ng to solving the problem)
o Feasible (feasibility – 6me and resources)
o Clear (specify contribu6on)
The research objec6ve is .... (a).... by .... (b)...
a) External objec:ve: contribu6on of your research project to solu6on of the problem /
what results can be expected.
- Example: “We sought to understand the local factors influencing an6microbial prescribing
from the perspec6ve of health-care workers and other stakeholders to provide an in-depth
contextual apprecia6on of any changes following type-TCV roll out.”
b) Internal objec:ve: the way in which this will be done / the insights, informa6on, -
knowledge needed (very similar to your research ques6on)
- Example: “In this study we inves6gate the effect of vaccina6on on an6microbial prescribing
in children presen6ng to primary care.”
Signpos:ng
In the context of research, "signpos:ng" refers to a technique used in academic wri6ng and
presenta6ons to guide the reader or audience through the structure and flow of the research
, paper, thesis, or presenta6on. Signpos6ng helps make the research more understandable
and accessible by providing clear and explicit cues or markers that indicate the organiza6on
and direc6on of the content.
SUMMARY
• To understand and address complex problems in Health Sciences we need a range of
e.g., research methods and research methodologies.
• The four elements (e.g., epistemology, theory, methodology and methods) are always
present in a research project and they are closely related a codependent.
• In Health Sciences and this course, we will with all approaches and perspec6ves e.g.,
o Objec:vism: there is an objec6ve reality out there.
o Construc:vism: subjects construct their own meaning in different ways.
o Subjec:vism: meaning is imposed by the subject on the object.
• Exploring your own theory of knowledge and theore6cal perspec6ve is important
because it influences your choices.
• Research topic à research objec6ve à research ques6on.
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