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Objectives After completing this module you will be able to:
Assigned Readings Green, L.W. & Glasgow, R.E. (2006). Evaluating the relevance, generalization and applicability of research: Issues in external validation and translation methodology. Evaluation & the Health Professions 29(1), 126-153. Available through the UF library system and on e-reserve. Recommended Readings There is an assignment due August 29 for all masters students. It is optional for doctoral students, but I recommend you complete it if you are not thoroughly familiar with using scientific research reports. If you will complete the assignment, I encourage you to consult the readings listed below. They will be helpful. Locke, L.F., Silverman, S.J. & Spirduso, W.W. (2004). Ch. 4 - How to select and read research reports. In Reading & Understanding Research, 2nd Ed., p. 59-76. e-reserve Pyrzcak, F. (2005). Ch. 1 --
Background for Evaluating Research Reports. In Evaluating Research
in Academic Journals, 3rd Ed., pp. 1-11. e-reserve Advance Preparation 1. Examine the course syllabus before class. Do NOT just skim through it. Examine it. 2. Write down two questions that deal with something you cannot understand or could not find in the syllabus. Put each question on a separate piece of paper. Do NOT put your name on the papers. Bring both questions to class with you. 2. Bring an easily portable piece of artwork that you find beautiful to class to share -- like a picture or small sculpture. 3. Use the Week 1 Learning Guide: Introduction to Key Concepts to prepare for class. The learning guides contain three kinds of questions that you need to be able to answer about each topic we cover in this course. 1. There are questions based on the required readings. Review these questions before you complete the required readings. They questions will help you understand what I want you to get from the readings and spend your time more effectively. I am not asking you to memorize or be able to repeat or explain every statement or concept in most of these readings. I selected them because they provide good discussions of major concepts or ideas. The questions in the learning guides will direct your attention to these concepts and thereby help you know what you can "skim over" sections of the readings and when you need to pay close attention and be sure that you fully understand what the author is saying. You should be able to answer most of these questions before you come to class. 2. There are questions, based on our class activities, that you should be able to answer after the class. You may want to look at these before class to get an idea of what we want to cover. Do review them after class to make sure that you captured the key concepts we cover. 3. There are extension questions, based on both readings and class activities, that give you an opportunity to extend your depth of understanding of key concepts and think about how to use what you have learned both in this course and in your professional life. For example, there is a question that deals with the relationships between external validity and sampling in the learning guide for this week. If you look at assignments 3, 5 and 6, you will see that sampling is an important part of each of those assignments. If you can answer the question in this week's learning guide, you can be reasonably confident that you have captured some of the key concepts needed to respond to those assignments and, more important, know what to consider when you use sampling in your professional work. |
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Other Readings The Green & Glasgow article provides many references dealing with the issue of the relationship between internal and external validity. These are core, critical concepts in research design and you will deal with them all semester. Use the references in Green & Glasgow to start building your expertise. I expect you to extend your use of the research design literature beyond assigned readings (see syllabus, including sharing materials, class preparation and the evaluation criteria for assignments 3-6 in particular). You should learn to pursue the lilterature trail yourself by finding the articles that authors reference and conducting quick literature searches for key research design topics. Here are a few references that I thought would be useful to you. Some are from Green & Glasgow and some are references I found myself. When you complete assignments, refer to some of these. They will help you answer the questions. You could also complete the Sharing Materials form for one of these articles. Antikainen, L. & Ellis, R. (2011). A RE-AIM evaluation of theory-based physical activity interventions. Journal of Sport & Exercise Psychology 33(2), 198-214. Bellg, A.J., Borrelli, B., Resnick, B., Hecht, J., Minicucci, D.S. et al. (2004). Enhancing treatment fidelity in health behavior change studies: Best practices and recommendations from the NIH Behavior Change Consortium. Health Psychology 23(5), 443-451. Dzewaltowski, D.A., Estabrooks, P. & Glasgow, R.E. (2004). The future of physical activity behavior change research: What is needed to improve translation of research into health promotion practice? Exercise & Sport Sciences Review 32(2), 57-63. Gabriele, J.M., Dubbert, P.M. & Reeves, R.R. (2009). Efficacy of behavioural interventions in managing atypical antipsychotic weight gain. Obesity Reviews 10(4), 442-455. Glasgow, R.E., Lichtenstein, E. & Marcus, A.C. (2003). Why don't we see more translation of health promotion research to practice? Rethinking the efficacy to effectiveness transition. American Journal of Public Health 93(8), 1261-1267. Gonzalez Castro, F., Barrera, M., Jr. & Martinez, C.R., Jr. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention Science 5(1), 41-45. Hidecker, M.J.C., Jones, R.S. & Imig, D.R. (2009). Using family paradigms to improve evidence-based practice. Journal of Speech-Language Pathology 18(3), 212-221. King, D.K., Glasgow, R.E. &Leeman-Castillo, B. (2010). Reaiming RE-AIM: Using the model to plan, implement, and evaluate the effects of environmental change approaches to enhancing population health. American Journal of Public Health 100(11), 2076-2084. Klesges, L.M., Estabrooks, P.A., Dzewaltowski, D.A., Bull, S.S. & Glasgow, R.E. (2005). Beginning with the applicatin in mind: Designing and planning health behavior change interventions to enhance dissemination. Annals of Behavioral Medicine 29 (Supplement), 66S-75S. Kretlow, A.G. & Blatz, S.L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children 43(5), 8-19. Maule, C.O., Moyer, C.A. & Lovato, C.Y. (2003). Application of a better practices framework to review youth tobacco use cessation. American Journal of Health Behavior 27(2S), S132-S143. McCallion, P. & Ferretti, L.A. (2010). Social work and aging: The challenges for evidence-based practice. Generations 34(1), 66-71. Orleans, C.T. (2000). Promoting the maintenance of health behavior change: Recommendations for the next generation of research and practice. Health Psychology 19(1 Suppl), 76-83. Roberts, M. (2010). What is "evidence-based practice" in geography education? International Research in Geographical & Environmental Education. 19(2), 91-95. Stuart, C., Sanders, L., Gurevich, M. & Fulton, R. (2011). Evidence-based practice in group care: The effects of policy, research and organizational practices. Child Welfare 90(1), 93-113. VanAcker, R., de Bourdeaudhuij, I., de Cocker, K., Klesges, L.M. & Cardon, G. (2011). The impact of disseminating the whole-community project "10,000 Steps": a RE-AIM analysis. BioMed Central (BMC)Public Health 11(1), 1-11. Viadro, C.I. (2004). Taking stock of WISEWOMAN. Journal of Women's Health 13(5), 480-484. |