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Creating Innovative Research Designs: The 10-Year Methodological Think Tank Case Study
Abstract
Addressing important but complex research questions often necessitates the creation of innovative mixed methods designs. This report describes an approach to developing research designs for studying important but methodologically challenging research questions.
The Methodological Think Tank has been held annually in conjunction with the Primary Care Research Methods and Statistics Conference in San Antonio since 1994. A group of 3 to 4 methodologists with expertise balanced between quantitative and qualitative backgrounds is invited by the think tank coordinators to serve on a 2-day think tank to discuss a research question selected from those submitted in response to a call for proposals. During the first half-day, these experts explore the content area with the investigator, often challenging beliefs and assumptions. During the second half-day, the think tank participants systematically prune potential approaches until a desirable research method is identified.
To date, the most recent 7 think tanks have produced fundable research designs, with 1 being funded by a K award and 4 by R01 grants. All participating investigators attributed much of their success to think tank participation. Lessons learned include (1) the importance of careful selection of participating methodologists, (2) all think tank communities of inquiry must go through 4 stages of development from pseudocommunity to community, and (3) the critical importance of listening by the investigator.
Researchers and academic departments could use this process locally to develop innovative research designs.
... Military personnel have documented the use of think tanks to explore and develop modernization initiatives and programs associated with army transformation efforts (Moore & Snell, 2015). The National Institutes of Health has promoted think tank methodology as a process for engaging experts in creative discussions about complex issues (Katerndahl & Crabtree, 2006). Used by public health researchers and practitioners, think tanks have generated new, innovative ways to study complex health issues such as smoking cessation in adolescents. ...
... Not to be confused with a brainstorming session, the think tank process is more structured and guides subject-matter experts through a series of steps (Katerndahl & Crabtree, 2006). Think tank participants are typically invited to participate based on professional experience and expertise, as well as personal characteristics such as open-mindedness, flexibility in their thinking, and ability to collaborate with others. ...
... This allows participants to engage with the prompts and share thoughts and ideas freely, without judgment or persuasion from the facilitator. Katerndahl and Crabtree (2006) stated that although the facilitator(s) "must establish and enforce ground rules, the coordinator must also allow group exploration while being capable of directing the focusing process" (p. 448). ...
The purpose of this article is to provide physical education teacher education (PETE) faculty and program directors/administrators with an introduction to stakeholder think tanks as a structured collaborative decision-making approach for conceptualizing the integration of contemporary, practice-oriented issues into university-level teacher preparation programs. To do this, the authors outline and describe a five-step process used to facilitate a think tank session with K-12 practitioners to address the implementation of program and policy advocacy within a PETE program. The five steps are: (1) explore, (2) define, (3) brainstorm, (4) share and expand, and (5) vote. The authors propose that building and strengthening partnerships with K–12 practitioners that focus on building a shared vision, fostering open and ongoing communications, and collaboratively producing knowledge can enhance the quality of teacher education programs and program graduates.
... This design enabled a highly iterative stepwise process to balance idea generation, assessment, and evaluation. 29 This design required 3 key components: (1) careful selection of SMEs, (2) a community of inquiry, and (3) critical listening by the facilitators and/or investigators. 29 A descriptive method was used to describe the phenomenon, by collecting, classifying, and analyzing the data based on expertise and a review of the literature. ...
... 29 This design required 3 key components: (1) careful selection of SMEs, (2) a community of inquiry, and (3) critical listening by the facilitators and/or investigators. 29 A descriptive method was used to describe the phenomenon, by collecting, classifying, and analyzing the data based on expertise and a review of the literature. 30 Data were generated inductively utilizing the following 6 approaches: (1) brainstorming, (2) rearranging, (3) small group discussions, (4) idea generation using Post-it notes, (5) reflections, and (6) critical thinking exercises. ...
Background:
Establishing a professional identity in nursing is integral to professional development, yet this area of inquiry remains understudied.
Purpose:
This segment of a multiphased national study measured nursing faculty's perceived level of importance regarding key components of professional identity in nursing using the newly developed Professional Identity in Nursing Survey (PINS).
Methods:
Fifty subject matter experts from nursing education, practice, and regulation utilized the DeVellis scale development process to develop the PINS over the course of 2 years. Nearly 1200 nurse educators evaluated the importance of a 34-item scale relating to professional identity in nursing.
Results:
At endorsement of 95% or greater, 28 items were found to be important components of nursing identity. Effective communication, integrity, and being trustworthy and respectful were reported as most important to nursing identity.
Conclusions:
Nurse educators identified the important items to assess professional identity in nursing. Item refinement and psychometric evaluation of the survey are the next phase of the multiphased study.
... This design enabled a highly iterative stepwise process to balance idea generation, assessment, and evaluation. 29 This design required 3 key components: (1) careful selection of SMEs, (2) a community of inquiry, and (3) critical listening by the facilitators and/or investigators. 29 A descriptive method was used to describe the phenomenon, by collecting, classifying, and analyzing the data based on expertise and a review of the literature. ...
... 29 This design required 3 key components: (1) careful selection of SMEs, (2) a community of inquiry, and (3) critical listening by the facilitators and/or investigators. 29 A descriptive method was used to describe the phenomenon, by collecting, classifying, and analyzing the data based on expertise and a review of the literature. 30 Data were generated inductively utilizing the following 6 approaches: (1) brainstorming, (2) rearranging, (3) small group discussions, (4) idea generation using Post-it notes, (5) reflections, and (6) critical thinking exercises. ...
Background:
Incivility among nursing faculty and administrators lowers morale, damages relationships, and threatens workplace health and productivity.
Purpose:
This national study examined nursing faculty and administrators' perceptions of civility and incivility in nursing education, ways to address the problem, and psychometric properties of the Workplace Incivility/Civility Survey (WICS).
Methods:
A convergent mixed-methodological study was used to conduct the study. A factor analysis and other reliability analyses were conducted on the WICS.
Results:
Respondents included 1074 faculty and administrators who identified types and frequency of incivility, severity and contributors to the problem, reasons for avoiding incivility, and strategies to improve civility. Eight themes of uncivil behaviors were garnered. The WICS was shown to be a psychometrically sound instrument to measure civility and incivility.
Conclusion:
This study reported faculty and administrators' perceptions of civility and incivility in nursing education and provided evidence-based strategies to prevent and address the problem.
... Transparency is key to accountability and fosters a sense of inclusion among stakeholders. Think tanks are a form of group interviews particularly befitted to evoke discussion on previously identified themes among several stakeholders with varied backgrounds [52,53]. This method has been shown to enable PPI in the identification of solutions to unmet needs and by providing strategic advice within a deliberate and productive multidisciplinary framework that can inspire future collective action [5]. ...
Background
Patient and public co-creation and involvement in health initiatives have been witnessing great expansion in recent years. From healthcare to research settings, collaborative approaches are becoming increasingly prevalent and diverse, especially in the field of rare diseases which faces complex challenges. Conference development and implementation, however, have been primarily guided by passive, information-sharing models. There is a need for conferences to evolve towards more inclusive, interactive, collaborative, and problem-solving platforms. Here, we aimed to report on a pioneer model, emphasizing a community partnership approach to conference co-creation that takes the World Conference on Congenital Glycosylation Disorders (CDG) as an exemplary case.
Methods
To answer the need to overcome the lack of access to high-quality information which limits CDG diagnosis, research and treatment options, the World CDG Organization has been refining a community-centric model for conference co-creation. Focusing on the 5th edition of the conference, data on stakeholders’ preferences was collected using an online survey and a poll to define the conference agenda, guide its development and select optimal dates for an all-stakeholder inclusive, relevant and participatory event.
Results
We describe the complexities of the community-centric conference co-creation model, detailing its refined methodology and the outcomes achieved. The model is grounded on a participative approach to promote people-centered research and care for CDG patients. The involvement of the public in the conference co-creation and in participatory methods allowed the generation of knowledge on community needs and preferences.
Conclusion
This paper describes a reliable, highly adaptable conference co-creation model that fosters community-building, disseminates understandable information, and serves as a borderless platform to incentivize multiple stakeholder collaborations towards CDG research and drug development. We argue this is a reproducible model that can be endorsed and more widely adopted by other disease communities and events.
... A qualitative study was undertaken deploying three think tanksa form of group interviews particularly suitable to inquire and elicit debate on previously defined topics among large and heterogeneous stakeholder groups [26,27]. A semi-structured interview guide was used in all think tanks. ...
Background
Public and patient involvement in the design of people-centred care and research is vital for communities whose needs are underserved, as are people with rare diseases. Innovations devised collectively by patients, caregivers, professionals and other members of the public can foster transformative change toward more responsive services and research. However, attempts to involve lay and professional stakeholders in devising community-framed strategies to address the unmet needs of rare diseases are lacking. In this study, we engaged with the community of Congenital Disorders of Glycosylation (CDG) to assess its needs and elicit social innovations to promote people-centred care and research. Methods
Drawing on a qualitative study, we conducted three think tanks in France with a total of 48 participants, including patients/family members (n = 18), health care professionals (n = 7), researchers (n = 7) and people combining several of these roles (n = 16). Participants came from 20 countries across five continents. They were selected from the registry of the Second World Conference on CDG through heterogeneity and simple random sampling. Inductive and deductive approaches were employed to conduct interpretational analysis using open, axial and selective coding, and the constant-comparison method to facilitate the emergence of categories and core themes. ResultsThe CDG community has unmet needs for information, quality health care, psychosocial support and representation in decision-making concerned with care and research. According to participants, these needs can be addressed through a range of social innovations, including peer-support communities, web-based information resources and a CDG expertise platform. Conclusion
This is one of the few studies to engage lay and professional experts in needs assessment and innovation for CDG at a global level. Implementing the innovations proposed by the CDG community is likely to have ethical, legal and social implications associated with the potential donation of patients’ clinical and biological material that need to be assessed and regulated with involvement from all stakeholders. To promote people-centred care for the CDG community, and increase its participation in the governance of care and research, it is necessary to create participatory spaces in which the views of people affected by CDG can be fully expressed.
... Il fait la distinction entre les réseaux de type hétérogène, qui selon lui donnent le mandat d'avoir recours à la consultation publique et de faciliter la médiation entre différents secteurs d'intérêt, et ceux de type homogène, qui se « composent d'organisations qui partagent le même point de vue »(Struyk, 2002 : 83).Grâce à la collaboration, les réseaux homogènes peuvent consolider des alliances ainsi que des ressources afin d'atteindre un objectif commun qui, de près ou de loin, touche à des questions de gouvernance et de politique gouvernementale. Appelés aussi think tanks méthodologiques(Katerndahl et Crabtree, 2006), ces réseaux de recherche homogènes se retrouvent particulièrement dans le secteur de la santé. L'objectif premier de leur démarche consiste à conceptualiser des projets de recherche novateurs capables d'attirer la faveur des organismes subventionnaires(Katerndahl et Crabtree, 2006 : 447). ...
Cet article fait etat d’une recension des ecrits effectuee pour le Consortium national de formation en sante (CNFS) autour du phenomene des laboratoires d’idees ou think tanks. Cette recension visait a identifier la forme de laboratoire d’idees en mesure de favoriser la prestation de soins de sante linguistiquement et culturellement appropries dans les communautes d’expression francaise du Canada. Les ecrits recenses font etat de l’evolution du think tank classique vers des communautes de recherche axees sur un virage pragmatique qui redefinit le savoir universitaire en fonction des besoins des usagers. Les pratiques transformatrices liees a cette democratisation du savoir innovent en raison de leurs approches systemiques et organisationnelles envers la resolution de problemes culturels.
Diante de crises ambientais, econômicas e sociais que pressionam a sociedade, se faz urgente cultivar uma visão coletiva que incentive os educadores a desenvolverem nos alunos um senso crítico e ético de responsabilidade em relação ao outro. Este ensaio-proposta faz parte de uma tese, com pesquisa qualitativa multirreferencial, sobre hospitalidade na formação de docentes no ensino superior, concluída durante a pandemia de Covid-19, cujos desdobramentos dificultaram a sua publicação. Neste texto, destacamos as conclusões desta pesquisa, explorando as relações de alteridade no âmbito de uma prática educativa fundamentada na ética da hospitalidade. Articulamos o conceito de hospitalidade acadêmica e seu reflexo em práticas educacionais, com base em revisão bibliográfica e entrevistas com docentes considerados especialistas no tema. A partir da definição de pressupostos teóricos, discorremos sobre um conjunto de variáveis, elementos-chave e proposições orientadas à uma proposta, tendo a hospitalidade como um caminho viável para preparar educadores para as pluralidades e desafios do mundo pós-moderno, como uma via promissora para a formação docente no ensino superior.
Examining the potential of applied cultural semiotics for social action within the larger paradigm of qualitative modes of enquiry, this three-part study compares top-down and bottom-up approaches to multileveled problem solving and policy making in the modern democratic society. Comparison of think tanks as intersectorial research units to alternate communities of practice and learning illustrates the pragmatic shift occurring in the definition, and redefinition, of knowledge as well as the conflicting modern and postmodern perspectives in governance issues pertaining to knowledge, political power, and cultural representation in government policy making. Common to both interpretive, qualitative and quantitative, stances lie the deeper issues of creativity and innovation in the information and communication age as the overriding finality of the knowledge industry. A summary overview of the action-research literature further demonstrates the multiple complementarities of cultural semiotics with information and knowledge management processes as well as with complex problem-solving methods and current approaches to creativity development in organizational settings. These shared methodological traits stem from the implementation of systemic approaches to culture and organizations as well as to the subsequent questioning of hypothetico-deductive models for resolving complex culture-related issues. The concept of system, common to both cultural semiotics and action-research, sets the theoretical and methodological frame for the articulation of sense-making processes between academic researchers, professional organizations, community representatives, and government decision makers.
How humans regulate eating and why regulation fails in many people is not well understood. Obesity has reached unprecedented proportions. Diabetes and heart disease are among a range of illnesses associated with excessive caloric intake and poor energy balance. A theory of food regulation is proposed within a paradigm sufficiently broad to encompass and integrate mind and body. The theory states that homeostatic eating occurs when the pleasure of eating fulfils the desire to eat. It is suggested that absent, unrecognised or misinterpreted eating sensations represent missing key afferent information in homeostatic eating such that eating is not fully pleasurable for some people. Externally oriented attention and recoded perception may account for the non-recognition of key eating sensations. The theory offers an explanation as to why so-called normal eaters may suffer from disorders ranging from coronary artery disease to autoimmune diseases. The theory predicts that relatively simple means could alleviate many such diseases and suggests how to test this prediction. If upheld, the theory could assist people to maintain their own well being and could help to prevent and treat some of the major scourges of Western society.
Mixed methods or multimethod research holds potential for rigorous, methodologically sound investigations in primary care. The objective of this study was to use criteria from the literature to evaluate 5 mixed methods studies in primary care and to advance 3 models useful for designing such investigations.
We first identified criteria from the social and behavioral sciences to analyze mixed methods studies in primary care research. We then used the criteria to evaluate 5 mixed methods investigations published in primary care research journals.
Of the 5 studies analyzed, 3 included a rationale for mixing based on the need to develop a quantitative instrument from qualitative data or to converge information to best understand the research topic. Quantitative data collection involved structured interviews, observational checklists, and chart audits that were analyzed using descriptive and inferential statistical procedures. Qualitative data consisted of semistructured interviews and field observations that were analyzed using coding to develop themes and categories. The studies showed diverse forms of priority: equal priority, qualitative priority, and quantitative priority. Data collection involved quantitative and qualitative data gathered both concurrently and sequentially. The integration of the quantitative and qualitative data in these studies occurred between data analysis from one phase and data collection from a subsequent phase, while analyzing the data, and when reporting the results.
We recommend instrument-building, triangulation, and data transformation models for mixed methods designs as useful frameworks to add rigor to investigations in primary care. We also discuss the limitations of our study and the need for future research.
Two articles in this issue focus on mixed methods or multimethod techniques, offering a tantalizing glimpse of the potential of such investigations for primary care. One provides a taxonomy of criteria and models for constructing these types of studies, whereas the other represents an example of such work. Together they help to show the power that mixed methods and multimethod research possess: they suggest, discover, and test hypotheses; they give new insights on complex phenomenon; they allow the investigator to address practice and policy issues from the point of view of both numbers and narratives; they add rigor.
BACKGROUND Mixed methods or multimethod research holds potential for rigorous, methodologically sound investigations in primary care. The objective of this study was to use criteria from the literature to evaluate 5 mixed methods studies in primary care and to advance 3 models useful for designing such investigations. METHODS We fi rst identifi ed criteria from the social and behavioral sciences to analyze mixed methods studies in primary care research. We then used the criteria to evaluate 5 mixed methods investigations published in primary care research journals. RESULTS Of the 5 studies analyzed, 3 included a rationale for mixing based on the need to develop a quantitative instrument from qualitative data or to converge information to best understand the research topic. Quantitative data collection involved structured interviews, observational checklists, and chart audits that were analyzed using descriptive and inferential statistical procedures. Qualitative data consisted of semistructured interviews and fi eld observations that were analyzed using coding to develop themes and categories. The studies showed diverse forms of priority: equal priority, qualitative priority, and quantitative priority. Data collection involved quantitative and qualitative data gathered both concurrently and sequentially. The integration of the quantitative and qualitative data in these studies occurred between data analysis from one phase and data collection from a subsequent phase, while analyzing the data, and when reporting the results. DISCUSSION We recommend instrument-building, triangulation, and data transformation models for mixed methods designs as useful frameworks to add rigor to investigations in primary care. We also discuss the limitations of our study and the need for future research.
Managing in Academics is a timely book for this period of profound change influencing health care and academic health centers. The book's purpose is to help those steering the academic health center ship navigate safely through rough seas and dangerous reefs,The book succeeds only in part, because during times of rapid change some topics lose their initial wisdom and timeliness by the time they appear in print. Fortunately, most of the contents, distributed through 20 chapters, survive present changes; however, to maintain freshness, some chapters will need frequent updating in future editions. Others may already have become victims of progress. "Computer Systems," for example, reflects a reality several years back and appears outdated.Each chapter can stand by itself. The first and last give the reader an excellent macro view of the challenges facing academic health centers. The respective authors, who are both in charge of academic health centers,
This paper examines whether the developmental process of two biomedical innovations followed either (1) an orderly periodic progression of stages or phases, (2) a random sequence of chance "blind" events, or (3) a seemingly random process of chaotic events. Various diagnostics are applied to distinguish periodic, chaotic, and random patterns in time series data on innovation development events. We find that the actions and outcomes experienced by innovation teams exhibit a chaotic pattern during the initial period of innovation development, and an orderly periodic pattern during the ending development period; however, exogenous context events exhibit a random pattern during both the beginning and ending periods of innovation development. These research findings, if substantiated in other studies, significantly alter prior views of innovation and learning processes. The two most commonly-used explanations of the innovation process, that it follows either an orderly periodic sequence of stages or a random sequence of "blind" events, are not valid where chaos is found. Chaos tells us that the innovation process consists of a nonlinear dynamical system, which is neither orderly and predictable nor stochastic and random. The findings of chaos also expand existing definitions of organizational learning. Learning in chaotic conditions can be viewed as an expanding and diverging process of discovery. Learning during more stable and periodic conditions is viewed as a narrowing and converging process of testing. Timing of transitions from chaos to periodic patterns may explain whether decision or action rationality prevails. Hence, the difference between behavioral learning theorists and cognitive learning theorists may be just a matter of time.
Healing can be both an intensely personal and a social and community event that often surprises us when it emerges from the landscape of everyday life. This observation raises at least three questions that serve as the focus for this paper's reflections about creating optimal healing places. Who are patients? What relationships and features of those relationships help patients toward healing? How do we understand and facilitate the emergence of healing over time and place? Using existing literature and our own past and current studies of patients, clinical encounters, and primary care practices, we explore each of these questions. We identify four different aspects or faces of patients: patients as human animals, patients as persons, patients as techno-consumers, and patients as patients. We highlight 10 lessons or observations about patients and their healing experiences. Key features of relational process are described, and nine interdependent relationship characteristics that appear to promote healing are discussed. The idea of healing landscapes as an emergent life space is introduced as a way of conceptualizing and further investigating these observations. A reflective action process for facilitating the emergence of healing landscapes and creating an ecology of hope is presented, and recommendations for future research are briefly shared.