Researching - The SimulaFunIst

Lon Setnik, MD FACEP, MHPE %% #moc/publish | #on/research # Research Why do I want to make this MOC? MOC Process: > - _**Cluster**_ ideas/notes together. > - Add lines between clusters (add the gaps). > - _**Chart**_ the empty spaces between clusters (map the gaps). > - _**Create**_ a new “thing” note. > - _**Create**_ a new “statement” note. > - _**Collide**_ your ideas. > - _**Clarify**_ your note titles. > - _**Connect**_ your notes. > - _**Cut up**_ a note into two. > - _**Combine**_ two notes into one. > - _**Cast aside**_ notes that are no longer relevant. > - _**Categorize**_ the notes in the MOC. _Mapping Concepts_ includes mostly creating links to other ideas. It is a higher order of note making. Creating Maps of concepts include finding the [[emergence]] and [[Convergence]]. This is an inherently [[Constructivism]] way of creating knowledge and storing ideas. It mirrors the way our brain works. It is a way of organizing and [[dealing with complexity]] [[Knowledge Value Making]] allows us to keep each note small, but to create meaning in and between each note. ```toc style: number min_depth: 2 max_depth: 6 ``` %% ## What's the big idea here? The best research goes [[beyond "did it work?"]] to describe the overarching theory, the research question, the pre-existing knowledge, the research approach, the context and what about the research process, and environment, culture, people, moment etc. interacted to get the results you got. - Consider your research portfolio to be one of your ways of projecting your [[Identity]], attempt to create a narrative that is cohesive - No individual study will change the world, and each study is noise, so try to have your impact result in high [[signal to noise]] - Unlike your career incentives, the world actually needs less research, due to the increasing volume of publications, so research should be high-quality. Get help! - Explicitly recognize the value of [[Thinking as a group vs thinking as an individual]] when working in a group. Adding another person to the research team can make you better, and exponentially makes the challenge of working as a group more difficult because of the process of planning and aligning. - Do the up front work to [[narrowing the research question]] to be useful - use a project management approach like a [[Personal Kanban]] to move your research forward - match the theoretical conceptual framework to the research question - do the thing, collect the data, analyze the data - watch for and acknowledge the [[accidental feedback]] that you get as you try to perform your research - Tell the story: [[It’s a Story, Not a Study Writing an Effective Research Paper]] - You will receive [[Feedback]] as you submit your article, watch for your [[Triggers]] that may block you from seeing the feedback ![[SixStepProcessToDevelopingAn-EducationalResearchPlan 1.pdf]] ### Creating a research portfolio - [[research as an investment portfolio]] - have lots of safe projects and a few unsafe bets, where the possible wins are outsized compared to the investment - [[Plan on your plan not going to plan]] so create [[Antifragility]] in your research career ![[CleanShot 2023-04-08 at 08.44.36.jpg]] (Lessing et al., 2021) ### Designing a study The first step in creating a useful research project is [[narrowing the research question]]. A research question should be considered part of the information flow of the world. A useful metaphor is the world of research is a busy highway, if you are entering that busy highway with your research (your car) you should be doing something useful. You should be aware of the work coming before you, and you impact the work coming after you. You are entering a conversation with the world, and you also are causing a cost to the world. In this case, the [[externalities]] are most importantly the time required for people to review or read your work, and the noise you create in the world for people who are trying to research a topic. While we want to imagine our research will be clear and easy, it's more likely to be challenging, the highway is full of traffic and it's raining or sleeting. ![[FC4804C0-A9D7-4DFC-B3F0-E4E11C30121F_1_105_c.jpeg]] #### Step 1: The research Question: ![[narrowing the research question]] #### Creating the Gap: ![[Literature Review Process]] #### Step 2: The research design Cohesion in the story of the study is a key, meaning a goal of research process is to align the type of study with the fundamental theories at play as well as the [[scientific paradigm. If starting with a theory that you are hoping to collect evidence to support or refute or clarify, this is a deductive process that implies quantitative research generally conducted with a post-positivist philosophic approach. The table below describes the order of research from left to right, top row is Quantitative and bottom row is qualitative | Deductive | Select Theory | Describe independent variables | Acknowledge Intermediating Variables | Collect Data about Dependent Variables | | | | --------- | ---------------------------- | ------------------------------------ | ------------------------------------ | -------------------------------------- | --- | --- | | Inductive | Identify Dependent variables | Acknowledge indermediating variables | Collect data from Independent Variables | Develop theory | | | ![[CleanShot 2023-02-24 at 11.30.09.jpg]] As a concrete example, while it is easy to measure the commute time and breakfast time of a professional working mother, those data would be ineffective at measuring the _experience_ of being a working mother. They may be useful to test the theory that an intervention to reduce the commute time increases the breakfast time and a happiness score of parenting in the morning. Alternatively, one could collect data about the working mothers morning routines and their experiences getting ready for work and school and have a theory emerge about contributors to experiencing mornings as a working mother. Generally, the scientific philosophies at play are on a spectrum from directly and objectively measurable [[positivism]] philosophy, to incorporating the researchers [[cognitive biases]] in [[post-positivist]], to the experiential [[Constructivism]], as basic starting points of research philosophies. | philosophy | positivist | post-positivist | constructivist | | ------------------- | -------------------------------------------------- | ----------------------------------------------------- | ---------------------------------------------- | | world view | unbiased & measurable | measurable and impacted by the researcher's bias | experiented uniquely by the human participants | | data | objective | objective within the bias of the researcher | descriptive | | output | quantitative | quantitative with room for qualitative, or vice-versa | qualitative | | typical study types | randomized controlled trials, before-after studies | mixed-methods | phenomenology, grounded theory | | reasoning | Deductive | Inductive informs deductive (Exploratory Sequential), Deductive informs inductive (Explanatory Sequential), or Collect Deductive and Inductive and mix (Convergent) | Inductive | [[mixed-methods research]] combines these philosophies in order to create a more wholistic result. The power of mixed-methods is in the mixing, not just collecting several data types, but trying to understand the relationship or interactions between the data types and theories at play. ![[CleanShot 2023-02-24 at 11.53.00.jpg]] There is a quality crisis in research (Ioannidis, 2005)! Most of the "highest quality" research is at least wrong (Ioannidis, 2016): See this graphic about systematic reviews: ![[CleanShot 2023-02-16 at 09.46.10.jpg]] A key problem in research is the difficulty of getting useful data, the so called "garbage in-garbage out" phenomenon. Which is why crafting a valuable research question, and aligning the research conceptual theoretical framework to that question, with resourcing the time and energy to answer it well will be the key to your research being useful to the world. Research is a moment for servant leadership, asking "how will I contribute to the world?" as the key question, not how will this help my career, organization, product, etc. **Quality** is defined by the type of research ![[Frambach et al. 2013.pdf]] #### 3. What is the best research method? The one congruent with your research question For a deep dive on this topic read the AMEE guide: [Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II](https://www.tandfonline.com/doi/full/10.3109/0142159X.2014.915297) ![[The Research Compass]] ![[CleanShot 2022-08-02 at 19.55.41.jpg]] (Creswell & Poth, 2018) ##### Key Point: ![[theory and study are in a dialogue to inform one another]] #### Step 4: Writing your research - Write your methods as you go along, this will reduce your work bolus and help you understand what you are doing and why - Choose a publication and type of article submission - [[It’s a Story, Not a Study Writing an Effective Research Paper]] - tell your story within the constraints of the article type - Use a [[Personal Kanban]] or other system to [[Make Work Visible]] so you can check weekly on what you are waiting for to move your project forward - Submit your article in parts - to good editor friends. [[short assignments and bad first drafts]] will allow you actually create a paper that can be submitted - Manage versions with a system including date, title, who edited, and version number (2023-02-11 Research title V6 MJ) - Submit and wait for the response - Be happy with the feedback, it's a chance to learn how to do this better, this is a moment for Growth [[Mindset]] - Use this the way you would use any feedback %% ## Unrequited notes (by link) _update when creating MOC to point to this note_ These notes point directly to this note. But this note doesn't point back. ```dataview table file.mtime.year + "-" + file.mtime.month + "-" + file.mtime.day as Modified from [[Researching]] and !outgoing([[Researching]]) sort file.mtime desc ``` ## Associated notes (by tag) _Update when creating MOC to point to this tag_ These notes have this associated tag: `#on/research`. ```dataview table file.mtime.year + "-" + file.mtime.month + "-" + file.mtime.day as Modified from #on/research and !outgoing([[Researching]]) sort file.mtime desc ``` %% ## Sources: Creswell, J. W., & Poth, C. N. (2018). _Qualitative inquiry & research design: Choosing among five approaches_ (Fourth edition). SAGE. Frambach, J. M., van der Vleuten, C. P., & Durning, S. J. (2013). AM Last Page: Quality Criteria in Qualitative and Quantitative Research. Academic Medicine, 88(4), 552. https://doi.org/10.1097/ACM.0b013e31828abf7f Lessing, J. N., Mark, N. M., & Pierce, R. G. (2021). How to Get More Juice From Each Squeeze: Maximizing Outputs From Academic Efforts. _Academic Medicine_, _Publish Ahead of Print_. [https://doi.org/10.1097/ACM.0000000000004438](https://doi.org/10.1097/ACM.0000000000004438) Ioannidis, J. P. A. (2016). The Mass Production of Redundant, Misleading, and Conflicted Systematic Reviews and Meta-analyses: Mass Production of Systematic Reviews and Meta-analyses. _The Milbank Quarterly_, _94_(3), 485–514. [https://doi.org/10.1111/1468-0009.12210](https://doi.org/10.1111/1468-0009.12210) Ioannidis, J. P. A. (2005). Why Most Published Research Findings Are False. _PLoS Medicine_, _2_(8), e124. [https://doi.org/10.1371/journal.pmed.0020124](https://doi.org/10.1371/journal.pmed.0020124) Tavakol, M., & Sandars, J. (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. _Medical Teacher_, _36_(10), 838–848. [https://doi.org/10.3109/0142159X.2014.915297](https://doi.org/10.3109/0142159X.2014.915297)