Basics of Survey & Scale Design

1. Basics of Survey & Scale Design Chan Kulatunga-Moruzi, PhD Department of Family Medicine McMaster University

2. Agenda Presentation: • Overview of scales and surveys Survey and scale - similarities Survey and scale – differences • Guidelines to scale and survey construction Group work: • Identify common mistakes in survey questions

3. Surveys & Scale: Similarities • Tools of research • Usually ask a series of questions • Gather data pertaining to central construct • May contain sub-constructs Survey: Construct- Perception of PAs Scale: Construct - Professional Burnout

4. Surveys & Scale: Similarities • Often use rating scales Likert-type, semantic differential • Often self-administered • Often based on self-report • Similar issues/problems Social desirability bias – jeopardize validity

5. Scale: Description • Also known as an index or inventory • Responses: categorical, more likely rating scale* • Combine an individual’s data to one meaningful number (interval level)** • Eating Disorders Inventory • Quality of Life Index • Minnesota Multiphasic Personality Inventory • Suicidal Ideation Scale

6. Scale: Function • Used to describe a population/construct • Overall scores or sub-scores used to make • Inferences • Identify, describe and compare • Make decisions (e.g. treatment) • Further research

7. Scale: Construction • Knowledge of construct Depression: symptoms DSM, ICD-9, differentials • Knowledge of psychometrics Reliability: test-retest, internal consistency, discrimination Validity: construct, external (concurrent/predictive) Reliability sets upper limit of validity

8. Scale: Construction • Research to find existing measurement scale(s) • Use previously validated scale • Amend previously validated scale to suit your needs

9. Survey: Description • Response format: mixture preferred Rating scale - Likert/semantic differential Multiple choice-categorical Rank order Open-ended • Do not combine individual’s data to produce one meaningful number

10. Survey: Function • Often used simply to describe a population • Used to inform policy /administration, • Used for program evaluation • Individual questions may be used to make inferences, compare cohorts/populations

11. Survey: Construction • Requires some knowledge of construct • May be exploratory to learn about the construct • Reliability & Validity assumed: • by securing representative sample • by asking well written questions • by using well constructed response options • by sound analyses

12. Survey & Scale Development • Broad general topic • Narrow down focus - Identify research question(s) - Operationalize/define concepts • Objective: What is it that you want to know? • Can you state your objective clearly and succinctly? • What information is necessary to meet objective? • Start with the end in mind

13. Survey & Scale Development • Each question addresses research question • Each question relevant to objectives • Limited time/Survey fatigue • Anticipate results you might receive • Think about how you might analyze data • Will help to construct better questions • Will help use best questions formats

14. Survey & Scale Development • Keep your respondents in mind • Who will complete your survey? representative sample • Respondents able to understand the question? • Respondents able to answer the question? • How can you make it easy to complete? • Are questions relevant to all respondents?

15. Question Design: “BOSS” Be BRIEF • Keep questions short and to the point • Avoid long list of response alternatives to choose from or to rank order • Take time to edit meaning visual clutter

16. Question Design: “BOSS” Be OBJECTIVE • Ensure questions are neutral Avoid leading questions Avoid built in assumptions Avoid loaded questions • Be cognizant of the possible impact of words chosen and question phrasing/framing

17. Question Design: “BOSS” Be Simple • Use simple language • Avoid jargon and technical terminology • Avoid double-barrel questions

18. Question Design: “BOSS” Be Specific • Avoid broad questions • May be interpreted differently by respondents • May need to define/specify what you mean

19. Group Work: 4 Cases • Identify any problems you see with the item • Re-write the items to address problems. • Pay attention to stem & response options. • Is there a better way to ask the question to meet the objectives of the research?

20. Case 1: Age Stem provides no context for the question a. To which age category do you belong? (nominal level) b. How old are you? (interval level) What is your date of birth? • Easy to fill, increase response rate, personal question • Enable better analysis, option to group later

21. Case 1: Age Problems with response options: • inconsistent - words/hyphens • not exhaustive – older/younger students • not exclusive – 16 included in 2 options • intervals not equal - 3 vs. 4 years

22. Case 2: Communication Skills • Language used in the question Vague, wordy, jargon/too advanced • Leading question • Researcher assumptions “metamorphosized over the duration of…” • Expects students are able to remember and accurately report back from the beginning

23. Case 2: Communication Skills • How might the researcher better meet his objectives? • Student rate his/her communication skills after each patient encounter through out year • SP rate students’ communication skills after each patient encounter though out year • Video tape students throughout the year, ask blinded expert to rate communication skills

24. Case 3: Engagement & Learning Outcomes • Vague stem Which of these activities do you engage in? What do we mean by engage in? • Dichotomous response options (yes/no) Reduce variability, reliability, validity • Scaled response (5-7 pts) increase variability, reliability, validity

25. Case 3: Engagement & Learning Outcomes • Inconsistent pronouns (you/I) • Double barreled questions (class & office hrs) • Improper punctuation (?)

26. Case 4: Diversity & Barriers to Higher Ed • Loaded question • Researcher’s assumptions • Leading question • Double barreled question • Response options (odd vs. even number)