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One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

Cite this chapter

You have full access to this open access chapter

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

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Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

You have full access to this open access chapter,  Download chapter PDF

Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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15 Steps to Good Research

• Define and articulate a research question (formulate a research hypothesis). How to Write a Thesis Statement (Indiana University)
• Identify possible sources of information in many types and formats. Georgetown University Library's Research & Course Guides
• Judge the scope of the project.
• Reevaluate the research question based on the nature and extent of information available and the parameters of the research project.
• Select the most appropriate investigative methods (surveys, interviews, experiments) and research tools (periodical indexes, databases, websites).
• Plan the research project. Writing Anxiety (UNC-Chapel Hill) Strategies for Academic Writing (SUNY Empire State College)
• Retrieve information using a variety of methods (draw on a repertoire of skills).
• Refine the search strategy as necessary.
• Write and organize useful notes and keep track of sources. Taking Notes from Research Reading (University of Toronto) Use a citation manager: Zotero or Refworks
• Evaluate sources using appropriate criteria. Evaluating Internet Sources
• Synthesize, analyze and integrate information sources and prior knowledge. Georgetown University Writing Center
• Revise hypothesis as necessary.
• Use information effectively for a specific purpose.
• Understand such issues as plagiarism, ownership of information (implications of copyright to some extent), and costs of information. Georgetown University Honor Council Copyright Basics (Purdue University) How to Recognize Plagiarism: Tutorials and Tests from Indiana University
• Cite properly and give credit for sources of ideas. MLA Bibliographic Form (7th edition, 2009) MLA Bibliographic Form (8th edition, 2016) Turabian Bibliographic Form: Footnote/Endnote Turabian Bibliographic Form: Parenthetical Reference Use a citation manager: Zotero or Refworks

Adapted from the Association of Colleges and Research Libraries "Objectives for Information Literacy Instruction" , which are more complete and include outcomes. See also the broader "Information Literacy Competency Standards for Higher Education."

2.1 Why Is Research Important?

Learning objectives.

By the end of this section, you will be able to:

• Explain how scientific research addresses questions about behavior
• Discuss how scientific research guides public policy
• Appreciate how scientific research can be important in making personal decisions

Scientific research is a critical tool for successfully navigating our complex world. Without it, we would be forced to rely solely on intuition, other people’s authority, and blind luck. While many of us feel confident in our abilities to decipher and interact with the world around us, history is filled with examples of how very wrong we can be when we fail to recognize the need for evidence in supporting claims. At various times in history, we would have been certain that the sun revolved around a flat earth, that the earth’s continents did not move, and that mental illness was caused by possession ( Figure 2.2 ). It is through systematic scientific research that we divest ourselves of our preconceived notions and superstitions and gain an objective understanding of ourselves and our world.

The goal of all scientists is to better understand the world around them. Psychologists focus their attention on understanding behavior, as well as the cognitive (mental) and physiological (body) processes that underlie behavior. In contrast to other methods that people use to understand the behavior of others, such as intuition and personal experience, the hallmark of scientific research is that there is evidence to support a claim. Scientific knowledge is empirical : It is grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing.

While behavior is observable, the mind is not. If someone is crying, we can see behavior. However, the reason for the behavior is more difficult to determine. Is the person crying due to being sad, in pain, or happy? Sometimes we can learn the reason for someone’s behavior by simply asking a question, like “Why are you crying?” However, there are situations in which an individual is either uncomfortable or unwilling to answer the question honestly, or is incapable of answering. For example, infants would not be able to explain why they are crying. In such circumstances, the psychologist must be creative in finding ways to better understand behavior. This chapter explores how scientific knowledge is generated, and how important that knowledge is in forming decisions in our personal lives and in the public domain.

Use of Research Information

Trying to determine which theories are and are not accepted by the scientific community can be difficult, especially in an area of research as broad as psychology. More than ever before, we have an incredible amount of information at our fingertips, and a simple internet search on any given research topic might result in a number of contradictory studies. In these cases, we are witnessing the scientific community going through the process of reaching a consensus, and it could be quite some time before a consensus emerges. For example, the explosion in our use of technology has led researchers to question whether this ultimately helps or hinders us. The use and implementation of technology in educational settings has become widespread over the last few decades. Researchers are coming to different conclusions regarding the use of technology. To illustrate this point, a study investigating a smartphone app targeting surgery residents (graduate students in surgery training) found that the use of this app can increase student engagement and raise test scores (Shaw & Tan, 2015). Conversely, another study found that the use of technology in undergraduate student populations had negative impacts on sleep, communication, and time management skills (Massimini & Peterson, 2009). Until sufficient amounts of research have been conducted, there will be no clear consensus on the effects that technology has on a student's acquisition of knowledge, study skills, and mental health.

In the meantime, we should strive to think critically about the information we encounter by exercising a degree of healthy skepticism. When someone makes a claim, we should examine the claim from a number of different perspectives: what is the expertise of the person making the claim, what might they gain if the claim is valid, does the claim seem justified given the evidence, and what do other researchers think of the claim? This is especially important when we consider how much information in advertising campaigns and on the internet claims to be based on “scientific evidence” when in actuality it is a belief or perspective of just a few individuals trying to sell a product or draw attention to their perspectives.

We should be informed consumers of the information made available to us because decisions based on this information have significant consequences. One such consequence can be seen in politics and public policy. Imagine that you have been elected as the governor of your state. One of your responsibilities is to manage the state budget and determine how to best spend your constituents’ tax dollars. As the new governor, you need to decide whether to continue funding early intervention programs. These programs are designed to help children who come from low-income backgrounds, have special needs, or face other disadvantages. These programs may involve providing a wide variety of services to maximize the children's development and position them for optimal levels of success in school and later in life (Blann, 2005). While such programs sound appealing, you would want to be sure that they also proved effective before investing additional money in these programs. Fortunately, psychologists and other scientists have conducted vast amounts of research on such programs and, in general, the programs are found to be effective (Neil & Christensen, 2009; Peters-Scheffer, Didden, Korzilius, & Sturmey, 2011). While not all programs are equally effective, and the short-term effects of many such programs are more pronounced, there is reason to believe that many of these programs produce long-term benefits for participants (Barnett, 2011). If you are committed to being a good steward of taxpayer money, you would want to look at research. Which programs are most effective? What characteristics of these programs make them effective? Which programs promote the best outcomes? After examining the research, you would be best equipped to make decisions about which programs to fund.

Link to Learning

Watch this video about early childhood program effectiveness to learn how scientists evaluate effectiveness and how best to invest money into programs that are most effective.

Ultimately, it is not just politicians who can benefit from using research in guiding their decisions. We all might look to research from time to time when making decisions in our lives. Imagine that your sister, Maria, expresses concern about her two-year-old child, Umberto. Umberto does not speak as much or as clearly as the other children in his daycare or others in the family. Umberto's pediatrician undertakes some screening and recommends an evaluation by a speech pathologist, but does not refer Maria to any other specialists. Maria is concerned that Umberto's speech delays are signs of a developmental disorder, but Umberto's pediatrician does not; she sees indications of differences in Umberto's jaw and facial muscles. Hearing this, you do some internet searches, but you are overwhelmed by the breadth of information and the wide array of sources. You see blog posts, top-ten lists, advertisements from healthcare providers, and recommendations from several advocacy organizations. Why are there so many sites? Which are based in research, and which are not?

In the end, research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

NOTABLE RESEARCHERS

Psychological research has a long history involving important figures from diverse backgrounds. While the introductory chapter discussed several researchers who made significant contributions to the discipline, there are many more individuals who deserve attention in considering how psychology has advanced as a science through their work ( Figure 2.3 ). For instance, Margaret Floy Washburn (1871–1939) was the first woman to earn a PhD in psychology. Her research focused on animal behavior and cognition (Margaret Floy Washburn, PhD, n.d.). Mary Whiton Calkins (1863–1930) was a preeminent first-generation American psychologist who opposed the behaviorist movement, conducted significant research into memory, and established one of the earliest experimental psychology labs in the United States (Mary Whiton Calkins, n.d.).

Francis Sumner (1895–1954) was the first African American to receive a PhD in psychology in 1920. His dissertation focused on issues related to psychoanalysis. Sumner also had research interests in racial bias and educational justice. Sumner was one of the founders of Howard University’s department of psychology, and because of his accomplishments, he is sometimes referred to as the “Father of Black Psychology.” Thirteen years later, Inez Beverly Prosser (1895–1934) became the first African American woman to receive a PhD in psychology. Prosser’s research highlighted issues related to education in segregated versus integrated schools, and ultimately, her work was very influential in the hallmark Brown v. Board of Education Supreme Court ruling that segregation of public schools was unconstitutional (Ethnicity and Health in America Series: Featured Psychologists, n.d.).

Although the establishment of psychology’s scientific roots occurred first in Europe and the United States, it did not take much time until researchers from around the world began to establish their own laboratories and research programs. For example, some of the first experimental psychology laboratories in South America were founded by Horatio Piñero (1869–1919) at two institutions in Buenos Aires, Argentina (Godoy & Brussino, 2010). In India, Gunamudian David Boaz (1908–1965) and Narendra Nath Sen Gupta (1889–1944) established the first independent departments of psychology at the University of Madras and the University of Calcutta, respectively. These developments provided an opportunity for Indian researchers to make important contributions to the field (Gunamudian David Boaz, n.d.; Narendra Nath Sen Gupta, n.d.).

When the American Psychological Association (APA) was first founded in 1892, all of the members were White males (Women and Minorities in Psychology, n.d.). However, by 1905, Mary Whiton Calkins was elected as the first female president of the APA, and by 1946, nearly one-quarter of American psychologists were female. Psychology became a popular degree option for students enrolled in the nation’s historically Black higher education institutions, increasing the number of Black Americans who went on to become psychologists. Given demographic shifts occurring in the United States and increased access to higher educational opportunities among historically underrepresented populations, there is reason to hope that the diversity of the field will increasingly match the larger population, and that the research contributions made by the psychologists of the future will better serve people of all backgrounds (Women and Minorities in Psychology, n.d.).

The Process of Scientific Research

Scientific knowledge is advanced through a process known as the scientific method . Basically, ideas (in the form of theories and hypotheses) are tested against the real world (in the form of empirical observations), and those empirical observations lead to more ideas that are tested against the real world, and so on. In this sense, the scientific process is circular. The types of reasoning within the circle are called deductive and inductive. In deductive reasoning , ideas are tested in the real world; in inductive reasoning , real-world observations lead to new ideas ( Figure 2.4 ). These processes are inseparable, like inhaling and exhaling, but different research approaches place different emphasis on the deductive and inductive aspects.

In the scientific context, deductive reasoning begins with a generalization—one hypothesis—that is then used to reach logical conclusions about the real world. If the hypothesis is correct, then the logical conclusions reached through deductive reasoning should also be correct. A deductive reasoning argument might go something like this: All living things require energy to survive (this would be your hypothesis). Ducks are living things. Therefore, ducks require energy to survive (logical conclusion). In this example, the hypothesis is correct; therefore, the conclusion is correct as well. Sometimes, however, an incorrect hypothesis may lead to a logical but incorrect conclusion. Consider this argument: all ducks are born with the ability to see. Quackers is a duck. Therefore, Quackers was born with the ability to see. Scientists use deductive reasoning to empirically test their hypotheses. Returning to the example of the ducks, researchers might design a study to test the hypothesis that if all living things require energy to survive, then ducks will be found to require energy to survive.

Deductive reasoning starts with a generalization that is tested against real-world observations; however, inductive reasoning moves in the opposite direction. Inductive reasoning uses empirical observations to construct broad generalizations. Unlike deductive reasoning, conclusions drawn from inductive reasoning may or may not be correct, regardless of the observations on which they are based. For instance, you may notice that your favorite fruits—apples, bananas, and oranges—all grow on trees; therefore, you assume that all fruit must grow on trees. This would be an example of inductive reasoning, and, clearly, the existence of strawberries, blueberries, and kiwi demonstrate that this generalization is not correct despite it being based on a number of direct observations. Scientists use inductive reasoning to formulate theories, which in turn generate hypotheses that are tested with deductive reasoning. In the end, science involves both deductive and inductive processes.

For example, case studies, which you will read about in the next section, are heavily weighted on the side of empirical observations. Thus, case studies are closely associated with inductive processes as researchers gather massive amounts of observations and seek interesting patterns (new ideas) in the data. Experimental research, on the other hand, puts great emphasis on deductive reasoning.

We’ve stated that theories and hypotheses are ideas, but what sort of ideas are they, exactly? A theory is a well-developed set of ideas that propose an explanation for observed phenomena. Theories are repeatedly checked against the world, but they tend to be too complex to be tested all at once; instead, researchers create hypotheses to test specific aspects of a theory.

A hypothesis is a testable prediction about how the world will behave if our idea is correct, and it is often worded as an if-then statement (e.g., if I study all night, I will get a passing grade on the test). The hypothesis is extremely important because it bridges the gap between the realm of ideas and the real world. As specific hypotheses are tested, theories are modified and refined to reflect and incorporate the result of these tests Figure 2.5 .

To see how this process works, let’s consider a specific theory and a hypothesis that might be generated from that theory. As you’ll learn in a later chapter, the James-Lange theory of emotion asserts that emotional experience relies on the physiological arousal associated with the emotional state. If you walked out of your home and discovered a very aggressive snake waiting on your doorstep, your heart would begin to race and your stomach churn. According to the James-Lange theory, these physiological changes would result in your feeling of fear. A hypothesis that could be derived from this theory might be that a person who is unaware of the physiological arousal that the sight of the snake elicits will not feel fear.

A scientific hypothesis is also falsifiable , or capable of being shown to be incorrect. Recall from the introductory chapter that Sigmund Freud had lots of interesting ideas to explain various human behaviors ( Figure 2.6 ). However, a major criticism of Freud’s theories is that many of his ideas are not falsifiable; for example, it is impossible to imagine empirical observations that would disprove the existence of the id, the ego, and the superego—the three elements of personality described in Freud’s theories. Despite this, Freud’s theories are widely taught in introductory psychology texts because of their historical significance for personality psychology and psychotherapy, and these remain the root of all modern forms of therapy.

In contrast, the James-Lange theory does generate falsifiable hypotheses, such as the one described above. Some individuals who suffer significant injuries to their spinal columns are unable to feel the bodily changes that often accompany emotional experiences. Therefore, we could test the hypothesis by determining how emotional experiences differ between individuals who have the ability to detect these changes in their physiological arousal and those who do not. In fact, this research has been conducted and while the emotional experiences of people deprived of an awareness of their physiological arousal may be less intense, they still experience emotion (Chwalisz, Diener, & Gallagher, 1988).

Scientific research’s dependence on falsifiability allows for great confidence in the information that it produces. Typically, by the time information is accepted by the scientific community, it has been tested repeatedly.

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What is Research: Definition, Methods, Types & Examples

The search for knowledge is closely linked to the object of study; that is, to the reconstruction of the facts that will provide an explanation to an observed event and that at first sight can be considered as a problem. It is very human to seek answers and satisfy our curiosity. Let’s talk about research.

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

Research is the careful consideration of study regarding a particular concern or research problem using scientific methods. According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”

Inductive methods analyze an observed event, while deductive methods verify the observed event. Inductive approaches are associated with qualitative research , and deductive methods are more commonly associated with quantitative analysis .

Research is conducted with a purpose to:

• Identify potential and new customers
• Understand existing customers
• Set pragmatic goals
• Develop productive market strategies
• Address business challenges
• Put together a business expansion plan
• Identify new business opportunities
• Good research follows a systematic approach to capture accurate data. Researchers need to practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated with it.
• It creates a path for generating new questions. Existing data helps create more research opportunities.
• It is analytical and uses all the available data so that there is no ambiguity in inference.
• Accuracy is one of the most critical aspects of research. The information must be accurate and correct. For example, laboratories provide a controlled environment to collect data. Accuracy is measured in the instruments used, the calibrations of instruments or tools, and the experiment’s final result.

What is the purpose of research?

There are three main purposes:

• Exploratory: As the name suggests, researchers conduct exploratory studies to explore a group of questions. The answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to handle new problem areas that haven’t been explored before. This exploratory data analysis process lays the foundation for more conclusive data collection and analysis.

LEARN ABOUT: Descriptive Analysis

• Descriptive: It focuses on expanding knowledge on current issues through a process of data collection. Descriptive research describe the behavior of a sample population. Only one variable is required to conduct the study. The three primary purposes of descriptive studies are describing, explaining, and validating the findings. For example, a study conducted to know if top-level management leaders in the 21st century possess the moral right to receive a considerable sum of money from the company profit.

LEARN ABOUT: Best Data Collection Tools

• Explanatory: Causal research or explanatory research is conducted to understand the impact of specific changes in existing standard procedures. Running experiments is the most popular form. For example, a study that is conducted to understand the effect of rebranding on customer loyalty.

Here is a comparative analysis chart for a better understanding:

It begins by asking the right questions and choosing an appropriate method to investigate the problem. After collecting answers to your questions, you can analyze the findings or observations to draw reasonable conclusions.

When it comes to customers and market studies, the more thorough your questions, the better the analysis. You get essential insights into brand perception and product needs by thoroughly collecting customer data through surveys and questionnaires . You can use this data to make smart decisions about your marketing strategies to position your business effectively.

To make sense of your study and get insights faster, it helps to use a research repository as a single source of truth in your organization and manage your research data in one centralized data repository .

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

Qualitative research is a method that collects data using conversational methods, usually open-ended questions . The responses collected are essentially non-numerical. This method helps a researcher understand what participants think and why they think in a particular way.

Types of qualitative methods include:

• One-to-one Interview
• Focus Groups
• Ethnographic studies
• Text Analysis

Quantitative methods deal with numbers and measurable forms . It uses a systematic way of investigating events or data. It answers questions to justify relationships with measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

Remember, it is only valuable and useful when it is valid, accurate, and reliable. Incorrect results can lead to customer churn and a decrease in sales.

It is essential to ensure that your data is:

• Valid – founded, logical, rigorous, and impartial.
• Accurate – free of errors and including required details.
• Reliable – other people who investigate in the same way can produce similar results.
• Timely – current and collected within an appropriate time frame.
• Complete – includes all the data you need to support your business decisions.

Gather insights

• Identify the main trends and issues, opportunities, and problems you observe. Write a sentence describing each one.
• Keep track of the frequency with which each of the main findings appears.
• Make a list of your findings from the most common to the least common.
• Evaluate a list of the strengths, weaknesses, opportunities, and threats identified in a SWOT analysis .
• Prepare conclusions and recommendations about your study.
• Act on your strategies
• Look for gaps in the information, and consider doing additional inquiry if necessary
• Plan to review the results and consider efficient methods to analyze and interpret results.

Review your goals before making any conclusions about your study. Remember how the process you have completed and the data you have gathered help answer your questions. Ask yourself if what your analysis revealed facilitates the identification of your conclusions and recommendations.

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10 Reasons Why Research is Important

No matter what career field you’re in or how high up you are, there’s always more to learn . The same applies to your personal life. No matter how many experiences you have or how diverse your social circle, there are things you don’t know. Research unlocks the unknowns, lets you explore the world from different perspectives, and fuels a deeper understanding. In some areas, research is an essential part of success. In others, it may not be absolutely necessary, but it has many benefits. Here are ten reasons why research is important:

#1. Research expands your knowledge base

The most obvious reason to do research is that you’ll learn more. There’s always more to learn about a topic, even if you are already well-versed in it. If you aren’t, research allows you to build on any personal experience you have with the subject. The process of research opens up new opportunities for learning and growth.

#2. Research gives you the latest information

Research encourages you to find the most recent information available . In certain fields, especially scientific ones, there’s always new information and discoveries being made. Staying updated prevents you from falling behind and giving info that’s inaccurate or doesn’t paint the whole picture. With the latest info, you’ll be better equipped to talk about a subject and build on ideas.

#3. Research helps you know what you’re up against

In business, you’ll have competition. Researching your competitors and what they’re up to helps you formulate your plans and strategies. You can figure out what sets you apart. In other types of research, like medicine, your research might identify diseases, classify symptoms, and come up with ways to tackle them. Even if your “enemy” isn’t an actual person or competitor, there’s always some kind of antagonist force or problem that research can help you deal with.

#4. Research builds your credibility

People will take what you have to say more seriously when they can tell you’re informed. Doing research gives you a solid foundation on which you can build your ideas and opinions. You can speak with confidence about what you know is accurate. When you’ve done the research, it’s much harder for someone to poke holes in what you’re saying. Your research should be focused on the best sources. If your “research” consists of opinions from non-experts, you won’t be very credible. When your research is good, though, people are more likely to pay attention.

#5. Research helps you narrow your scope

When you’re circling a topic for the first time, you might not be exactly sure where to start. Most of the time, the amount of work ahead of you is overwhelming. Whether you’re writing a paper or formulating a business plan, it’s important to narrow the scope at some point. Research helps you identify the most unique and/or important themes. You can choose the themes that fit best with the project and its goals.

#6. Research teaches you better discernment

Doing a lot of research helps you sift through low-quality and high-quality information. The more research you do on a topic, the better you’ll get at discerning what’s accurate and what’s not. You’ll also get better at discerning the gray areas where information may be technically correct but used to draw questionable conclusions.

#7. Research introduces you to new ideas

You may already have opinions and ideas about a topic when you start researching. The more you research, the more viewpoints you’ll come across. This encourages you to entertain new ideas and perhaps take a closer look at yours. You might change your mind about something or, at least, figure out how to position your ideas as the best ones.

#8. Research helps with problem-solving

Whether it’s a personal or professional problem, it helps to look outside yourself for help. Depending on what the issue is, your research can focus on what others have done before. You might just need more information, so you can make an informed plan of attack and an informed decision. When you know you’ve collected good information, you’ll feel much more confident in your solution.

#9. Research helps you reach people

Research is used to help raise awareness of issues like climate change , racial discrimination, gender inequality , and more. Without hard facts, it’s very difficult to prove that climate change is getting worse or that gender inequality isn’t progressing as quickly as it should. The public needs to know what the facts are, so they have a clear idea of what “getting worse” or “not progressing” actually means. Research also entails going beyond the raw data and sharing real-life stories that have a more personal impact on people.

#10. Research encourages curiosity

Having curiosity and a love of learning take you far in life. Research opens you up to different opinions and new ideas. It also builds discerning and analytical skills. The research process rewards curiosity. When you’re committed to learning, you’re always in a place of growth. Curiosity is also good for your health. Studies show curiosity is associated with higher levels of positivity, better satisfaction with life, and lower anxiety.

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Elements of Research: Important, Elements, Conducting & More

Want to know everything about elements of research, then you are at the right place. Research is an essential part of any academic or scientific endeavor. Whether you are a student writing a thesis, a researcher conducting a study, or a scientist working on a new discovery, research is the foundation of your work. However, conducting research can be a daunting task, especially if you are new to the field. 

In this blog, we will explore the key elements of research and provide a guide to help you understand the building blocks of a successful study.

What is Research?

Table of Contents

Research involves a systematic process of proving a relationship between variables. This can be done through statistical methods, qualitative methods or a combination of both.

A good research design must contain a clear statement, techniques for data collection, processing and analysis.

Elements of Research: Important, Elements, Conducting & More

Here in this section you get to know about elements of research: Important, Elements, Conducting & More:

Why is Research Important?

If you want to know the Elements of Research then you must first know why Research is important. Then here are some reasons why research is important which are as follows:

1. Advancing Knowledge

Research helps to advance knowledge by generating new ideas, theories, and concepts. It helps to build on existing knowledge and expand our understanding of the world.

2. Solving Problems

Research is used to solve problems and to find solutions to complex issues. It helps to identify the root causes of problems and to develop effective strategies for addressing them.

3. Informing Decision-Making

Research provides valuable information that can be used to inform decision-making. It helps to identify the potential risks and benefits of different courses of action, and to determine the most effective approach to solving problems.

4. Improving Quality Of Life

Research has the potential to improve the quality of life for individuals and communities. It can lead to the development of new technologies, medicines, and treatments, and can help to address social and environmental issues.

5. Economic Development

Research can contribute to economic development by driving innovation, creating new jobs, and generating new industries. It can help to create a more competitive and dynamic economy.

6. Personal Growth

Conducting research can also contribute to personal growth by providing opportunities for learning, developing new skills, and gaining a deeper understanding of a particular subject.

The Elements of Research – Things You Need To Know

Here in this section we will tell you some of the elements of research that you must know:

Research is a systematic process of finding evidence to support a knowledge claim. It involves a variety of methods, including observation, experimentation and logical reasoning, which are used to gather data.

Researchers work to develop new concepts and ideas that are relevant, useful and practical. They also explore gaps in current knowledge to identify needs for more research and improve how people think about a problem.

There are a few different types of research, which can be classified into basic and applied research. Fundamental research aims to understand the reasons behind something, whereas applied research seeks to find solutions to problems and create commercially viable applications.

Both methods are based on a systematic approach to capture accurate data. Researchers must practice a code of conduct and follow ethical guidelines to ensure that their research is valid and reliable. This is why it is so important to make sure that all of the data collected has been accurately analyzed and there are no anomalies in the results. This is the first elements of research.

2. Variable

A variable is an element of research that can be measured, manipulated or controlled. It can be any property or characteristic that changes over time, can be a number or can take on different values (such as height, age, temperature or test scores).

In experiments, independent and dependent variables are manipulated to test causal relationships between them. In an experiment where you give one group of people an active drug and another group a placebo, the dependent variable is the response of each person to the drug.

The independent variable is the one you manipulate in the experiment to test its effect on the dependent variable. It’s called an independent variable because it’s not affected by other factors that are being measured in your experiment.

In a study where you want to see how the amount of fertilizers affects plant growth, the independent variable is the amount of fertilizers. The dependent variable is the plant’s growth.

3. Hypothesis

A hypothesis is a statement that explains the predictions and reasoning of your research–an “educated guess” about how your scientific experiments will end. It is the foundation of your research, which should be as clear, specific and testable as possible.

A research hypothesis can be either simple or complex. A simple hypothesis looks at a relationship between an independent variable and a dependent variable, while a complex hypothesis explores the effects of multiple variables on each other.

In science, researchers often use a null hypothesis to confirm if the results of an experiment are due to chance or if they support a theory. A null hypothesis states that no relationship exists between two variables, and any changes that occur when the independent variable is manipulated are not due to chance.

A researcher can also choose an alternative hypothesis to narrow down the relationship between the independent and dependent variables. This is called deductive research.

4. Operational Definition

The operational definition of research is a detailed specification of how you will go about measuring a variable. It includes what instrument you will use, how you plan to interpret the data and how you will make comparisons.

A good operational definition will eliminate ambiguity, ensure consistency and reduce measurement errors. It will also be consistent with the theoretical constructs being studied and the methodology used in the study.

For example, if a researcher wants to measure the relationship between age and substance abuse they would define their variable as age measured in years.

Similarly, if they want to measure the relationship between hot weather and violent crime they would define their variable as temperature.

It’s important to have an operational definition of a concept because it helps other researchers to understand the method you used in your study and makes it more replicable. It also helps to avoid misinterpreting your findings, which can lead to erroneous conclusions and poor outcomes. This is the last elements of research.

• Accounting Research Topics
• How To Write a Statistical Research Paper

Ways of Conducting Research?

After knowing the elements of research now you have to know the ways to conduct research. On the other hand, there is a systematic approach to be adopted while conducting research. It involves the following:

1. Defining the Research Problem

The first step in conducting research is to identify the research problem. The research problem is the question or issue that you want to investigate. It should be clearly defined and focused, so that you can design a study that will provide meaningful results. To identify the research problem, you need to start by asking questions about the topic you want to investigate. These questions should be open-ended and designed to help you explore the issue in depth.

Once you have identified the research problem, you can start to develop a research question. The research question should be specific and focused, and should outline the main objective of your study. It should also be clear and concise, so that it can be easily communicated to others.

2. Reviewing the Literature

Before you start to design your study, you need to conduct a literature review. A literature review is a comprehensive analysis of the existing research on your topic. It involves identifying and analyzing relevant literature, including books, articles, and other sources of information.

The purpose of a literature review is to identify the gaps in the existing research and to determine the most effective research methods to use in your study. It also helps you to refine your research question and to develop hypotheses that can be tested in your study.

3. Designing the Study

Once you have identified the research problem and reviewed the literature, you can start to design your study. The study design is the blueprint for your research, and it outlines the methods and procedures that you will use to collect and analyze data.

There are several different types of study designs, including experimental studies, observational studies, and surveys. The type of study design that you choose will depend on the research question, the available resources, and the nature of the data that you want to collect.

4. Collecting Data

The next step in conducting research is to collect data. There are several different methods that you can use to collect data, including surveys, interviews, observations, and experiments. The method that you choose will depend on the nature of your research question and the type of data that you want to collect.

When collecting data, it is important to ensure that the data is accurate and reliable. This involves using appropriate sampling methods, ensuring that the data is collected in a consistent manner, and taking steps to minimize bias and error.

5. Analyzing the Data

Once you have collected the data, you need to analyze it. Data analysis involves examining the data to identify patterns, trends, and relationships. There are several different methods that you can use to analyze data, including descriptive statistics, inferential statistics, and qualitative analysis .

The method that you choose will depend on the nature of your research question and the type of data that you have collected. It is important to use appropriate statistical techniques and to ensure that the results are reliable and valid.

6. Reporting the Results

The final step in conducting research is to report the results. The purpose of reporting the results is to communicate the findings of your study to others. This involves writing a research report that outlines the research question, the methods that were used, the results that were obtained, and the conclusions that were drawn.

The research report should be written in a clear and concise manner, and should be organized in a logical and coherent manner. It should also be accompanied by appropriate tables, graphs, and figures to enhance the clarity and visualization of the results. Additionally, the research report should include a discussion section that interprets the results and discusses their implications.

It is important to use appropriate language and to avoid making unsupported claims. The research report should also include a reference list that provides a complete list of the sources that were used in the study.

7. Ethical Considerations in Research

When conducting research, it is important to consider ethical issues. Ethical considerations involve ensuring that the rights and welfare of research participants are protected, and that the research is conducted in a responsible and ethical manner.

Some of the key ethical considerations in research include obtaining informed consent from participants, maintaining confidentiality, minimizing risks to participants, and ensuring that the benefits of the research outweigh any potential harms.

In addition, researchers should be aware of potential conflicts of interest and should disclose any conflicts of interest to ensure that the research is conducted in an impartial and unbiased manner.

Ways How To Find And Use Research Resources

Here are some ways to find and use research resources: 

1. Start With Your Library

Your library is a great place to find research resources, including books, articles, databases, and websites. The librarians at your library can help you find the resources you need and teach you how to use them.

2. Use Online Databases

Many online databases provide access to scholarly articles, books, and other research materials. Some of these websites are free to use, but you have to pay to use the others.

3. Search The Web

You can also find research resources on the web. However, it is important to be critical of the information you find online, as not all websites are created equal.

4. Talk To Experts

If you are stuck, talk to experts in your field. They may be able to point you to helpful resources or provide you with insights that you would not have found on your own.

5. Use Social Media

Social media can be a great way to connect with experts in your field and find research resources. Many experts have their own blogs or Twitter accounts where they share their research and insights.

6. Attend Conferences

Conferences are a great way to learn about new research and meet experts in your field. You can also find research resources such as books, articles, and posters at conferences.

7. Use Government Websites

Government websites can be a great source of research resources. Many government agencies publish reports, studies, and data that can be helpful for research projects.

Tips For Writing Effective Research Paper In 2023

Here are some tips for writing effective research paper in 2023 : 

1. Choose A Topic That You Are Interested In And That You Know Something About

This will make it easier and more fun to study. When choosing a topic, it is important to consider your interests, your skills, and your knowledge. You should also consider the length and scope of the paper you must write.

2. Do Your Research Thoroughly

This means reading a variety of sources and carefully evaluating their credibility. When doing your research, it is important to use a variety of sources, including books, articles, websites, and interviews. You should also be critical of your sources and evaluate their credibility.

3. Take Notes On Your Research

This will help you to keep track of your findings and to organize your thoughts. When taking notes, it is important to be selective and only to include the most important information. You should also organize your notes in a way that makes sense to you.

4. Write An Outline For Your Paper

This will help you to structure your paper and to make sure that all of your points are covered. When writing an outline, it is important to include an introduction, a body, and a conclusion. You should also include subheadings to help organize your thoughts.

5. Write A Strong Introduction

Your introduction should grab the reader’s attention and introduce the topic of your paper. A strong introduction should include a clear thesis statement, which is a sentence that states the main point of your paper.

6. Write A Clear And Concise Body Text

Your body text should present your findings and arguments logically and easily. When writing the body of your paper, it is important to use evidence to support your claims. You should also use transition words to help guide your reader through your argument.

7. Write A Strong Conclusion

Your conclusion should clarify your thesis statement and proceed over your important points. A strong conclusion should also leave the reader with something to think about.

8. Proofread Your Paper Carefully

This will help you find any mistakes in writing, grammar, or punctuation. When proofreading your paper, it is helpful to read it aloud. This will help you find errors you might not have noticed otherwise.

Conducting research can be a challenging and complex process. However, by understanding the key elements of research, you can develop a successful study that provides meaningful results. The key elements of research include defining the research problem, reviewing the literature, designing the study, collecting data, analyzing the data, and reporting the results.

Additionally, it is important to consider ethical issues when conducting research to ensure that the rights and welfare of research participants are protected. By following these guidelines, you can conduct research that makes a valuable contribution to your field of study.

Q 1. Why is defining the research problem important?

Defining the research problem is essential because it sets the direction and focus of the study. It helps researchers stay on track and investigate a specific issue effectively.

Q 2. What is the importance of a literature study in research?

The literature review is important as it provides an overview of existing knowledge on the research topic. It helps researchers identify gaps, build on previous work, and ensure their study is relevant and contributes to the existing body of knowledge.

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NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Institute of Medicine (US) Committee on Health Research and the Privacy of Health Information: The HIPAA Privacy Rule; Nass SJ, Levit LA, Gostin LO, editors. Beyond the HIPAA Privacy Rule: Enhancing Privacy, Improving Health Through Research. Washington (DC): National Academies Press (US); 2009.

Beyond the HIPAA Privacy Rule: Enhancing Privacy, Improving Health Through Research.

• Hardcopy Version at National Academies Press

3 The Value, Importance, and Oversight of Health Research

The previous chapter reviewed the value of privacy, while this chapter examines the value and importance of health research. As noted in the introduction to Chapter 2 , the committee views privacy and health research as complementary values. Ideally, society should strive to facilitate both for the benefit of individuals as well as the public.

In addition to defining health research and delineating its value to individuals and society, this chapter provides an overview and historical perspective of federal research regulations that were in place long before the Privacy Rule was implemented. Because a great deal of medical research falls under the purview of multiple federal regulations, it is important to understand how the various rules overlap or diverge. The chapter also explains how the definition of research has become quite complex under the various federal regulations, which make a distinction between research and some closely related health practice activities that also use health data, such as quality improvement initiatives.

The chapter also reviews the available survey data regarding public perceptions of health research and describes the importance of effective communication about health research with patients and the public.

• CONCEPTS AND VALUE OF HEALTH RESEARCH

Definitions

Under both the Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule and the Common Rule , “research” is defined as “a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.” This is a broad definition that may include biomedical research, epidemiological studies, 1 and health services research, 2 as well as studies of behavioral, social, and economic factors that affect health.

Perhaps the most familiar form of health research is the clinical trial, in which patients volunteer to participate in studies to test the efficacy and safety of new medical interventions. But an increasingly large portion of health research is now information based. A great deal of research entails the analysis of data and biological samples that were initially collected for diagnostic, treatment, or billing purposes, or that were collected as part of other research projects, and are now being used for new research purposes. This secondary 3 use of data is a common research approach in fields such as epidemiology, health services research, and public health research, and includes analysis of patterns of occurrences, determinants, and natural history of disease; evaluation of health care interventions and services; drug safety surveillance; and some genetic and social studies ( Lowrance, 2002 ; Lowrance and Collins, 2007 ).

The Importance of Health Research

Like privacy, health research has high value to society. It can provide important information about disease trends and risk factors, outcomes of treatment or public health interventions, functional abilities, patterns of care, and health care costs and use. The different approaches to research provide complementary insights. Clinical trials can provide important information about the efficacy and adverse effects of medical interventions by controlling the variables that could impact the results of the study, but feedback from real-world clinical experience is also crucial for comparing and improving the use of drugs, vaccines, medical devices, and diagnostics. For example, Food and Drug Administration (FDA) approval of a drug for a particular indication is based on a series of controlled clinical trials, often with a few hundred to a few thousand patients, but after approval it may be used by millions of people in many different contexts. Therefore, tracking clinical experience with the drug is important for identifying relatively rare adverse effects and for determining the effectiveness in different populations or in various circumstances. It is also vital to record and assess experience in clinical practice in order to develop guidelines for best practices and to ensure high-quality patient care.

Collectively, these forms of health research have led to significant discoveries, the development of new therapies, and a remarkable improvement in health care and public health. 4 Economists have found that medical research can have an enormous impact on human health and longevity, and that the resulting increased productivity of the population contributes greatly to the national economy ( Hatfield et al., 2001 ; Murphy and Topel, 1999 ) in addition to the individual benefits of improved health. If the research enterprise is impeded, or if it is less robust, important societal interests are affected.

The development of Herceptin as a treatment for breast cancer is a prime example of the benefits of research using biological samples and patient records ( Box 3-1 ) ( Slamon et al., 1987 ). Many other examples of findings from medical records research have changed the practice of medicine as well. Such research underlies the estimate that tens of thousands of Americans die each year from medical errors in the hospital, and research has provided valuable information for reducing these medical errors by implementing health information technology, such as e-prescribing ( Bates et al., 1998 ; IOM, 2000b ). This type of research also has documented that disparities in health care and lack of access to care in inner cities and rural areas result in poorer health outcomes ( Mick et al., 1994 ). Furthermore, medical records research has demonstrated that preventive services (e.g., mammography) substantially reduce mortality and morbidity at reasonable costs ( Mandelblatt et al., 2003 ), and has established a causal link between the nursing shortage and patient health outcomes by documenting that patients in hospitals with fewer registered nurses are hospitalized longer and are more likely to suffer complications, such as urinary tract infections and upper gastrointestinal bleeding ( Needleman et al., 2002 ). These findings have all informed and influenced policy decisions at the national level. As the use of electronic medical records increases, the pace of this form of research is accelerating, and the opportunities to generate new knowledge about what works in health care are expanding ( CHSR, 2008 ).

Examples of Important Findings from Medical Database Research. Herceptin and breast cancer: Data were collected from a cohort of more than 9,000 breast cancer patients whose tumor specimens were consecutively received at the University (more...)

Advances in health information technology are enabling a transformation in health research that could facilitate studies that were not feasible in the past, and thus lead to new insights regarding health and disease. As noted by the National Committee on Vital and Health Statistics, “Clinically rich information is now more readily available, in a more structured format, and able to be electronically exchanged throughout the health and health care continuum. As a result, the information can be better used for quality improvement, public health, and research, and can significantly contribute to improvements in health and health care for individuals and populations” ( NCVHS, 2007a ). The informatics grid recently developed with support from the National Cancer Institute (Cancer Biomedical Informatics Grid, or caBIG) is an example of a how information technologies can facilitate health research by enabling broader sharing of health data while still ensuring regulatory compliance and protecting patient privacy ( Box 3-2 ).

caBIG (Cancer Biomedical Informatics Grid). The National Cancer Institute’s caBIG Data Sharing and Intellectual Capital Workspace’s mission is to enable all constituencies in the cancer community—including researchers, physicians, (more...)

Science today is also changing rapidly and becoming more complex, so no single researcher or single site can bring all the expertise to develop and validate medical innovations or to ensure their safety. Thus, efficient sharing of information between institutions has become even more important than in previous eras, when there were fewer new therapies introduced. The expansion of treatment options, as well as the escalating expense of new therapies, mandates greater scrutiny of true effectiveness, 5 once efficacy has been demonstrated. This requires registries of patient characteristics, outcomes, and adverse events. Large populations are required to facilitate comparison of patient populations and to calculate risk/benefit estimates. For example, INTERMACS 6 (Interagency Registry for Mechanically Assisted Circulatory Support) is a national registry for patients who are receiving mechanical circulatory support device therapy to treat advanced heart failure. This registry was devised as a joint effort of the National Heart, Lung and Blood Institute, Centers for Medicare & Medicaid Services, FDA, clinicians, scientists and industry representatives. Analysis of the data collected is expected to facilitate improved patient evaluation and management while aiding in better device development. Registry results are also expected to influence future research and facilitate appropriate regulation and reimbursement of such devices. Similarly, the Extracorporeal Life Support Organization (ELSO), 7 an international consortium of health care professionals and scientists who focus on the development and evaluation of novel therapies for support of failing organ systems, maintains a registry of extracorporeal membrane oxygenation and other novel forms of organ system support. Registry data are used to support clinical practice and research, as well as regulatory agencies. Another example is the database developed by the United Network for Organ Sharing (UNOS) for the collection, storage, analysis and publication of data pertaining to the patient waiting list, organ matching, and transplants. 8 Launched in 1999, this secure Internet-based system contains data regarding every organ donation and transplant event occurring in the United States since 1986.

Information-based research, such as research using health information databases has many advantages (reviewed by Lowrance, 2002 ). It is often faster and less expensive than experimental studies; it can analyze very large sets of data and may detect unexpected phenomena or differences among subpopulations that might not be included in a controlled experimental study; it can often be undertaken when controlled trials are simply not possible for ethical, technical, or other reasons, and it can be used to study effectiveness of a specific test or intervention in clinical practice, rather than just the efficacy as determined by a controlled experimental study. It can also reexamine data accrued in other research studies, such as clinical trials, to answer new questions quickly and inexpensively. However, information-based research does have limitations. Often it has less statistical rigor than controlled clinical studies because it lacks scientific control over the original data collection, quality, and format that prospective experimental research can dictate from the start. In addition to these scientific limitations, because of its relational and often distant physical separation from the data subjects, and the sheer volume of the records involved, obtaining individual consent for the research can be difficult or impossible.

Advances in information-based medical research could also facilitate the movement toward personalized medicine, which will make health research more meaningful to individuals. The goal of personalized medicine is to tailor prevention strategies and treatments to each individual based on his/her genetic composition and health history. In spite of the strides made in improving health through new treatments, it is widely known that most drugs are effective in only a fraction of patients who have the condition for which the drug is indicated. Moreover, a small percentage of patients are likely to have adverse reactions to drugs that are found to be safe for the majority of the population at the recommended dose. Both of these phenomena are due to variability in the patient population. Revolutionary advances in the study of genetics and other markers of health and disease are now making it possible to identify and study these variations, and are leading to more personalized approaches to health care—that is, the ability to give “the appropriate drug, at the appropriate dose, to the appropriate patient, at the appropriate time.” Achieving the goals of personalized medicine will lead to improvements in both the effectiveness and the safety of medical therapies.

Public Perceptions of Health Research

A number of studies have been undertaken to gauge the public’s attitude toward research and the factors that influence individuals’ willingness to participate in research. The surveys reviewed in this chapter focus on interventional clinical trials. A review of survey questions to gauge the public willingness to allow their medical records to be used in research can be found in Chapter 2 .

The Public Values Health Research

A number of studies suggest that most Americans have a positive view of medical research and believe that research is beneficial to society. A recent Harris poll found that nearly 80 percent of respondents were interested in health research findings, consistent with previous survey results ( Westin, 2007 ). A study in 2005 compiled data from 70 state surveys and 18 national surveys and found that the majority of Americans believe maintaining world leadership in health-related research is important. Seventy-eight percent of respondents said that it is very important, and 17 percent said that it is somewhat important. Only 4 percent of Americans reported that maintaining world leadership in health-related research is not impor tant ( Woolley and Propst, 2005 ). Similar results were found in a 2007 survey—76 percent of respondents reported that science plays a very important role in our health, and 78 percent reported that science plays a very important role in our competitiveness ( Research!America, 2007 ).

The Virginia Commonwealth University 2004 Life Sciences Survey also found that most Americans have a positive view of research. In this study, 90 percent of respondents agreed that developments in science have made society better; 92 percent reported that “scientific research is essential for improving the quality of human lives”; and 84 percent agreed that “the benefits of scientific research outweigh the harmful results” ( NSF, 2006 ).

Overall Experience When Participating in Research

Little is known about the attitudes of individuals who have actually participated in medical research. However, the available evidence suggests that most research participants have positive experiences. A recent Harris Poll found that 13 percent of respondents had participated in some form of health research, and 87 percent of those felt comfortable about their experience ( Westin, 2007 ). In a study focused on cancer, 93 percent of respondents who participated in research reported it as a very positive experience; 76 percent said they would recommend participation in a clinical trial to someone with cancer. Most physicians surveyed in this study stated that they believe clinical trial participants receive the best possible care, and have outcomes at least as good as patients receiving standard cancer treatment ( Comis et al., 2000 ). Another study found that 55 percent of individuals who participated in a research study would be willing to participate again in a future research study ( Trauth et al., 2000 ).

Willingness to Participate in Research

Public opinion surveys indicate that a majority of Americans are willing to participate in clinical research studies. In 2001, a compilation of studies commissioned by Research !America found that 63 percent of Americans would be willing to participate in a clinical research study ( Woolley and Propst, 2005 ). This percentage has remained stable over time. A 2007 Research!America survey also found that 63 percent of Americans would be very likely to participate in a clinical research study if asked ( Research!America, 2007 ); 68 percent of respondents reported that their desire to improve their own health or the health of others was a major factor in deciding whether to participate in a clinical research project ( Research!America, 2007 ).

Other surveys also suggest that willingness to participate in research focused on specific diseases is quite high. In one survey, the percentage of respondents indicating a willingness to participate in a medical research study was 88 percent for cancer, 86 percent for heart disease, 83 percent for a noncurable fatal disease, 79 percent for addiction, 78 percent for depression, and 76 percent for schizophrenia ( Trauth et al., 2000 ). Respondents with greater knowledge of how research is conducted were more willing to participate ( Trauth et al., 2000 ). Another study found that 8 of 10 Americans would consider participating in a clinical trial if faced with cancer. More than two-thirds of respondents said they would be willing to participate in a clinical trial designed to prevent cancer ( Comis et al., 2000 ).

Americans also seem to be very supportive of medical research that relies on genetic data. A 2007 survey found that 93 percent of Americans supported the use of genetic testing if the information collected is used by researchers to find new ways to diagnose, prevent, or treat disease ( Genetics & Public Policy Center, 2007 ). Two separate surveys found that 66 percent of Americans would be willing to donate their genetic material for medical research ( Genetics & Public Policy Center, 2007 ; Research!America, 2007 ). However, despite this apparent positive view of genetic research, 92 percent of Americans reported they were concerned about their genetic information being used in a “harmful way” ( Genetics & Public Policy Center, 2007 ).

Many factors, in addition to concerns about privacy and confidentiality ( Genetics & Public Policy Center, 2007 ; Research!America, 2007 ), may influence an individual’s willingness to participate in a medical research study. The Trauth survey found that individuals with higher income levels, with a college or graduate degree, or with children were more likely to participate in research. Age affected willingness to participate: 57 percent of respondents ages 18–34 were willing to participate in research, but only 31 percent of respondents ages 65 or older were willing ( Trauth et al., 2000 ).

Other factors that potentially influence an individual’s willingness to participate in research are race and ethnicity. It is well documented that minorities participate in health research at a much lower percentage than white Americans. Many cultural, linguistic, and socioeconomic barriers could be responsible for this difference ( Giuliano et al., 2000 ), and study results have been variable on this issue. Several studies suggest that the low participation rates by racial and ethnic minority groups are due to their strong distrust of the medical research community compared to the general population ( Braunstein et al., 2008 ; Corbie-Smith et al., 1999 ; Farmer et al., 2007 ; Grady et al., 2006 ; Shavers et al., 2002 ).

However, other evidence suggests that the low percentage of minorities participating in research is related to minority groups’ lack of access to the research community ( Brown et al., 2000 ; Wendler et al., 2006 ; Williams and Corbie-Smith, 2006 ). Thus, it is likely that the low number of minority individuals participating in medical research is at least partly due to recruitment techniques that are ineffective for minority populations.

The survey that focused on cancer research suggests that one of the main reasons why individuals do not participate in research is lack of knowledge about the availability of clinical trials. In a survey of nearly 6,000 cancer patients, 85 percent said they were unaware of the opportunity to participate in a clinical trial. Respondents who did participate said they did so because of one of the following beliefs: (1) trials provide access to the best quality of care (76 percent), (2) their participation would benefit future cancer patients (72 percent), (3) they would receive newer and better treatment (63 percent), and (4) participation would get them more care and attention (40 percent) ( Comis et al., 2000 ).

A recommendation from a physician can also impact participation. In the United States, 48 percent of respondents to one survey reported that a physicians’ recommendation would be a major factor in deciding whether to take part in a research study. Nearly three-fourths of respondents also cited an institution’s reputation as a key factor to consider when deciding whether to participate in a study ( Research!America, 2007 ). Twenty percent of respondents in an Italian public survey indicated that the presence of a physician as a reference during a research study influenced their willingness to participate ( Mosconi et al., 2005 ).

In sum, surveys indicate that the vast majority of Americans have a positive view of medical research, believe that research is beneficial to society, and are interested in health research findings. Although little is known about the attitudes of individuals who have actually participated in medical research, the available evidence suggests that most research participants have positive experiences. Surveys also suggest that a majority of Americans are willing to participate in clinical research studies. Similar to the findings in Chapter 2 , surveys indicate that many factors, in addition to concerns about privacy and confidentiality, can potentially influence an individual’s willingness to participate in medical research, including the type of research and personal characteristics such as health status, age, education, and race. Notably, respondents with greater knowledge of how research is conducted were more willing to participate in research.

• OVERSIGHT OF HEALTH RESEARCH

Historical Development of Federal Protections of Health Information in Research

The development of international codes, federal legislation, and federal regulation of human subjects often occurred in response to past abuses in biomedical experiments (reviewed by Pritts, 2008 ) ( Box 3-3 ). The most well-known examples included (1) reported abuses of concentration camp prisoners in Nazi experiments during World War II, and (2) the Tuskegee syphilis study begun in 1932, in which researchers withheld effective treatment from affected African American men long after a cure for syphilis was found. Most of the current principles and standards for conducting human subjects research were developed primarily to protect against the physical and mental harms that can result from these types of biomedical experiments. Therefore, they focus on the principles of autonomy and consent. Although the standards apply to research that uses identifiable health information, research based solely on information is not their primary focus.

The Basis for Human Subjects Protections in Biomedical Research. Nuremberg Code The Nuremberg Code, created by the international community after the Nazi War Crimes Trials, is generally seen as the first codification (more...)

In the United States, perhaps the most influential inquiry into the protection of human subjects in research was the Belmont Report. The Belmont principles have been elaborated on in many settings, and served as the basis for formal regulation of human subjects research in the United States. In general, states do not directly regulate the activity of most researchers ( Burris et al., 2003 ). However, the Belmont Commission’s recommendations were reflected in the Department of Health and Human Services’ (HHS’s) Policy for Protection of Human Subjects Research , Subpart A of 45 C.F.R. 46 (“Subpart A”) in 1979. 9 These protections were considered a benchmark policy for federal agencies, and in December 1981, the President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research recommended 10 that all federal departments and agencies adopt the HHS regulations. 11

In 1982, the President’s Office of Science and Technology Policy appointed a Committee for the Protection of Human Research Subjects to respond to the recommendations of the President’s commission. The committee agreed that uniformity of federal regulations on human subjects protection is desirable to eliminate unnecessary regulations and to promote increased understanding by institutions that conduct federally supported or regulated research. As a result, in 1991, other federal departments and agencies joined HHS in adopting a uniform set of rules for the protection of human subjects of research, identical to Subpart A of 45 C.F.R. 46, which is now informally known as the “ Common Rule .” Eighteen federal agencies have now adopted the Common Rule as their own respective regulations.

Overview of the Common Rule

The Common Rule governs most federally funded research conducted on human beings and aims to ensure that the rights of human subjects are protected during the course of a research project. The Common Rule stresses the importance of individual autonomy and consent; requires independent review of research by an Institutional Review Board (IRB); and seeks to minimize physical and mental harm. Privacy and confidentiality protections, although not defined in a detailed and prescriptive manner, are included as important components of risk in research.

The framework for achieving the goal of protecting human subjects is based on two foundational requirements: the informed consent of the research participant and the review of proposed research by an IRB. This section describes some of the basic parameters of the Common Rule (reviewed by Pritts, 2008 ). Particular provisions that interact with the HIPAA Privacy Rule are described in more detail in Chapter 4 .

Scope of the Common Rule

In general, the Common Rule applies only to research on human subjects that is supported by the federal government. 12 As noted previously, research is defined as “a systematic investigation, including research development, testing, and evaluation, designed to develop or contribute to generalizable knowledge.” 13

Under the Common Rule , a “human subject” is defined as “a living individual about whom an investigator … conducting research obtains (1) Data through intervention or interaction with the individual, or (2) Identifiable private information.” Private information is considered to be personally identifiable if the identity of the subject is or may readily be ascertained by the investigator or associated with the information.

The Common Rule applies to most human subjects research conducted using federal funds, but its influence is broader because most institutions that accept federal funds sign an agreement (a Federalwide Assurance or FWA) with HHS to abide by the Common Rule requirements in all research, regardless of funding source. Nonetheless, some privately funded human subjects research is conducted outside the purview of federal regulation ( Goldman and Choy, 2001 ; Williams, 2005 ). Companies and other organizations may voluntarily choose to apply the Common Rule to their research projects, and many do. However, research projects in which compliance is voluntary are not subject to oversight or disciplinary action by HHS ( Goldman and Choy, 2001 ; Williams, 2005 ).

Informed Consent 14

The Common Rule requires that a researcher obtain informed consent (usually in writing) from a person before he/she can be admitted to a study ( Williams, 2005 ). Informed consent is sought through a process in which a person learns key facts about a research study, including the potential risks and benefits, so that he/she can then agree voluntarily to take part or decide against it.

The Common Rule informed consent regulations focus primarily on the elements and documentation of informed consent rather than on the process used to obtain it. As to the process, the regulations require that informed consent be sought only under circumstances that provide the prospective subject with adequate opportunity to consider whether to participate. The Common Rule requires that information pertaining to informed consent be given in language understandable to the subject, and that the consent does not imply that the subject is giving up his/her legal rights or that the investigator is released from liability for negligence during the conduct of the study. 15

The Common Rule also specifies a number of elements that must be provided when informed consent is sought. These elements include:

• an explanation of the purposes of the research,
• the expected duration of the subject’s participation,
• the potential risks and benefits of the research,
• how confidentiality will be maintained,
• the fact that participation is strictly voluntary, and
• who the subject can contact to answer questions about the study or about his/her rights as a research participant.

In certain limited circumstances, the Common Rule allows an informed consent to be for unspecified future research. For example, under the Common Rule an informed consent can be used to obtain a person’s permission to study personally identifiable information maintained in a repository for future, unspecified research purposes ( HHS, 2003 ).

For the most part, the required elements of an informed consent address all types of research, although some are more relevant to biomedical research (e.g., the consent must include a disclosure of appropriate alternative procedures or courses of treatment, if any, that might be advantageous to the subject). One required element of informed consent is particularly relevant to research involving personally identifiable health information. The Common Rule requires an informed consent to include a statement describing the extent, if any, to which confidentiality of records identifying the subject will be maintained. 16

Institutional Review Boards

Adopting the principles of the Belmont Report, the Common Rule requires that protocols for human subjects research be reviewed by an IRB ( Box 3-4 ) before research may begin. 17 The IRB must meet certain membership requirements, including having members with different expertise and at least one member who is not affiliated with the investigator’s institution. The Common Rule specifies which level of IRB review is needed for various types of research and provides criteria for the IRB to consider during the review. Although the Common Rule does not specify the procedures an IRB must follow in its review of protocols, it does require the IRB to have written procedures for how it will review protocols and document IRB decisions.

Institutional Review Boards. According to the Department of Health and Human Services (HHS) Institutional Review Board (IRB) guidebook, “the IRB is an administrative body established to protect the rights and welfare of human research subjects (more...)

The Common Rule requires that an IRB determine the following factors are satisfied to approve proposed research:

• Risks to subjects are minimized;
• Risks to subjects are reasonable in relation to anticipated benefits, if any, to subjects, and the importance of the knowledge that may reasonably be expected to result;
• The selection of subjects is equitable;
• Informed consent will be sought in accordance with the rules and will be documented;
• When appropriate, the research plan makes adequate provision for monitoring the data collected to ensure the safety of subjects; and
• When appropriate, adequate provisions are in place to protect the privacy of subjects and to maintain the confidentiality of data. 18

An IRB may waive the requirement to obtain informed consent or approve an alteration of the consent form for some minimal risk research. The IRB may also waive the requirement for signed consent in certain circumstances. 19

Anonymized Data

As noted above, the Common Rule considers use of “private identifiable information” to be human subjects research. Data are considered personally identifiable if the identity of the subject is or may be readily ascertained by the investigator or associated with the information accessed by the researcher. 20 However, the Common Rule exempts from its requirements research that involves:

[T]he collection or study of existing data, documents, records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects. 21

Otherwise identifiable data may be deidentified or “anonymized” for purposes of the Common Rule if it is coded and certain other conditions are met ( HHS, 2004 ). Under Guidance issued by the Office for Human Research Protection, information is “coded” if identifying information (such as name or Social Security number) that would enable the investigator to readily ascertain the identity of the individual to whom the private information or specimens pertain has been replaced with a number, letter, symbol, or combination thereof (the code), and a key to decipher the code exists, enabling linkage of the identifying information to the private information or specimen.

Research involving only coded private information or specimens is not considered to involve human subjects under the Common Rule if the following conditions are met:

• The private information or specimens were not collected specifically for the currently proposed research project through an interaction or intervention with living individuals; and
• —The key to decipher the code is destroyed before the research begins;
• —The investigators and the holder of the key enter into an agreement prohibiting the release of the key to the investigators under any circumstances, until the individuals are deceased;
• —IRB-approved written policies and operating procedures for a repository or data management center prohibit the release of the key to investigators under any circumstances, until the individuals are deceased; or
• —Other legal requirements prohibit the release of the key to the investigators, until the individuals are deceased.

Under this standard, when a researcher accesses or receives data that have been coded and does not have access to the identifying key, the research is not considered human subjects research and is not subject to the Common Rule ’s requirements of informed consent or IRB review and approval of protocol.

Enforcement of the Common Rule

The Common Rule requirements for informed consent do not preempt any applicable federal, state, or local laws that require additional information to be disclosed to a subject in order for informed consent to be legally effective. 22

Federal funding can be suspended or withdrawn from an institution when it is found to be in material violation of the Common Rule . 23 There is no authority to impose penalties directly on individual researchers for violations. Neither does the Common Rule expressly provide a research participant with a private right of action. It should be noted, however, that recent cases indicate that courts may be willing to hold an institution liable under common law negligence theories where the approved informed consent form is determined to be less than adequate ( Shaul et al., 2005 ). 24

FDA Protection of Human Research Subjects

Some health research is also subject to FDA regulations. The FDA is charged by statute with ensuring the protection of the rights, safety, and welfare of human subjects who participate in clinical investigations 25 involving articles subject to the Federal Food, Drug, and Cosmetic Act 26 (the Act), as well as clinical investigations that support applications for research or marketing permits for products regulated by the FDA, including drugs, medical devices, and biological products for human use ( Box 3-5 ).

FDA Protection of Human Subjects Regulations. The Food and Drug Administration (FDA) Protection of Human Subjects Regulations aim to protect the rights of human subjects enrolled in research involving products that the FDA regulates (i.e., drugs, medical (more...)

In January 1981, the FDA adopted regulations governing informed consent of human subjects 27 and regulations establishing standards for the composition, operation, and responsibilities of IRBs that review clinical investigations involving human subjects. 28 At the same time, HHS adopted the Common Rule regulations on the protection of human research subjects. 29 The FDA’s regulations were harmonized with the Common Rule in 1991 to the extent permitted by statute. Key differences between FDA and HHS regulations include that the FDA does not allow for waiver or alteration of informed consent and requires that subjects be informed that the FDA may inspect their medical records. In addition, studies of efficacy based solely on medical records research are not permitted to support registration. Remaining differences in the rules are due to differences in the statutory scope or requirements ( Lee, 2000 ).

• DISTINGUISHING HEALTH RESEARCH FROM PRACTICE

The Common Rule and Privacy Rule make a somewhat artificial distinction between health research and some closely related health care practices, such as public health practice, quality improvement activities, program evaluations, 30 and utilization reviews, 31 all of which may involve collection and analysis of personally identifiable health information. However, determining which activities meet the definition of “research” is a major challenge for IRBs, Privacy Boards , 32 investigators, and health care practitioners because neither the regulations nor their interpretations by HHS provide clear guidance on how to distinguish research from activities that use similar techniques to analyze health information ( IOM, 2000a ).

It is important for IRBs and Privacy Boards to correctly distinguish among activities that are or are not subject to the various provisions of the Privacy Rule and the Common Rule . Only research requires formal IRB or Privacy Board review and informed consent. 33 Inappropriate classification of an activity as research can make it difficult or impossible for important health care activities, such as public health practice and quality improvement, to be undertaken. On the other hand, failure to correctly identify an activity as research could potentially allow improper disclosure of personally identifiable health information without sufficient oversight.

Thus, standard criteria are urgently needed for IRBs and Privacy Boards to use when making distinctions between health research and related activities, and the committee recommends that HHS consult with relevant stake holders to develop such standard criteria. HHS is aware of this need, and created a working document titled “What Is Research ?” However, the work on this project apparently has been delayed for unknown reasons ( NCURA, 2007 ). 34 As described below, a number of other models have already been proposed to help determine whether activities should be classified as research in the fields of public health and quality improvement, and these could be instructive for developing HHS guidance. Any criteria adopted by HHS should be regularly evaluated to ensure that they are helpful and producing the desired outcomes.

The following sections describe some ongoing efforts to develop such criteria in the fields of public health and quality improvement. The intent of the committee is not to endorse these particular models, but rather to illustrate the challenges associated with making these distinctions and establishing standard criteria.

Public Health Practice Versus Public Health Research

The Belmont Report defined health practice as “interventions designed solely to enhance the well-being of the person, patient or client, and which have reasonable expectation of success” ( CDC, 1999 ). To apply this definition to “public” health practice, the targeted beneficiary of the intervention must be expanded to include benefit to the community, rather than just a particular person. Neither the Common Rule nor the Privacy Rule provides a specific definition for public health research; rather public health research is included in the general definition of research. However, the Privacy Rule regulates public health practice differently from public health research (see Chapter 4 ).

An early model for distinguishing public health research from public health practice focused on the intent for which the activity was designed, noting that the intent of public health research is to “contribute to or generate generalizable knowledge,” while the intent of public health practice is to “conduct programs to prevent disease and injury and improve the health of communities” ( Snider and Stroup, 1997 ). The Centers for Disease Control and Prevention developed a similar method with an expanded assessment of intent. For example, the model posits that in public health research, the intended benefits of the project extend beyond the study participants, and the data collected exceed the requirements for the care of the study participants. But for public health practice, the intended benefits of the project are primarily for the participants in the activity, or for the participants’ community, and the only data collected are those needed to assess or improve a public health program or service, or the health of the participants and their community. The model also assumes that public health practice is based on well-established medical interventions and is nonexperimental ( CDC, 1999 ). However, these models both have been criticized as too subjective and too dependent on the opinion of the person conducting the activity ( Gostin, 2008 ; Hodge, 2005 ).

A new, more comprehensive model incorporating much of the previous two was recently proposed as a more objective checklist to be used by IRBs, Privacy Boards , and interested parties ( Hodge, 2005 ; Hodge and Gostin, 2004 ). The foundations for this model are specific definitions of public health research: “the collection and analysis of identifiable health data by a public health authority for the purpose of generating knowledge that will benefit those beyond the participating community who bear the risks of participation,” and public health practice: “the collection and analysis of identifiable health data by a public health authority for the purpose of protecting the health of a particular community, where the benefits and risks are primarily designed to accrue to the participating community.”

The model is based on two primary assumptions. First, the actor performing the activity in question is a governmental public health official, agent, agency, or entity at the federal, tribal, state, or local level. Second, the activity in question involves the acquisition, use, or disclosure of personally identifiable health data. The model is then divided into two stages. Stage 1 is applied to all activities, and can be used to distinguish practice from research in the easiest cases. Stage 2 is only applied to those cases that are hard to distinguish, and where Stage 1 failed to lead to a definitive IRB/ Privacy Board decision ( Box 3-6 ).

A Model for Distinguishing Public Health Practice from Research. Stage 1 Public health practice:

Quality Improvement Versus Health Research

Quality improvement has been defined as “systematic, data-guided activities designed to bring about immediate, positive change in the delivery of health care in a particular setting” ( Baily, 2008 ). Quality improvement activities do not require IRB or Privacy Board approval under the Common Rule or the Privacy Rule, which classify quality improvement as a component of health care operations. 35

However, in many cases, it is difficult for health care providers, IRBs, and Privacy Boards to determine whether a particular activity is purely for quality improvement, or whether it also entails research. One survey 36 exploring opinions in the health care community about the need for IRBs to review various quality-related activities found that physicians conducting quality improvement were less likely than IRB chairs to believe that IRB review was required for a given hypothetical activity, or that informed consent was necessary ( Lindenauer et al., 2002 ). Recently, a highly publicized case has again brought the issue to the forefront for all the stakeholders ( Box 3-7 ).

A Case Study of Quality Improvement and Research. Peter Pronovost of Johns Hopkins University (JHU) led a quality improvement effort at 103 intensive care units (ICUs) in Michigan hospitals to reduce the number of catheter-related bloodstream infections. (more...)

Some members of the health care community have proposed requiring that all prospective quality improvement activities go through external review ( Bellin and Dubler, 2001 ), while others have outlined specific criteria to differentiate quality improvement activities from research.

For example, Casarett and colleagues developed a two-part test to identify quality improvement activities. The first test is whether the majority of patients are expected to benefit directly from “the knowledge to be gained” from the initiative. This means that the patients must actually benefit from the knowledge learned during the evaluation, not just from being a recipient of the protocol itself. If the patients are generally expected to directly benefit from the knowledge gained during the activity, then the activity is quality improvement. If not, the activity is research. The second test is whether the participants would be subjected to additional risks or burdens, including the risk of privacy breach, beyond the usual clinical practice in order to make the results of the initiative generalizable. If yes, then the initiative should be reviewed as research ( Casarett et al., 2000 ).

More recently, the Hastings Center published a report exploring the similarities and differences between research and quality improvement. The report emphasized three fundamental characteristics of quality improvement and three fundamental characteristics of research. The authors argue that individuals have a responsibility to participate in the quality improvement activities because all patients have an interest in receiving high-quality medical care, and the success of a quality improvement activity depends on the cooperation of all patients. In addition, the report notes that quality improvement activities are a low risk to the patient, so there is little justification for not participating. The report also assumes that quality improvement activities are based on existing knowledge about human health and should lead to immediate local improvements in the provision of medical care.

In contrast, the report notes that participation in research should be voluntary, and decisions to participate should be based on researchers’ full disclosure of all the potential risks and benefits. In addition, the authors assert that research is designed to create new knowledge about human health, rather than relying solely on existing knowledge, and that most research does not result in any direct benefit to the institution where the research is being conducted.

The authors concluded that IRBs are not the appropriate body for the ethical oversight of quality improvement activities. They argue that IRBs unnecessarily impose high transaction costs on these activities because of the difference in the way they are conducted compared to research. For example, in research, any changes in methodology require further IRB approval. In contrast, quality improvement activities involve frequent adjustments in the intervention, measurement, and goals of the activity based on the experience of the investigators. Requiring the investigator to revisit an IRB every time a small adjustment is needed in such an activity significantly increases the amount of time and effort required to conduct the initiative and to produce meaningful data. Also, the investigators involved in quality improvement activities ordinarily are already involved in the clinical care of participants and bear responsibility for the quality and safety of an intervention. Thus, the authors argue that there is no need for the additional oversight by an IRB to protect participant safety.

Rather, the report recommended integrating the ethical oversight of quality improvement activities into the ongoing management of an institution’s health care delivery system, suggesting that oversight of quality improvement could be left with the managers of clinical care organizations, and that consent to receive treatment should include consent to participate in any quality improvement project that is minimal risk. However, the report stated that if a project has the characteristics of both quality improvement and research, the project should be reviewed as both human subjects research and quality improvement ( Baily et al., 2006 ; Lynn et al., 2007 ).

In response to the ongoing confusion over when quality improvement rises to the level of research and requires IRB review, the IOM jointly hosted a meeting with the American Board of Internal Medicine in May 2008 to discuss this issue. Key members of the quality improvement community attended, and short- and long-term solutions to this problem were proposed. However, no written report from this meeting was produced and no general consensus was reached.

• THE IMPORTANCE OF EFFECTIVE COMMUNICATION WITH THE PUBLIC

As noted previously in this chapter, surveys indicate that the vast majority of Americans believe that health research is important and are interested in the findings of research studies. The majority of patients also appear to be willing to participate in health research, either by volunteering for a study to test a medical intervention or by allowing access to their medical records or stored biospecimens, under certain conditions. Their willingness to participate depends on trust in researchers to safeguard the rights and well-being of patients, including assurance of privacy and confidentiality, and the belief that it is a worthwhile endeavor that warrants their involvement. Yet patients often lack information about how research is conducted, and are rarely informed about research results that may have a direct impact on their health. The committee’s recommendations in this section are intended to address both the public’s desire for more information about health research and to help fulfill two of the committees overarching goals of the report: (1) improving the privacy and security of health information, and (2) improving the effectiveness of health research.

Disseminating Health Research Results

Ethicists have long suggested greater community involvement in health research studies, including more communication about research results (reviewed by Shalowitz and Miller, 2008a , b ). In addition, the IOM committee identified transparency—the responsibility to disclose clearly how and why personally identifiable information is being collected—as an important component of comprehensive privacy protections. A previous IOM report also recommended improved communication with the public and research participants to ensure that the protection process is open and accessible to all interested parties ( IOM, 2002 ). Effective communication would build the public’s trust of the research community and is consistent with the principles of fair information practices.

When patients consent to the use of their medical records in a particular study, health researchers should make greater efforts at the conclusion of the study to inform study participants about the results, and the relevance and importance of those results. Learning about clinically relevant findings from a study in which a patient has participated could make patients feel more integrated into the process and could encourage more to participate in future studies. A recent United Kingdom report on the use of personal data in health research concluded that public involvement in research is necessary for the success of information-based research, and that a public informed about the value of research is likely to have greater enthusiasm and confidence in research and the research community ( AMS, 2006 ). Moreover, direct feedback with study participants could lead to improved health care for the individuals if the results indicate that an altered course of care is warranted.

Nonetheless, there are multiple impediments, beyond cost, to providing meaningful feedback to participants. A summary of the results alone, while necessary and reasonable, can be seen as a token, and also raises questions about issues such as how best to write summaries, the stage at which results should be disseminated, and how to present research with uninformative outcomes. For example, one recent study found that sharing results directly with study participants was met with overwhelmingly favorable reactions from patients, but the study also revealed some obstacles ( Partridge et al., 2008 ). In a survey of women who had participated in a randomized trial of breast cancer therapy and had received a summary of the study results by mail, 95 percent reported that they were glad they received the results. Most respondents interpreted the results correctly, although incorrect interpretation of the results was associated with increased anxiety, as was dissatisfaction with treatment.

Although some guidelines for providing and explaining study results to research participants have been proposed, they differ in details because limited data are available on this subject, and thus standards are lacking ( Partridge and Winer, 2002 ; Partridge et al., 2008 ; Shalowitz and Miller, 2008b ; Zarin and Tse, 2008 ). Because transparency is best achieved by providing graded levels of information and guidance to interested parties ( IOM, 2002 ), it will be important to develop effective and efficient ways to communicate with various sectors of the population. A commitment to the principles of “plain language” 37 will be important. Broader adoption of electronic medical records may also be helpful in accomplishing this goal.

Research Registries

One way to make information about research studies more broadly available to the public is through registration of trials and other studies in public databases. HHS should encourage such registration of trials and other studies, particularly when research is conducted with an IRB/ Privacy Board approved waiver of consent or authorization (see Chapter 4 ). Numerous clinical trial registries already exist, and registration has increased in recent years (reviewed by Zarin and Tse, 2008 ). In 2000, the National Library of Medicine established a clinical trials registry ( ClinicalTrials.gov ), which has expanded to include information from several other trial registries and to serve as the FDA-required site for submissions about clinical trials subject to the FDA databank requirement. The FDA Amendments Act of 2007 38 expanded the scope of required registrations at ClinicalTrials.gov and provided the first federally funded trials results database. It mandates registrations of controlled clinical investigations, except for Phase I trials, of drugs, biologics, and devices subject to FDA regulation.

A policy of the International Committee of Medical Journal Editors (ICMJE), adopted in fall 2005, also requires prospective trial registration as a precondition for publication ( DeAngelis et al., 2004 ). This policy led to a 73 percent increase in trial registrations of all intervention types from around the world ( Zarin et al., 2005 ). Nearly 45,000 trials had been registered by fall 2007.

However, although the development of such registries is an important first step toward providing high-quality clinical trial information to the public, no centralized system currently exists to disseminate information about clinical trials of drugs or other interventions, making it difficult for consumers and their health care providers to identify ongoing studies. The current statutory requirements for registration and data reporting in the United States are not as broad as the transnational policies of the ICMJE or the World Health Organization, which call for the registration of all interventional studies in human beings regardless of intervention type ( Laine et al., 2007 ; Sim et al., 2006 ). Moreover, noninterventional studies, such as observational studies that play an increasingly critical role in biomedical research, are not generally included in these databases. Because many noninterventional studies are conducted with an IRB/ Privacy Board approved waiver of consent or authorization, including those studies in a registry could be an important method for increasing public knowledge of such studies.

Informing the Public About the Methods and Value of Research

As noted previously, clinical trials are the most visible of the various types of health research, but a great deal of information-based health research entails analysis of thousands of patient records to better understand human diseases, to determine treatment effectiveness, and to identify adverse side effects of therapies. This form of research is likely to increase in frequency as the availability of electronic records continues to expand. As we move toward the goal of personalized medicine, research results will be even more likely to be directly relevant to patients, but more study subjects will be necessary to derive meaningful results.

However, many patients probably are not aware that their medical records are being used in information-based research. For example, the recent study that used focus groups to examine the views of veterans toward the use of medical records in research found that the majority of participants (75 percent) were not aware that “under some circumstances, [their] medical records could be used in some research studies without [their] permission,” despite the fact that a notice of privacy practices, which included a statement that such research could occur, had been mailed to all participants less than a year prior to the study ( Damschroder et al., 2007 ).

Moreover, surveys show that many patients desire not only notice, but also the opportunity to decide whether to consent to such research with medical records. Those surveys further indicate that patients who wish to be asked for consent for each study are most concerned about the potentially detrimental affects of inappropriate disclosure of their personally identifiable health information, including discrimination in obtaining health or life insurance or employment.

As noted in Chapter 2 , strengthening security protections of health data should reduce the risk of security breaches and their potential negative consequences, and thus should help to alleviate patient concerns in this regard. But educating patients about how health research is conducted, monitored, and reported on could also help to ease patient concerns about privacy and increase patients’ trust in the research community, which as noted above is important for the public’s continued participation in health research. For example, datasets are most often provided to researchers without direct identifiers such as name and Social Security number. Furthermore, identifiers are not included in publications about research results. Also, under both the Privacy Rule and the Common Rule , a waiver of consent and authorization is possible only under the supervision of an IRB or Privacy Board , and a waiver is granted only when the research entails minimal risk and when obtaining individual consent and authorization is impracticable (see the previous section and also Chapter 4 ). Finally, professional ethics dictate that researchers safeguard data and respect privacy.

Conveying the value of medical records research to patients will be important. Surveys show that people are more supportive of research that is relevant to them and their loved ones. At the same time, educational efforts should stress the negative impact of incomplete datasets on research findings. Representative samples are essential to ensure the validity and generalizability of health research ( Box 3-8 ), but datasets will not represent the entire population if some people withhold access to their health information.

Selection Bias in Health Research. When researchers are required to obtain consent or authorization to access each individual’s medical record for a research study, it is likely that individuals’ willingness to grant access will not be (more...)

In addition, an educated public could also decrease the potential for biased research samples. A universal requirement for consent or authorization in medical records research leads to incomplete datasets, and thus to biased results and inaccurate conclusions. Some large medical institutions with a strong research history and reputation (e.g., Mayo Clinic) can obtain authorization and consent rates as high as 80 percent, but the 20 percent who refuse have distinct demographic and health characteristics. In fact, even a refusal rate of less than 5 percent can create selection bias in the data ( Jacobsen et al., 1999 ; see Chapter 5 for more detail). Conveying to the public the importance of health care improvements derived from medical records research and stressing the negative impact of incomplete datasets on research findings may increase the public’s participation in research and their willingness to support information-based research that is conducted with IRB or Privacy Board oversight, under a waiver of patient consent or authorization.

Numerous examples of important research findings from medical records research would not have been possible if direct patient consent and authorization were always required ( Box 3-1 ). For example, analysis of medical records showed that infants exposed to diethylstilbesterol (DES) during the first trimester of pregnancy had an increased risk of breast, vaginal, and cervical cancer as well as reproductive anomalies as adults. Similarly, studies of medical records led to the discovery that folic acid supplementation during pregnancy can prevent neural tube defects.

Thus, HHS and the health research community should work to edu cate the public about how research is done and the value it provides. All stakeholders, including professional organizations, nonprofit funders, and patient organizations, have different interests and responsibilities to make sure that their constituencies are well informed. For example, the American Society of Clinical Oncology and the American Heart Association already have some online resources to help patients gather information about research that may be relevant to their conditions. But coordination and identification of best practices by HHS would be helpful, and research is needed to identify which segments of the population would be receptive to and benefit from various types of information about how research is done and its value in order to create and implement an effective plan.

Greater use of community-based participatory research, in which community-based organizations or groups bring community members into the research process as partners to help design studies and disseminate the knowledge gained, 39 could help achieve this goal. These groups help researchers to recruit research participants by using the knowledge of the community to understand health problems and to design activities that the community is likely to value. They also inform community members about how the research is done and what comes out of it, with the goal of providing immediate community benefits from the results when possible.

• CONCLUSIONS AND RECOMMENDATIONS

Based on its review of the information described in this chapter, the committee agreed on a second overarching principle to guide the formation of recommendations. The committee affirms the importance of maintaining and improving health research effectiveness. Research discoveries are central to achieving the goal of extending the quality of healthy lives. Research into causes of disease, methods for prevention, techniques for diagnosis, and new approaches to treatment has increased life expectancy, reduced infant mortality, limited the toll of infectious diseases, and improved outcomes for patients with heart disease, cancer, diabetes, and other chronic diseases. Patient-oriented clinical research that tests new ideas makes rapid medical progress possible. Today, the rate of discovery is accelerating, and we are at the precipice of a remarkable period of investigative promise made possible by new knowledge about the genetic underpinnings of disease. Genomic research is opening new possibilities for preventing illness and for developing safer, more effective medical care that may eventually be tailored for specific individuals. Further advances in relating genetic information to predispositions to disease and responses to treatments will require the use of large amounts of existing health-related information and stored tissue specimens. The increasing use of electronic medical records will further facilitate the generation of new knowledge through research and accelerate the pace of discovery. These efforts will require broad participation of patients in research and broad data sharing to ensure that the results are valid and applicable to different segments of the population. Collaborative partnerships among communities of patients, their physicians, and teams of researchers to gain new scientific knowledge will bring tangible benefits for people in this country and around the world.

Surveys indicate that the majority of Americans believe that health research is important, are interested in the findings of research studies, and are willing to participate in health research. But patients often lack information about how research is conducted and are rarely informed about research results that may have a direct impact on their health. Effective communication could build the public’s trust of the research community, which is important because trust is necessary for the public’s continued participation in research. Moreover, direct feedback could lead to improved health care for study participants if the results indicate that an altered course of care is warranted.

Thus, the committee recommends that when patients consent to the use of their medical records in a particular study, health researchers should make greater efforts when the study ends to inform study participants about the results, and the relevance and importance of those results. Broader adoption of electronic health records may be helpful in accomplishing this goal, but standards and guidelines for providing and explaining study results to research participants or various sectors of the public are needed.

HHS should also encourage registration of trials and other studies in public databases, particularly when research is conducted with an IRB/ Privacy Board approved waiver of consent or authorization, as a way to make information about research studies more broadly available to the public. Numerous clinical trial registries already exist, and registration has increased in recent years, but no centralized system currently exists for disseminating information about clinical trials of drugs or other interventions, making it difficult for consumers and their health care providers to identify ongoing studies. Moreover, noninterventional studies, such as observational studies that play an increasingly critical role in biomedical research, are not generally included in these databases. Because many noninterventional studies are conducted with an IRB/Privacy Board approved waiver of consent or authorization, including such studies in a registry could be an important method for increasing public knowledge of those studies.

Interventional clinical trials are the most visible of the various types of health research, but a great deal of information-based health research entails analysis of thousands of patient records to better understand human diseases, to determine treatment effectiveness, and to identify adverse side effects of therapies. This form of research is likely to increase in frequency as the availability of electronic health records continues to expand. As we move toward the goal of personalized medicine, research results will be even more likely to be directly relevant to patients, but more study participants will be necessary to derive meaningful results.

However, many patients are likely not aware that their medical records are being used in information-based research, and surveys show that many patients desire not only notice, but also the opportunity to decide about whether to consent to such research with medical records. As noted in Chapter 2 , strengthening security protections of health data should reduce the risk of security breaches and their potential negative consequences, and thus should help to alleviate patient concerns in this regard. But educating patients about how health research is conducted, monitored, and reported could also increase patients’ trust in the research community. Thus, HHS and the health research community should work to educate the public about how research is done.

It will also be important for HHS and researchers to convey the value of health care improvements derived from medical records research, and to stress the negative impact of incomplete datasets on research findings. Representative samples are essential to ensure the validity and generalizability of health research, but datasets will not be representative of the entire population if some people withhold access to their health information. A universal requirement for consent or authorization in information-based research may lead to incomplete datasets, and thus to biased results and inaccurate conclusions. Numerous examples of important research findings from medical records research would not have been possible if direct patient consent and authorization were always required.

To ensure that beneficial health research and related activities continue to be undertaken with appropriate oversight under federal regulations, it will be important for HHS to also provide more guidance on how to distinguish the various activities. The Privacy Rule makes a distinction between health research and some closely related endeavors, such as public health and quality improvement activities, which also may involve collection and analysis of personally identifiable health information. Under the Privacy Rule (as well as the Common Rule ), these activities, which aim to protect the public’s health and improve the quality of patient care, are considered health care “practice” rather than health research. Therefore, they can be undertaken without consent or authorization, or an IRB/ Privacy Board waiver of consent or authorization. However, it can be a challenge for IRBs and Privacy Boards to distinguish among activities that are or are not subject to the various provisions of the Privacy Rule and the Common Rule, and inappropriate decisions may prevent important activities from being undertaken or could potentially allow improper disclosure of personally identifiable health information.

To address these difficulties, a number of models have been proposed that outline the criteria IRBs and Privacy Boards should use to distinguish practice and research. For example, one recent model provides a detailed checklist for IRBs and Privacy Boards to use in determining whether an activity is public health research and required to comply with the research provisions of the Privacy Rule, or public health practice that does not need IRB/Privacy Board review. The committee believes that standardizing the criteria is essential to support the conduct of these important health care activities.

Thus, HHS should convene the relevant stakeholders to develop standard criteria for IRBs and Privacy Boards to use when making decisions about whether protocols entail research or practice. There should be flexibility in the regulation to allow important activities to go forward with appropriate levels of oversight. Also, it will be important to evaluate whether these criteria are effective in aiding IRB/Privacy Board reviews of proposed protocols, and whether they lead to appropriate IRB/Privacy Board decisions.

These changes suggested above could be accomplished without any changes to HIPAA by making them a condition of funding from HHS and other research sponsors and by providing some additional funds to cover the cost.

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Epidemiology is the study of the occurrence, distribution, and control of diseases in populations.

Health services research has been defined as a multidisciplinary field of inquiry, both basic and applied, that examines the use, costs, quality, accessibility, delivery, organization, financing, and outcomes of health care services to increase knowledge and understanding of the structure, processes, and effects of health services for individuals and populations ( IOM, 1995 ).

The National Committee on Vital and Health Statistics has noted that “secondary uses” of health data is an ill-defined term, and urges abandoning it in favor of precise description of each use ( NCVHS, 2007a ). Thus, the committee chose to minimize use of the term in this report.

See Standards for Privacy of Individually Identifiable Health Information , 64 Fed. Reg. 59918, 59967 (preamble to rule proposed November 3, 1999) for a discussion on the benefits of health records research.

Effectiveness can be defined as the extent to which a specific test or intervention, when used under ordinary circumstances, does what it is intended to do. Efficacy refers to the extent to which a specific test or intervention produces a beneficial result under ideal conditions (e.g., in a clinical trial).

See http://www ​.intermacs.org .

See http://www ​.elso.med.umich.edu .

See http://www ​.unos.org/Data .

The Department of Health, Education and Welfare (now HHS) had previously issued policy and guidance on the protection of human subjects. See Williams (2005) .

In its report “First Biennial Report on the Adequacy and Uniformity of Federal Rules and Policies, and their Implementation, for the Protection of Human Subjects in Biomedical and Behavioral Research , Protecting Human Subjects.”

45 C.F.R. part 46 (2005).

See 45 C.F.R. § 46.101 (2005).

See 45 C.F.R. § 46.102(d) (2005).

This section on informed consent is based largely on a Congressional Research Service report ( Williams, 2005 ), as adapted by Pritts (2008) .

See 45 C.F.R. § 46.116 (2005).

See 45 C.F.R. § 46.116(b) (2005).

See 45 C.F.R. § 46.103 (2005).

See 45 C.F.R. § 46.111 (2005). There are additional factors if the study includes subjects who are likely to be vulnerable to coercion or undue influence.

See 45 C.F.R. § 46.116(d); 46.117(c) (2005).

See 45 C.F.R. § 46.102(f) (2005).

See 45 C.F.R. § 46.101(b)(4) (2005).

See 45 C.F.R. § 46.116(e) (2005).

See 45 C.F.R. § 46.123 (2005).

See also Grimes v. Kennedy Krieger Institute , 782 A. 2d 807 (Md. Ct. App. 2001); Gelsinger v. University of Pennsylvania (Philadelphia County Court of Common Pleas filed September 18, 2000), available at http://www ​.sskrplaw.com ​/links/healthcare2.html .

The FDA has defined “clinical investigation” to be synonymous with “research.”

The Food, Drug, and Cosmetic Act Section 505(i), 507(d), or 520(g) of 21 U.S.C. 355(i), 357(d), or 360j(g) (1972).

See 21 C.F.R. part 50 (2008); 46 Fed. Reg. 8942 (1981).

See 21 C.F.R. part 56 (2008); 46 Fed. Reg. 8958 (1981).

See 45 C.F.R. part 46 (2005); 46 Fed. Reg. 8366 (1981).

The Centers for Disease Control and Prevention defines program evaluation as the “systematic investigation of the merit, worth, or significance of organized public health action,” noting that such evaluations are “systematic ways to improve and account for public health actions by involving procedures that are useful, feasible, ethical, and accurate.” They can be based on goals, processes, outcomes, or value ( http://www ​.cdc.gov/mmwr ​/preview/mmwrhtml/rr4811a1.htm ).

The Utilization Review Accreditation Commission defines utilization review as “the evaluation of the medical necessity, appropriateness, and efficiency of the use of health care services, procedures, and facilities under the provisions of the applicable health benefits plans” ( http://www ​.urac.org/about/ ).

Another type of oversight board defined by the Privacy Rule. See Chapter 4 .

Under the Privacy Rule, consent is referred to as authorization. See Chapter 4 .

Personal communication, C. Heide, Office for Civil Rights, HHS, May 29, 2008.

The Privacy Rule defines the term “health care operations” by listing a number of specific activities that qualify as health care operations. These include “conducting quality assessment and improvement activities, population-based activities relating to improving or reducing health care costs, and case management and care coordination.” See 45 C.F.R. § 164.501 (2006).

A total of 444 surveys were mailed to the medical directors of quality improvement and IRB chairs at hospitals with 400 or more beds that belong to the Council of Teaching Hospitals of the Association of American Medical Colleges, and to the editors of all U.S.-based medical journals that publish original research and appear in the Abridged Index Medicus. 236 surveys were returned, for a 53 percent response rate. The survey consisted of six brief scenarios that asked respondents to determine whether the described project needed IRB review and informed consent.

See http: ​//plainlanguage.gov/index.cfm .

FDA, Public Law 110–85 § 801 (2007).

See http://www ​.ahrq.gov/research/cbprrole ​.htm .

• Cite this Page Institute of Medicine (US) Committee on Health Research and the Privacy of Health Information: The HIPAA Privacy Rule; Nass SJ, Levit LA, Gostin LO, editors. Beyond the HIPAA Privacy Rule: Enhancing Privacy, Improving Health Through Research. Washington (DC): National Academies Press (US); 2009. 3, The Value, Importance, and Oversight of Health Research.
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Being a researcher: inspiration & curiosity to providing solutions

By Mohamed Boudjelal

The factors marking the similarities between a scientist, sportsperson and a politician are their ability to produce results, cut to the chase, lead and follow what inspired them the most. The characteristic that distinguishes the scientist from the rest, is the eagerness to discover how a certain phenomenon came about, and what is its purpose. The scientist aims to implement the gained knowledge to benefit humankind, living organisms and the universe in health, wealth, culture and sustainability. To reach this end, a scientist needs to acquire and possess certain qualities, skills and behavior regardless of his/her discipline. Based on my own experience working with successful scientists in the USA, Europe and Middle East, this short article summarizes what these qualities are.

1-        Working by inspiration not by the hours

The modern life has organized the human daily living ritual in such that most of us work very defined hours ranging from 32-40 hours a week. However, those who have left their marks in the history books, worked well beyond this schedule whether they were scientists, artists, sportspersons, politicians, writers and the like. They all shared one common quality: working by inspiration and not by the hours.  When working at or simply visiting research institutions around the world such as Harvard, MIT, MaxPlank, Karolinska, Imperial college, Welcome trust, SGC in UK and many others, one commonality that attracts your attention is this work ethic. Whether you show up during the day, the night, weekdays, weekends and holidays, there’s someone always there working to make their vision a reality. Adding to this is that there’s a noticeable level of satisfaction and enjoyment derived from such passion. The aspect that drives this motivation to work in the odd hours, is the discovery they are chasing. They get immersed in what they are doing and when a discovery is made, they don’t hesitate to call for a meeting at that exact moment whether it’s the night or a holiday to discuss it. True scientists simply enjoy working on something unique and undiscovered to make a difference in life. This does not mean, scientists do not have life beyond the lab walls. They share moments with their families and close friends. They strive to see their discoveries translated into practical changes in human development. In that regard, becoming a truly inspirational scientist, is to ignore the hours and work with inspiration. This lets you fall in love with your job, derive satisfaction and reward of what you are doing.

2-        Eagerness to be the first to know and discover

Curiosity is an intrinsic human feature; without it our life conditions would not develop and improve. It drives every person to work on the unknown, the hidden and undiscovered. The scientist uses the quality of curiosity to ask crucial questions; how a phenomenon came about and what is the benefit for mankind and how to replicate it for human use. They become satisfied when something new is discovered and no one has described it. This is in the same sense to when an athlete breaks a world record, or a politician when solving a complicated matter to stop a war. It is this unique point of being the first to the finish line that self-motivates scientists to keep going in comparison to other industries that rely on following patterns in the markets or repeating already known knowledge. It is the key characteristic the scientist must have and develop to become a true researcher who will be able discover and develop projects that impact lives positively.

3 – Thinkers out of the box

Dreaming is essential not only to human psychology, but also to humanity’s development. It can range from insignificant fragments of imagination, to concepts which alter the course of history. From a scientific perspective, such dreams often result from a drive, whether it is to understand how disease develops, or how to cure it. As scientists we have always dreamed, even speculative ideas, if at all feasible, must be explored. For example, the idea of one day having the ability to manufacture an organ in vitro to then be transplanted; or the concept of in vitro fertilization and birthing a child without a father, or even conquering space. All these aspects were no more than an impossibility for centuries, but through scientific curiosity, and abstract thinking, these dreams are now reality. Scientists must have the ability to imagine solutions beyond what is available. To enable such creativity and imagination, a scientist must keep updated on their specialty, and expose themselves to diverse thinking approaches by travelling and working worldwide. In this line, many of us have been educated in the West, and hence our way of thinking, tactic and approach to solve a scientific question is very similar. On the other hand, scientists and researchers from the East and Middle East, see through a different lens and approach problems from a different perspective. Having experience working with scientists from different cultures would challenge our methods of working and enforce new skills, providing new solutions to discover new matters. Moreover, especially in the age of information, we can easily translate non-English works to any language enabling us to further expose ourselves to other ways of thinking. Imagination and dreams are a key success of scientists, without it, we will not discover and develop new things.

4 –   Storyteller of real-life events, all are data based

Like writers and politicians, scientists tell stories based on facts and data. Unfortunately, on many occasions, the data obtained is often from experimental work, which may be surprising in such it is to the opposite of what was theorised. In such cases, most conclude that the data is negative and repeat experiments must be arranged. In other words, we avoid going deeper into those so-called negative data to understand the root cause; in reality, many times it is down to either having made a mistake in our experimental work or the data is pointing to different discovery. In this regard, no data can be deemed negative and as scientist we must ensure that what is obtained, either positive or negative, is reproducible, can be repeated, and then try to understand the message through it.

In most cases when we test a newly developed drug, it fails to show any efficacy in humans and we stop any further testing. We conclude that that drug does not work, while in vitro and even within animals it regularly produces the desired results. We halt at this stage and move on to other drugs to test.

As a scientific community, we did not come up with an approach to overcome this challenge as it is already very costly to bring a drug up to this point of testing. The negative data in this case is telling us that the disease we want to cure is different physiologically than we originally thought. One of the most important things a scientist never does, is to create or manipulate data that experiments never produce, otherwise called data fabrication to support the wanted conclusion. It is acceptable to not publish all generated data especially those that cannot yet be explained, but a true and trusted scientist never introduces data to the scientific community without guaranteeing its reproduction.  In sum a scientist must be a non-biased storyteller, based on real and reproducible data to keep their integrity and reputation.

5- Driven by the positive contribution to the whole humanity

Scientists are driven by humanity’s big picture in such that they want to contribute positively for the wellbeing of humankind and the universe. The hard work, ingenuity, curiosity and imagination must translate into the scientist’s self-satisfaction such as the discovery of chemotherapy, insulin, antibiotics, stem cells etc. Nowadays the tools available for us to try answering deeper questions and challenges are attracting the brilliant to consider science. All the impactful technology, processes and understanding began through individual discoveries in the laboratory with its application only starting after. A scientist’s role within society can often be underappreciated, but without them, humanity cannot challenge themselves to progress.

Through these 5 pillars, a scientist can achieve a professional satisfaction with a balanced family life and above all being a positive contributor to human kind and universe.

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What Is the Importance of Research? 5 Reasons Why Research is Critical

by Logan Bessant | Nov 16, 2021 | Science

Most of us appreciate that research is a crucial part of medical advancement. But what exactly is the importance of research? In short, it is critical in the development of new medicines as well as ensuring that existing treatments are used to their full potential. 

Research can bridge knowledge gaps and change the way healthcare practitioners work by providing solutions to previously unknown questions.

In this post, we’ll discuss the importance of research and its impact on medical breakthroughs.  

The Importance Of Health Research

The purpose of studying is to gather information and evidence, inform actions, and contribute to the overall knowledge of a certain field. None of this is possible without research. 

Understanding how to conduct research and the importance of it may seem like a very simple idea to some, but in reality, it’s more than conducting a quick browser search and reading a few chapters in a textbook. 

No matter what career field you are in, there is always more to learn. Even for people who hold a Doctor of Philosophy (PhD) in their field of study, there is always some sort of unknown that can be researched. Delving into this unlocks the unknowns, letting you explore the world from different perspectives and fueling a deeper understanding of how the universe works.

To make things a little more specific, this concept can be clearly applied in any healthcare scenario. Health research has an incredibly high value to society as it provides important information about disease trends and risk factors, outcomes of treatments, patterns of care, and health care costs and use. All of these factors as well as many more are usually researched through a clinical trial. 

What Is The Importance Of Clinical Research?

Clinical trials are a type of research that provides information about a new test or treatment. They are usually carried out to find out what, or if, there are any effects of these procedures or drugs on the human body. 

All legitimate clinical trials are carefully designed, reviewed and completed, and need to be approved by professionals before they can begin. They also play a vital part in the advancement of medical research including:

• Providing new and good information on which types of drugs are more effective.  
• Bringing new treatments such as medicines, vaccines and devices into the field. 
• Testing the safety and efficacy of a new drug before it is brought to market and used in clinical practice.
• Giving the opportunity for more effective treatments to benefit millions of lives both now and in the future. 
• Enhancing health, lengthening life, and reducing the burdens of illness and disability. 

This all plays back to clinical research as it opens doors to advancing prevention, as well as providing treatments and cures for diseases and disabilities. Clinical trial volunteer participants are essential to this progress which further supports the need for the importance of research to be well-known amongst healthcare professionals, students and the general public. 

Five Reasons Why Research is Critical

Research is vital for almost everyone irrespective of their career field. From doctors to lawyers to students to scientists, research is the key to better work. 

• Increases quality of life

 Research is the backbone of any major scientific or medical breakthrough. None of the advanced treatments or life-saving discoveries used to treat patients today would be available if it wasn’t for the detailed and intricate work carried out by scientists, doctors and healthcare professionals over the past decade. 

This improves quality of life because it can help us find out important facts connected to the researched subject. For example, universities across the globe are now studying a wide variety of things from how technology can help breed healthier livestock, to how dance can provide long-term benefits to people living with Parkinson’s. 

For both of these studies, quality of life is improved. Farmers can use technology to breed healthier livestock which in turn provides them with a better turnover, and people who suffer from Parkinson’s disease can find a way to reduce their symptoms and ease their stress. 

Research is a catalyst for solving the world’s most pressing issues. Even though the complexity of these issues evolves over time, they always provide a glimmer of hope to improving lives and making processes simpler. 

• Builds up credibility 

People are willing to listen and trust someone with new information on one condition – it’s backed up. And that’s exactly where research comes in. Conducting studies on new and unfamiliar subjects, and achieving the desired or expected outcome, can help people accept the unknown.

However, this goes without saying that your research should be focused on the best sources. It is easy for people to poke holes in your findings if your studies have not been carried out correctly, or there is no reliable data to back them up. 

This way once you have done completed your research, you can speak with confidence about your findings within your field of study. 

• Drives progress forward 

It is with thanks to scientific research that many diseases once thought incurable, now have treatments. For example, before the 1930s, anyone who contracted a bacterial infection had a high probability of death. There simply was no treatment for even the mildest of infections as, at the time, it was thought that nothing could kill bacteria in the gut.

When antibiotics were discovered and researched in 1928, it was considered one of the biggest breakthroughs in the medical field. This goes to show how much research drives progress forward, and how it is also responsible for the evolution of technology . 

Today vaccines, diagnoses and treatments can all be simplified with the progression of medical research, making us question just what research can achieve in the future. 

• Engages curiosity 

The acts of searching for information and thinking critically serve as food for the brain, allowing our inherent creativity and logic to remain active. Aside from the fact that this curiosity plays such a huge part within research, it is also proven that exercising our minds can reduce anxiety and our chances of developing mental illnesses in the future. 

Without our natural thirst and our constant need to ask ‘why?’ and ‘how?’ many important theories would not have been put forward and life-changing discoveries would not have been made. The best part is that the research process itself rewards this curiosity. 

Research opens you up to different opinions and new ideas which can take a proposed question and turn into a real-life concept. It also builds discerning and analytical skills which are always beneficial in many career fields – not just scientific ones. 

• Increases awareness 

The main goal of any research study is to increase awareness, whether it’s contemplating new concepts with peers from work or attracting the attention of the general public surrounding a certain issue. 

Around the globe, research is used to help raise awareness of issues like climate change, racial discrimination, and gender inequality. Without consistent and reliable studies to back up these issues, it would be hard to convenience people that there is a problem that needs to be solved in the first place. 

The problem is that social media has become a place where fake news spreads like a wildfire, and with so many incorrect facts out there it can be hard to know who to trust. Assessing the integrity of the news source and checking for similar news on legitimate media outlets can help prove right from wrong. 

This can pinpoint fake research articles and raises awareness of just how important fact-checking can be. 

The Importance Of Research To Students

It is not a hidden fact that research can be mentally draining, which is why most students avoid it like the plague. But the matter of fact is that no matter which career path you choose to go down, research will inevitably be a part of it. 

But why is research so important to students ? The truth is without research, any intellectual growth is pretty much impossible. It acts as a knowledge-building tool that can guide you up to the different levels of learning. Even if you are an expert in your field, there is always more to uncover, or if you are studying an entirely new topic, research can help you build a unique perspective about it.

For example, if you are looking into a topic for the first time, it might be confusing knowing where to begin. Most of the time you have an overwhelming amount of information to sort through whether that be reading through scientific journals online or getting through a pile of textbooks. Research helps to narrow down to the most important points you need so you are able to find what you need to succeed quickly and easily. 

It can also open up great doors in the working world. Employers, especially those in the scientific and medical fields, are always looking for skilled people to hire. Undertaking research and completing studies within your academic phase can show just how multi-skilled you are and give you the resources to tackle any tasks given to you in the workplace. 

The Importance Of Research Methodology

There are many different types of research that can be done, each one with its unique methodology and features that have been designed to use in specific settings. 

When showing your research to others, they will want to be guaranteed that your proposed inquiry needs asking, and that your methodology is equipt to answer your inquiry and will convey the results you’re looking for.

That’s why it’s so important to choose the right methodology for your study. Knowing what the different types of research are and what each of them focuses on can allow you to plan your project to better utilise the most appropriate methodologies and techniques available. Here are some of the most common types:

• Theoretical Research: This attempts to answer a question based on the unknown. This could include studying phenomena or ideas whose conclusions may not have any immediate real-world application. Commonly used in physics and astronomy applications.
• Applied Research: Mainly for development purposes, this seeks to solve a practical problem that draws on theory to generate practical scientific knowledge. Commonly used in STEM and medical fields. 
• Exploratory Research: Used to investigate a problem that is not clearly defined, this type of research can be used to establish cause-and-effect relationships. It can be applied in a wide range of fields from business to literature. 
• Correlational Research: This identifies the relationship between two or more variables to see if and how they interact with each other. Very commonly used in psychological and statistical applications. 

The Importance Of Qualitative Research

This type of research is most commonly used in scientific and social applications. It collects, compares and interprets information to specifically address the “how” and “why” research questions. 

Qualitative research allows you to ask questions that cannot be easily put into numbers to understand human experience because you’re not limited by survey instruments with a fixed set of possible responses.

Information can be gathered in numerous ways including interviews, focus groups and ethnographic research which is then all reported in the language of the informant instead of statistical analyses. 

This type of research is important because they do not usually require a hypothesis to be carried out. Instead, it is an open-ended research approach that can be adapted and changed while the study is ongoing. This enhances the quality of the data and insights generated and creates a much more unique set of data to analyse. 

The Process Of Scientific Research

No matter the type of research completed, it will be shared and read by others. Whether this is with colleagues at work, peers at university, or whilst it’s being reviewed and repeated during secondary analysis.

A reliable procedure is necessary in order to obtain the best information which is why it’s important to have a plan. Here are the six basic steps that apply in any research process. 

• Observation and asking questions: Seeing a phenomenon and asking yourself ‘How, What, When, Who, Which, Why, or Where?’. It is best that these questions are measurable and answerable through experimentation. 
• Gathering information: Doing some background research to learn what is already known about the topic, and what you need to find out. 
• Forming a hypothesis: Constructing a tentative statement to study.
• Testing the hypothesis: Conducting an experiment to test the accuracy of your statement. This is a way to gather data about your predictions and should be easy to repeat. 
• Making conclusions: Analysing the data from the experiment(s) and drawing conclusions about whether they support or contradict your hypothesis. 
• Reporting: Presenting your findings in a clear way to communicate with others. This could include making a video, writing a report or giving a presentation to illustrate your findings. 

Although most scientists and researchers use this method, it may be tweaked between one study and another. Skipping or repeating steps is common within, however the core principles of the research process still apply.

By clearly explaining the steps and procedures used throughout the study, other researchers can then replicate the results. This is especially beneficial for peer reviews that try to replicate the results to ensure that the study is sound. 

What Is The Importance Of Research In Everyday Life?

Conducting a research study and comparing it to how important it is in everyday life are two very different things.

Carrying out research allows you to gain a deeper understanding of science and medicine by developing research questions and letting your curiosity blossom. You can experience what it is like to work in a lab and learn about the whole reasoning behind the scientific process. But how does that impact everyday life? 

Simply put, it allows us to disprove lies and support truths. This can help society to develop a confident attitude and not believe everything as easily, especially with the rise of fake news.

Research is the best and reliable way to understand and act on the complexities of various issues that we as humans are facing. From technology to healthcare to defence to climate change, carrying out studies is the only safe and reliable way to face our future.

Not only does research sharpen our brains, but also helps us to understand various issues of life in a much larger manner, always leaving us questioning everything and fuelling our need for answers. 

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Six Reasons Why Research is Important

Everyone conducts research in some form or another from a young age, whether news, books, or browsing the Internet. Internet users come across thoughts, ideas, or perspectives - the curiosity that drives the desire to explore. However, when research is essential to make practical decisions, the nature of the study alters - it all depends on its application and purpose. For instance, skilled research offered as a  research paper service  has a definite objective, and it is focused and organized. Professional research helps derive inferences and conclusions from solving problems. visit the HB tool services for the amazing research tools that will help to solve your problems regarding the research on any project.

What is the Importance of Research?

The primary goal of the research is to guide action, gather evidence for theories, and contribute to the growth of knowledge in data analysis. This article discusses the importance of research and the multiple reasons why it is beneficial to everyone, not just students and scientists.

On the other hand, research is important in business decision-making because it can assist in making better decisions when combined with their experience and intuition.

Reasons for the Importance of Research

• Acquire Knowledge Effectively
• Research helps in problem-solving
• Provides the latest information
• Builds credibility
• Helps in business success
• Discover and Seize opportunities

1-  Acquire Knowledge Efficiently through Research

The most apparent reason to conduct research is to understand more. Even if you think you know everything there is to know about a subject, there is always more to learn. Research helps you expand on any prior knowledge you have of the subject. The research process creates new opportunities for learning and progress.

2- Research Helps in Problem-solving

Problem-solving can be divided into several components, which require knowledge and analysis, for example,  identification of issues, cause identification,  identifying potential solutions, decision to take action, monitoring and evaluation of activity and outcomes.

You may just require additional knowledge to formulate an informed strategy and make an informed decision. When you know you've gathered reliable data, you'll be a lot more confident in your answer.

3- Research Provides the Latest Information

Research enables you to seek out the most up-to-date facts. There is always new knowledge and discoveries in various sectors, particularly scientific ones. Staying updated keeps you from falling behind and providing inaccurate or incomplete information. You'll be better prepared to discuss a topic and build on ideas if you have the most up-to-date information. With the help of tools and certifications such as CIRS , you may learn internet research skills quickly and easily. Internet research can provide instant, global access to information.

4- Research Builds Credibility

Research provides a solid basis for formulating thoughts and views. You can speak confidently about something you know to be true. It's much more difficult for someone to find flaws in your arguments after you've finished your tasks. In your study, you should prioritize the most reputable sources. Your research should focus on the most reliable sources. You won't be credible if your "research" comprises non-experts' opinions. People are more inclined to pay attention if your research is excellent.

5-  Research Helps in Business Success

R&D might also help you gain a competitive advantage. Finding ways to make things run more smoothly and differentiate a company's products from those of its competitors can help to increase a company's market worth.

6-  Research Discover and Seize Opportunities

People can maximize their potential and achieve their goals through various opportunities provided by research. These include getting jobs, scholarships, educational subsidies, projects, commercial collaboration, and budgeted travel. Research is essential for anyone looking for work or a change of environment. Unemployed people will have a better chance of finding potential employers through job advertisements or agencies. 

How to Improve Your Research Skills

Start with the big picture and work your way down.

It might be hard to figure out where to start when you start researching. There's nothing wrong with a simple internet search to get you started. Online resources like Google and Wikipedia are a great way to get a general idea of a subject, even though they aren't always correct. They usually give a basic overview with a short history and any important points.

Identify Reliable Source

Not every source is reliable, so it's critical that you can tell the difference between the good ones and the bad ones. To find a reliable source, use your analytical and critical thinking skills and ask yourself the following questions: Is this source consistent with other sources I've discovered? Is the author a subject matter expert? Is there a conflict of interest in the author's point of view on this topic?

Validate Information from Various Sources

Take in new information.

The purpose of research is to find answers to your questions, not back up what you already assume. Only looking for confirmation is a minimal way to research because it forces you to pick and choose what information you get and stops you from getting the most accurate picture of the subject. When you do research, keep an open mind to learn as much as possible.

Facilitates Learning Process

Learning new things and implementing them in daily life can be frustrating. Finding relevant and credible information requires specialized training and web search skills due to the sheer enormity of the Internet and the rapid growth of indexed web pages. On the other hand, short courses and Certifications like CIRS make the research process more accessible. CIRS Certification offers complete knowledge from beginner to expert level. You can become a Certified Professional Researcher and get a high-paying job, but you'll also be much more efficient and skilled at filtering out reliable data. You can learn more about becoming a Certified Professional Researcher.

Stay Organized

You'll see a lot of different material during the process of gathering data, from web pages to PDFs to videos. You must keep all of this information organized in some way so that you don't lose anything or forget to mention something properly. There are many ways to keep your research project organized, but here are a few of the most common:  Learning Management Software , Bookmarks in your browser, index cards, and a bibliography that you can add to as you go are all excellent tools for writing.

Make Use of the library's Resources

If you still have questions about researching, don't worry—even if you're not a student performing academic or course-related research, there are many resources available to assist you. Many high school and university libraries, in reality, provide resources not only for staff and students but also for the general public. Look for research guidelines or access to specific databases on the library's website. Association of Internet Research Specialists enjoys sharing informational content such as research-related articles , research papers , specialized search engines list compiled from various sources, and contributions from our members and in-house experts.

of Conducting Research

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Importance Of Research In Daily Life

Whether we are students, professionals, or stay-at-home parents, we all need to do research on a daily basis.

The reason?

Research helps us make informed decisions.

It allows us to learn about new things, and it teaches us how to think critically.

There is an importance of research in daily life.

Let’s discuss the importance of research in our daily lives and how it can help us achieve our goals!

6 ways research plays an important role in our daily lives.

• It leads to new discoveries and innovations that improve our lives. Many of the technologies we rely on today are the result of research in fields like medicine, computer science, engineering, etc. Things like smartphones, wifi, GPS, and medical treatments were made possible by research.
• It informs policy making. Research provides data and evidence that allows policymakers to make more informed decisions on issues that impact society, whether it’s related to health, education, the economy, or other areas. Research gives insights into problems.
• It spreads knowledge and awareness. The research contributes new information and facts to various fields and disciplines. The sharing of research educates people on new topics, ideas, social issues, etc. It provides context for understanding the world.
• It drives progress and change. Research challenges existing notions, tests new theories and hypotheses, and pushes boundaries of what’s known. Pushing the frontiers of knowledge through research is key for advancement. Even when research invalidates ideas, it leads to progress.
• It develops critical thinking skills. The research process itself – asking questions, collecting data, analyzing results, drawing conclusions – builds logic, problem-solving, and cognitive skills that benefit individuals in their professional and personal lives.
• It fuels innovation and the economy. Research leads to the development of new products and services that create jobs and improve productivity in the marketplace. Private sector research drives economic growth.

So while not always visible, research underlies much of our technological, social, economic, and human progress. It’s a building block for society.

Conducting quality research and using it to maximum benefit is key.

Research is important in everyday life because it allows us to make informed decisions about the things that matter most to us.

Whether we’re researching a new car before making a purchase, studying for an important test, or looking into different treatment options for a health issue, research allows us to get the facts and make the best choices for ourselves and our families.

• In today’s world, there’s so much information available at our fingertips, and research is more accessible than ever.
• The internet has made it possible for anyone with an interest in doing research to access vast amounts of information in a short amount of time.

This is both a blessing and a curse; while it’s great that we have so much information available to us, it can be overwhelming to try to sort through everything and find the most reliable sources.

What is the importance of research in our daily life?

Research is essential to our daily lives.

• It helps us to make informed decisions about everything from the food we eat to the medicines we take.
• It also allows us to better understand the world around us and find solutions to problems.

In short, research is essential for our health, safety, and well-being. Without it, we would be living in a world of ignorance and misinformation.

What is the importance of research in our daily lives as a student?

As a student, research plays an important role in our daily life. It helps us to gain knowledge and understanding of the world around us.

• It also allows us to develop new skills and perspectives.
• In addition, research helps us to innovate and create new things. 
• Research is essential for students because it helps us to learn about the world around us. Without research, we would be limited to our own personal experiences and observations.
• Research allows us to go beyond our personal bubble and explore new ideas and concepts.
• It also gives us the opportunity to develop new skills and perspectives. 
• In addition, research is important because it helps us to innovate and create new things. When we conduct research , we are constantly learning new information that can be used to create something new.

This could be anything from a new product or service to a new way of doing things.

Research is essential for students because it allows us to be innovative and create new things that can make a difference in the world.

Consequently, while each person’s daily life routine might differ based on their unique circumstances, the role that research plays in our lives as students is an integral one nonetheless.

Different though our routines might be, the value of research in our lives shines through brightly regardless.  And that importance cannot be overstated .

How does research affect your daily life?

Every day, we benefit from the countless hours of research that have been conducted by scientists and scholars around the world.

• From the moment we wake up in the morning to the time we go to bed at night, we rely on research to improve our lives in a variety of ways.
• For instance, many of the items we use every day, such as our phones and laptops, are the result of years of research and development.
• And when we see a news story about a new medical breakthrough or a natural disaster, it is often the result of research that has been conducted over a long period of time.

In short, research affects our daily lives in countless ways, both big and small. Without it, we would be living in a very different world.

What are the purposes of research?

The word “research” is used in a variety of ways. In its broadest sense, research includes any gathering of data, information, and facts for the advancement of knowledge.

Whether you are looking for a new recipe or trying to find a cure for cancer, the process of research is the same.

You start with a question or an area of interest and then use different sources to find information that will help you answer that question or learn more about that topic.

“The purpose of research is to find answers to questions, solve problems, or develop new knowledge.”

It is an essential tool in business , education, science, and many other fields. By conducting research, we can learn about the world around us and make it a better place.

How to do effective research 

Research is a process of uncovering facts and information about a subject.

It is usually done when preparing for an assignment or project and can be either primary research, which involves collecting data yourself, or secondary research, which involves finding existing data.

Regardless of the type of research you do, there are some effective strategies that will help you get the most out of your efforts:

• First, start by clearly defining your topic and what you hope to learn. This will help you to focus your search and find relevant information more quickly.
• Once you know what you’re looking for, try using keyword searches to find websites, articles, and other resources that are relevant to your topic.
• When evaluating each source, be sure to consider its reliability and biases.
• Finally, take good notes as you read, and make sure to keep track of where each piece of information came from so that you can easily cite it later.

By following these steps, you can ensure that your research is both thorough and accurate.

How to use research to achieve your goals.

Achieving your goals requires careful planning and a lot of hard work.

But even the best-laid plans can sometimes go awry.

That’s where research comes in.

By taking the time to do your homework, you can increase your chances of success while also learning more about your topic of interest.

When it comes to goal-setting, research can help you to identify realistic targets and develop a roadmap for achieving them.

It can also provide valuable insights into potential obstacles and how to overcome them.

In short, research is an essential tool for anyone who wants to achieve their goals.

So if you’re serious about reaching your target, be sure to do your homework first.

So the next time you are faced with a decision, don’t forget to do your research!

It could very well be the most important thing you do all day.

Jacks of Science sources the most authoritative, trustworthy, and highly recognized institutions for our article research. Learn more about our Editorial Teams process and diligence in verifying the accuracy of every article we publish.

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Family time is far more important than other aspects of life for most Americans

Americans overwhelmingly view spending time with family as one of the most important things in their life, far outranking other personal priorities, according to a new Pew Research Center survey.

About three-quarters of U.S. adults (73%) rate spending time with family as one of the most important things to them personally, regardless of how much time they actually devote to it. Nine-in-ten say they view it either as one of the most important things or as very important but not the most important thing.

Pew Research Center conducted this analysis to assess public attitudes about personal life priorities. We surveyed 5,079 adults from March 27 to April 2, 2023. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for the analysis, along with responses, and its methodology .

No more than a third of Americans rate any of the other eight items on the survey as among the most important to them. Clear majorities say being physically active (74%), being outdoors and experiencing nature (72%), and being successful in their career (66%) are at least very important to them.

Americans are split on the importance of practicing a religious faith: Half rate it as at least very important to them personally, while 21% say it is somewhat important and around three-in-ten (28%) say it is not important.

Smaller shares view participating in creative activities such as music, art or writing (43%), being involved with their community (40%), and being involved in social and political causes (27%) as at least very important to them personally. About three-in-ten (28%) say that social and political involvement is not at all important to them.

Republicans, Democrats have largely similar personal priorities

The survey of 5,079 U.S. adults, conducted from March 27 to April 2, finds that Republicans and Democrats rate many of these aspects of life similarly.

Spending time with family is at the top of the list for people in both parties. Roughly nine-in-ten people who identify with or lean toward each party say it is at least very important to them. Republicans and Democrats also have largely similar views about the importance of physical activity and of being outdoors and experiencing nature (about three-quarters in both parties say these are at least very important). And about two-thirds in both parties place high importance on career success.

Partisan differences are evident, however, on some items that are generally seen as less important.

Republicans and Republican-leaning independents are more likely than Democrats and Democratic leaners to rate practicing a religious faith as at least very important to them personally (61% vs. 40%). By contrast, Democrats are more likely than Republicans to rate participating in creative activities such as music, art or writing as at least very important to them (52% vs. 35%) and to say the same of being involved in social or political causes (35% vs. 21%).

Personal priorities by age

Large shares of Americans of every age group rank family time, physical activity and being outdoors as either one of the most important things or very important to them personally. But older adults – particularly those ages 65 and older – are less likely than younger age groups to view being successful in their career as at least very important to them personally. Around three-quarters (76%) of adults 18 to 29 rate career success as at least very important, as do 71% of those 30 to 49 and 65% of those 50 to 64. Around half (51%) of adults 65 and older say the same.

Adults 65 and older are also the least likely to say that participating in creative activities is at least very important to them. One-in-three say this, compared with four-in-ten or more adults ages 30 to 49 and 50 to 64 and about half of adults ages 18 to 29. By contrast, older adults are more likely than younger adults to rate practicing a religious faith as at least very important to them personally: Six-in-ten of those 65 and older rate it as such, as do 56% of those 50 to 64 and around half (48%) of adults 30 to 49. About four-in-ten adults ages 18 to 29 say the same (37%).

Note: Here are the questions used for the analysis, along with responses, and its methodology .

• Family & Relationships
• Politics & Policy

Andy Cerda is a research assistant focusing on politics at Pew Research Center

Few East Asian adults believe women have an obligation to society to have children

Among parents with young adult children, some dads feel less connected to their kids than moms do, how teens and parents approach screen time, most east asian adults say men and women should share financial and caregiving duties, among young adults without children, men are more likely than women to say they want to be parents someday, most popular.

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ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

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Enlightening today’s church with relevant research and insights

5 Truths for Investing in Men

Insights | Discipleship & Evangelism | Apr 26, 2024

Few things bear more fruit and have a greater impact on a local church than systematically and consistently investing in men.

By J. Josh Smith

I am a fourth-generation pastor on both sides of my family. This means my father, both grandfathers, and both great-grandfathers were all pastors. I have a brother who is a pastor, three uncles who are pastors, and at least eight first cousins who are pastors or missionaries.

All of that to say, when I became a first-time pastor, you would think I would’ve known what I was doing. At least, I think that’s what the first church that hired me assumed. But in reality, coming to pastor my first church at 32 years of age, I had no idea what to do. I had never been more overwhelmed in my life.

Somehow, by the gracious providence of God in those early years, I began to slowly but steadily invest in men. I started by inviting 10 men to meet with me once a week for 10 weeks to walk through the 46 verses of Titus. I had no grand vision for this. It was not strategic. I was not thinking about long-term fruit. I just knew I needed men.

When I left that first church after 11 years of ministry, I couldn’t help but think about all the plans, programs, movements, initiatives, energy, and money spent on planning and advertising special events. There were so many things I was convinced were strategic and would bear long-term fruit, so many things I thought would be the most important thing I’d ever done, so many things other churches were doing. Yet, as I looked back on all of those things, I realized most of them bore little fruit

The Titus 10

What I would’ve never imagined in those early years was that the most strategic and effective thing I would do was simply invest in men —10 at a time, year after year. When I left, there were 120 men I had personally taken through what I called “ The Titus Ten .” On my last Sunday, I was amazed at the number of men who hugged me, with tears in their eyes, telling me how that process had changed them. This week I looked at the website of the church I left over six years ago. There are 13 men on staff at that church, and 11 of them were a part of ”The Titus Ten.”

I tell you all of that to say, after 17 years of serving as a full-time pastor, I am convinced, without any reservation, that amid all the plans and programs, there is nothing that bears more fruit, more captures the heart of Jesus, and has a greater impact on a local church than systematically and consistently investing in men. The families, the church, and the culture will go in the direction of the men. And even though we seem to know that, most pastors seem to put little emphasis on carefully and purposefully investing in the men of the church.

As a result of seeing this bear so much fruit over the years, I’ve committed to making investing in men one of the primary emphases of my ministry. For the sake of the women in the church, the health of the church, and the health of our community, I want to invest in men. And over the years, here are five lessons I have learned in doing so.

1. Investing in men is my most important work.

This statement comes from a man with four daughters and a doctorate in preaching. I highly value the central role of preaching in the life of the church. I can’t emphasize that enough. Nothing can take the place of preaching. But that commitment to preaching must be joined (as it was in the ministry of Jesus) with a commitment to strategically and systematically investing in the lives of individuals.

At the end of your ministry, you will see that this bears as much fruit as anything else you have done. And as a man with four daughters, I say without hesitation or reservation, that when the pastor invests in men, the family, the church, and the women of the church benefit.

2. Men are hungry.

I have taken 500 men through “The Titus Ten” over the last three years. Our church has never mentioned this process or announced it in any way. Those who go through it invite the next group of men into it. People often ask me how I get men to participate. The answer is simple: Men are desperately hungry. It takes almost no effort at all. They are dying for help. Once you begin the process of investing in men, you’ll be surprised how many men are desperate for it.

3. Men need encouragement and exhortation.

Most men already feel deeply inadequate in every area of life—especially spiritual life and family life. They don’t need to be told they are failing; they already know this. Instead, they need to be motivated, blessed, and supported. They need someone pleading with them to grow, make progress, and fight things like isolation and passivity. They need the voice of someone speaking into them who loves them and has a biblical vision for their life.

4. Men need depth.

The men’s ministry of the past which revolved around manly activities is no longer sufficient. Men need serious answers for serious issues in serious times. They need to understand biblical manhood. They need to know how to fight sin. And they need sound doctrine. The goal is to develop faithful, strong, courageous, biblically-minded, gospel-loving, godly men who know how to love and serve God, their church, and their families.

5. Men need movement.

Someone once told me the key to raising sons is running them like dogs. That’s funny and true. You just have to keep them moving. Men are not much different. They need a pathway. They want to know what’s next. This fits the method of Jesus. He continued to challenge His disciples and give them greater responsibilities.

At our church, we start by getting men in a “Titus Ten” group we offer every Spring. Our next step is getting them into a discipleship group where they are reading their Bibles and keeping each other accountable. We then move them into service and mission trips and challenge them to take practical steps of progress with their families. Men need to be kept moving.

Robert Coleman in his classic, The Master Plan of Evangelism , was right: Men were Jesus’s method of winning the world to Christ. It took me years to believe that. Years of wasted time, energy, and money on processes and programs that didn’t bear fruit. At this point in my ministry, I want my focus and legacy to be investing in men who will invest in their churches, families, and communities. I think the word for that is…discipleship.

J. Josh Smith

@jjoshsmith

Josh is the senior pastor of Prince Avenue Baptist Church. He and his wife, Andrea, have four daughters and one son. He is the author of The Titus Ten ,  Preaching for a Verdict , and co-author of the Psalm 1-50 volume in the  Christ-Centered Exposition Series .

The Titus Ten Bible Study: Foundations for Godly Manhood

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