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Tables

This page provides links to all the tables that appear in the book.  Click a chapter title to view the tables in that chapter.
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Tables by Chapter
Theory Development

Table 1

Elevation and Cholera Deaths

Elevation of Districts in Feet
Number of Terrace from Bottom
Deaths from Cholera in 10,000 Inhabitants
Calculated Series
Under 20 1 102 102/1 = 102
20-40 2 65 102/2 = 51
40-60 3 54 102/3 = 34
60-80 4 27 102/4 = 26
80-100 5 22 102/5 = 20
100-120 6 17 102/6 = 17
140-160 18 7 102/18 = 6

(Humphreys, N.A. (Editor): Vital Statistics: A Memorial Volume of Selections from the Reports and Writings of William Farr. London , Sanitary Institute, 1885, p. 254-5.)

Table 2a

Bank Failures in %


White Owned African American Owned
Low Capitalization High Real Estate Loan %
20
80
High Capitalization Low Real Estate Loan %
20
80

Note: This is not real data. Reality is never so simple

Table 2b

Bank Failures in %


White Owned African American Owned
Low Capitalization High Real Estate Loan %
80
80
High Capitalization Low Real Estate Loan %
20
20

Note: This is not real data. Reality is never so simple

Qualitative Methods

Table 1

Some Criticisms of Quantitative Research

Criticism
1 Quantitative research can amount to a quick fix, involving little or no contact with people or the field.
2 Statistical correlations may based upon 'variables' that, in the context of naturally-occurring interaction, are arbitrarily defined.
3 After the fact speculation about the meaning of correlations can involve the very commonsense processes of reasoning that science tries to avoid (see Cicourel,1964:14 and 21).
4 The pursuit of 'measurable' phenomena can mean that unperceived values creep into research by simply taking on board highly problematic and unreliable concepts such as 'discrimination' or 'empathy.'
5 While it is important to test hypotheses, a purely statistical logic can make the development of hypotheses a trivial matter and fail to help in generating hypotheses from data as attempted in grounded theory.

Table 2

Aims of Observational Research

Approach Aim
Seeing through the eyes of... “Viewing events, actions, norms, values, etc. from the perspective of the people being studied.”
Description “Attending to mundane detail ... to help us to understand what is going on in a particular context and to provide clues and pointers to other layers of reality.”
Contextualism “The basic message that qualitative researchers convey is that whatever the sphere in which the data are being collected, we can understand events only when they are situated in the wider social and historical context.”
Process “Viewing social life as involving interlocking series of events.”
Flexible research designs “'Qualitative researchers' adherence to viewing social phenomena through the eyes of their subjects has led to a wariness regarding the imposition of prior and possibly inappropriate frames of reference on the people they study.”. This leads to a preference for an open and unstructured research design which increases the possibility of coming across unexpected issues.
Avoiding early use of theories and concepts: Rejecting premature attempts to impose theories and concepts which may “exhibit a poor fit with participants' perspectives.”

Source: Adapted from Bryman (1998: 61-6)

Table 3

Private and NHS Clinics: Ceremonial Orders

  Private Clinic (n=42) NHS Clinics (n=104)
Treatment or attendance fixed at patients' convenience 15 (36%) 10 (10%)
Social elicitation 25 (60%) 31 (30%)

Table 4

Typology of Interview Strategies

Type of interview Required skills
Structured interview

Neutrality; no prompting; no improvisation; training to ensure consistency

Semi-structured interview

Some probing; rapport with interviewee; understanding of project’s aims

Open-ended interview

Flexibility; rapport with interviewee; active listening

Focus group

Facilitation skills; flexibility; ability to stand back from the discussion so that group dynamics can emerge

Source: adapted from Noaks and Wincup, 2004:80

Table 5

The Advantages of Documentary Data

Advantage Rationale
Richness Close analysis of documents reveals presentational subtleties and skills.
Relevance and Effect Documents influence how we see the world and the people in it and how we act --- think of advertisements and CVs!
Naturally-occurring Documents are instances of what participants are actually doing in the world - without being dependent on being asked by researchers.
Availability Texts are usually readily accessible and not always dependent on access or ethical constraints. Because they may be quickly gathered, they encourage us to begin early data analysis.

Table 6

The Advantages of Documentary Data

Symbol Example Explanation
[
C2: quite a [ while
Mo: [ yeah		 Left brackets indicate the point at which a current speaker’s talk is overlapped by another's talk. 
] C2: and i thought] 
Mo: you said]		 Right brackets indicate the point at which two overlapping utterances end.  
= W: that I'm aware of =
C: =Yes. Would you confirm that? 		Equal signs, one at the end of a line and one at the beginning, indicate no gap between the two lines.
(.4) Yes (.2) yeah Numbers in parentheses indicate elapsed time in silence in tenths of a second.
(.) to get (.) treatment A dot in parentheses indicates a tiny gap, probably no more than one-tenth of a second.
_______ What's up? Underscoring indicates some form of stress via pitch and/or amplitude.
:: O:kay? Colons indicate prolongation of the immediately-prior sound. The length of the row of colons indicates the length of the prolongation.
WORD I've got ENOUGH TO WORRY ABOUT Capitals, except at the beginnings of lines, indicate especially loud sounds relative to the surrounding talk.
.hhhh I feel that (.2) .hhh A row of h's prefixed by a dot indicates an inbreath; without a dot, an outbreath. The length of the row of h's indicates the length of the in- or outbreath.
( ) future risks and ( ) and life ( ) Empty parentheses indicate the transcriber’s inability to hear what was said.
(word) Would you see (there) anything positive Parenthesized words are possible hearings.
(( )) confirm that ((continues)) Double parentheses contain author's descriptions rather than transcriptions.
 - talking about-
uh
 A hyphen after a word or part of a word indicates a cutoff or self interruption, often done with a glottal or dental stop.

°

 C2: and then° I remember The degree sign indicates that the talk following it was markedly quiet or soft.
_: or : C2: In the gy:m? If the letter(s) preceeding a colon is underlined, it indicates the pitch turning downwards.
>< >we were just< "Greater than" and "less than" carrots in this order indicate that the talk between them is rushed or compressed.  
<>
"Less than" and "greater than" carrots in this order indicate that the talk between them is markedly slow.  

↓ or ↑

↓are you↓

 The up and down arrows mark sharp rises or falls in pitch or may mark a whole shift or resetting of the pitch.
# # it was in the Indicates a rasping or 'creaky' voice quality.

£

£ it was so

 Indicates the speaker is smiling while speaking.

Software and Qualitative Analysis

Table 1

Characteristics of the Agency Overall—Site 2

Source Topic Data
A.1 Legal structure Private nonprofit
A.2 Governance Local board of directors (The Board includs professors, professionals, attorneys, family members, consumers, city administrator, state department workers, scientists, etc.)
A.4 Number of clinical sites Two main sites. Services include: Services for Homeless and for Persons with Severe and Persistent Mental Illness (including an Afro-centric and Multi-cultural, Deal/HOH approach), Case Management, Community Treatment Teams, Mobile Psychiatric Outreach and Project Work (Employment Assistance); “Apothecare” Pharmacy; Residential Programs; General Information. Services at the 4th St. Location include: Chemical Dependency Outpatient Services; Criminal Justice Programs; HIV/AIDS Programs/ Older Adult Mental Health Services; GLBTQ Adult and Adolescent Programs/Services
A.5 Main setting type Urban
A.6 Type of setting of implementing site #2  
A.7 Type of setting of implementing site #3  
A.8 Type of setting of implementing site #4  
A.9 Total annual operating budget of agency $16,747,936 for FY 2002
A.10 Number of consumers served by agency/year 6,000
A.11 Total hours of service by agency/year 141,046.30 units for FY 2002; about 1900-2000 units for SMD services. Outreach activities would account for an additional 1000 units, but may duplicate units already documented.
A.12 Number of full time equivalents (FTE) in agency Agency has a total staff of 236 employees for FY 2002. Of those, 18 are contingent. FTEs for the agency are as follows: 1.0 - 187, .9 - 1, .8 - 3, .6 - 2, .5 - 26, .4 - 4, .3 - and below - 7

Table 2

Characteristics of the SMI Program—Site 2

Source Topic Data
B1 Definition of SMI As per Clinical Director, using state MHA guidelines; Inclusion criteria were recently changed.
B.2.b Number of consumers (SMI) served /year 2080 SMD clients served in FY 2002 about 30% were classified as high intensity; 30-35% classified as moderate intensity; about 40% low intensity/recovery
B.2.c Total hours to (SMI) /year 81,443.9 - AOD: 3745.6; Crisis: 143.2; Assessment: 379.5; Med/Som: 11,868.7 - Ind. Couns: 1,465.7; Grp. Couns: 2,193.4; CSP Ind.: 45,916.9; CSP Grp: 675.1; Vocational: 9,971.9; Mental health/other: 5,083.9
B.2.d Total FTE for SMI program/year In SMD, there are 79 employees. FTEs for SMD area are as follows: 1.0 - 75, 2.0+ .75 - 1, 3.0+ .5-.3
B.3.c.1 Focus on professional guilds/Comments Yes
B.3.c.2 Segregation by profession/Comments Yes/ They do tend to group, but more likely by jobs than by profession, although those often coincide.
B.3.c.3 Teams function in multidisciplinary fashion/Comments Yes/ We rotate call, so teams must collaborate
B.3.c.4 Consumers/family members on paid staff/Comments Consumers
B.3.c.5 Paid peer support specialists/Comments Yes/ We developed a consumer clinical package and got it funded by a foundation. We try to move client to role of collaborators on their own treatment.
B.3.d Allegiance to professional organizations (unions)/Comments No

Table 3

Quality Improvement Systems—Site 1

Source Topic Data
B.6 Nature of staff training program Basic CM training in the first 6 months of hire through KU: there is an orientation and a mentor assigned. Each CM also gets $250 annually for training. Many go to advanced trainings through KU.
B.7 Nature of agency’s management information system Memos, administrative meetings, 2 hours per week. Attending are the Exec and Clincal Dirs and clinical leaders. Other staff is in charge of AIMS.
B.8 Nature of agency’s quality improvement program We have Utilization Review Committee and Quality Assurance Committee as weekly meetings. Risk Management Committee review incident reports.
B.11.a Do practitioners collect consumer outcome data? Yes
B11.b Timely reports to program leaders? Yes
B11.c Timely reports to practitioners? Yes

Table 4

Summary of Internet Survey

Post Training 12 Month Followup
IRK Component Useful for Project Comments Strengths Weaknesses Improvements/ Additions
IRK Guide Moderate   Guide used primarily as a training tool. Cat used the Guide help integrate EBP principles into practice. The resources in the Guide tied in well with the overall practice. Two respondents used the IRK 0 times, five reported using it <3 times. Fewer, more concise handouts would be helpful.
Kickoff Introductory Power Point Presentation Moderate to Very Useful and easy to understand. Especially helpful in recognizing that outcomes are measured over longer periods of time.      
The Introductory Video Moderate to Very The personal testimony in the video was very effective. Rated as Moderately useful. All respondents used the video at least once. Video was used to engage staff, consumers, local officials. Video was an effective way to convey a sense of hope.    
Practitioner’s Written Practice Information Sheet Moderate        
Skills training Power Point Very Respondents agreed that the PP was easy to understand, gave them more skills, and provided motivation to do practice.      
EBP Workbook Moderate to Very Respondents agreed that the Workbook was easy to understand, gave them more skills, and provided motivation to do practice. Five staff used the Workbook beyond 2-3 times and 2 staff used it more than 6 times.    
EBP-Specific Training Video Very Respondents agreed that the Video was easy to understand, gave them more skills, and provided motivation to do practice. One respondent stated it helped to see what they had learned demonstrated in a clinical setting. Three respondents used the video and felt it was helpful after training. Used to look at motivational interviewing styles.   Could have had more interviews
Fidelity Measures for EBP Moderate to Very At least half of the respondents felt the measures were easy to understand, motivated them, were effective as guidelines and that the measures would be used in the workplace. One respondent felt that the measures were only a modified treatment plan and wasn’t sure how they would be used. One respondent used the scale at regular intervals. Scale also used to inform leadership team. One respondent stated it was used to generate change in practice.    
Outcome Measures Very Six of the ten respondents felt the information on outcome measures was helpful in all areas. Chapter was encouraging and having a resource for outcomes is helpful. Outcome measures were collected at least 2-3 times. Four respondents either did not read the chapter or did not use any of the information. Agency could not ID outcome measures for just DD clients.  
Cultural Competency Moderate to Very Majority of the ten respondents felt the information on cultural competency was helpful in all areas. The information was a good reminder to keep cultural aspects in mind whenever relevant. Five out of seven respondents did not read the chapter and most found the chapter only slightly effective.  

Table 5

Project Timeline—Site 2

Milestones   Critical Events
  • In early November, 2002, when another project site drops out, the agency agrees to participate.
  • CCEO Clinical Director and CAT meet with administration to plan Steering Committee and intensive training to start immediately.
 Pre- project  
  • Baseline Fidelity Site Visit, 11-20- 02
  • Plan is to target Criminal Justice and Homeless Dual teams, i.e., the most acute population.
 11- 02
  • Designated IDDT team and TL are selected vs. recruited.
  • Local MH/AODA represented as not interested or knowledgeable about IDDT/EBPs.
  • IDDT Kickoff Event, 1-7-03
  • First meeting of the steering committee planned for after kickoff.
  • IRK intensive training underway but only two modules to be completed during January; senior management attends training with two teams and others.
  • Agency sends 8 staff to off-site CCOE training on Motivational Interventions and 9 staff to 2-day family interventions workshop.
  • CAT provides consultation on structure and functions of Steering Committee, emphasizes work on outcomes; first meeting scheduled for 2/28
1- 03
  • IRK training requiring more than 12 hours indicated in Toolkit.
  • Challenges encountered with set-up of Steering Committee and CAT suggests smaller work group in addition.
  • Agency stalling on convening SC; work on outcomes is delayed.
  • CAT observes that PL and TL are overburdened and that the planning process is “fraying around the edges.”
  • Two Steering Committee sub-group meetings; plans for large group to meet quarterly and smaller group to meet monthly; focus on outcomes.
2- 03
  • Administration wants to use Clusters outcomes data and CAT consults against it.
  • Administration presence in training is intimidating to staff.

Table 6

Dimensional Summary of Implementation Process—1st version

Site: 2 State: 2 EBP: IDDT
Phase Facilicators Strategies Barriers Approach to Barriers
DIMENSION: ATTITUDE
Prep Although most interviewed clearly articulate a philosophy that assumes integration of SA and MH treatments and a recovery approach, at baseline there are those who are not buying in. CEO is vocal advocate for best practices for most needy clients. CEO had previously advocated for and implemented other best practices. Assignment vs. recruiting of staff to implementation effort; Local MHA is " kind of ambivalent" and unsupportive. Designated staff are expected to "select out" if they wish.
Early Implementation through 6-mos. Team MD and RN are both very eager to be doing the model, and are fluent in stage-wise thinking at this point. They represent good reinforcement of the model across teams, and support the TL accordingly.   At 6 months, several veteran CMs on both teams are reluctant to adopt the model. Local MHA is " kind of ambivalent" and unsupportive. CAT recommends applying stage-wise principles approach to staff. A majority of folks who "get it" at their meetings goes a long way toward positively influencing the entire team meeting process.
Implementation through 12-mos. Stage-wise approach to engagement/motivation with practitioner pays off as formerly reluctant staff buy in. Stage-wise approach to engagement and training of staff leads to feelings of efficacy and optimism. Local MHA is " kind of ambivalent" and unsupportive.  
Sustaining: 12-24 mos.     Local MHA is " kind of ambivalent" and unsupportive.  

Source: see Resources section for details regarding source for matrices.

Table 7

Dimensional Summary of Implementation Process—2nd version

Display #2 *** County MHC IDDT
Dimensional Summary of Implementation Process
Dimension Facilitators Strategies Barriers Approach to Barriers Net Trend Dimension Summary
Attitude Admin were consistent, vocal supporters of the IDDT EBP since its initial stages. As a rule, they conveyed an enthusiastic attitude about innovative projects at the agency, and a commitment to make necessary changes to enhance services for consumers. CAT, Admin, and PLs set the tone for an agency-wide positive attitude toward the IDDT EBP, and they provided education and support for doing so to practitioners, other staff, and consumers. During the preparation stage, advocacy for the EBP was present in most meetings.     This positive attitude was intense and present throughout the 24-month time period. 2
  CAT provided education, training, and consultation in an attempt to improve this practitioner’s attitude toward the IDDT EBP. In addition, she discussed the matter with the PLs when the practitioner’s reports and documentation showed a concerning pattern. The PLs addressed the matter through group and individual supervision by providing a consistent message to practitioners that the IDDT EBP principles would be followed. One practitioner demonstrated a negative attitude about the IDDT EBP (this person showed negativity toward consumers, in general). She complained about consumers using drugs in the supported housing units, and her documentation reflected that she did not believe in consumers' potential for recovery and the potential for the IDDT EBP to be helpful to them.;   By the 1 year mark, this practitioner showed an increased understanding of the IDDT EBP, which improved her attitude toward it (as well as toward DD consumers). The strategy had an intense effect all the way through to the late sustaining phase. 2
Money   The agency did not hold back anything related to time and funding to support the IDDT EBP. Both Admin and the psychiatrist donated their time for participation in trainings and meetings, caseloads were lowered to support the EBP, and time for training/study groups was allotted for the practitioners.     This strategy was present from early preparation through late sustaining and was intense and constant. 2
    During the later months of the sustaining phase, the agency announced that they decided to stop applying for substance abuse funding from the state. Admin relayed that they were often not reimbursed for much money after filling out an enormous amount of paperwork to apply for state funds.   This barrier was constant and only mildly intense. It occurred during late sustaining phase and there did not appear to be any effects upon the IDDT EBP. 0
Responsibility   PL1 took more responsibility for sustaining the EBP than PL2, and worked with practitioners to practice and enhance skills. PL2 focused more on administrative tasks.     PL1 took more responsibility for sustaining the EBP than PL2, and worked with practitioners to practice and enhance skills. PL2 focused more on administrative tasks. 2
Leadership Skills   During the sustaining phase, PL1's leadership role changed a bit, as she was able to shift other duties to allow for more time to be spent on the IDDT EBP. PL1 carried out all the follow-up to the training, including assisting the practitioners with skill-building during group supervision. PL1 provided leadership related to clinical skills, while PL2 oversaw changes in documentation, eligibility, etc. During the latter months of the sustaining phase, PL2 expressed that he believed that too much emphasis was being placed on practicing the IDDT EBP skills, such as MI. This concerned CAT, who believed that regular practice was key to sustaining the IDDT EBP. However, PL1 did make the skill building portion of weekly team meetings optional attendance. CAT attempted to educate PL2 about the necessity of practicing skills and about making attendance mandatory. PL1 continued to provide opportunities for practitioners to practice skills. It appeared as if the leadership skills of Admin and PL2 were strong enough to counter any negative influence of PL1's dismissal of the need for practice. This occurred during the later part of the sustaining phase. 2

Source: see Resources section for details regarding source for matrices.


Clinical Trials

Table 1. Alpha (Type I) and Beta (Type II) Errors

Statistical Decision True State of the Null Hypothesis
H0 True H0 False
Reject H0 Type I error Correct
Do not Reject H0 Correct Type II error

Table 2


Point estimate and 95% confidence interval (CI) for the difference in mean weight change from baseline between the active drug and placebo groups in four hypothetical trials of two weight reduction drugs.

Trial Drug No. of patients per group Difference in mean weight change from baseline (kg) between the active drug and placebo groups Standard deviation of difference Standard error of difference 95% CI for difference P-value
1 A 40 -6 15 3.4 -12.6 0.6 0.074
2 A 400 -6 15 1.1 -8.1 -3.9 0.001
3 B 40 -4 15 3.4 -10.6 2.6 0.233
4 B 800 -2 15 0.8 -3.5 -0.5 0.008

Table 3

Summary of the key points from the results described in Table 2

Key points from the four trials are summarized in Table 3.

Key points about Significance Test and CI Examples
In a small study, a large P-value does not mean that the null hypothesis is true – ‘absence of evidence is not evidence of absence.’ Trials 1 and 3
A large study has a better chance of detecting a given treatment effect than a small study, and is therefore more powerful. Trials 2 and 4
A small study usually produces a CI for the treatment effect that is too wide to allow any useful conclusion. Trials 1 and 3
A large study usually produces a narrow CI, and therefore a precise estimate of treatment effect. Trials 2 and 4
The smaller the P-value, the lower the chance of falsely rejecting the null hypothesis, and the stronger the evidence for rejecting the null hypothesis. Trials 2 and 4
Even if the P-value shows a statistically significant result, it does not mean that the treatment effect is clinically significant. The clinical importance of the estimated effects should always be assessed. Trial 4

CI: confidence interval.

Cluster Unit Randomized Trials

Table 1

Examples of Unusual Clusters

Cluster Researcher
Religious institutions Lasater et al., 1997
Baseball teams Walsh et al., 1999
Sex establishments Fontanet et al., 1998
Student pubs Johnsson and Bergland, 2003
Boy scout troops Jago et al., 2006
Calendar weeks Mason et al., 2007
Grocery stores Hunt et al., 2008

Table 2

Matching Correlations

Source Unit of Randomization Number of Pairs Outcome Variable Matching Correlation
Stanton & Clemens (1987) Cluster of Families
25 Childhood Diarhea Rate 0.49
Kidane & Morrow (2002) Cluster of Villages 12 Childhood of Morality -0.39
Thompson et al., (1997) Physician Practice 13 Levels of Coronary Risk Factors 0.13
Ray et al., (1997) Nursing Home 7 Rate of Recurrent Falling 0.63
Peterson et al.(2002) School district 20 Prevalence of Smoking 0.34
Haggerty et al., (1994) Community 9 Childhood Diarrhea Rate -0.32
Grosskurth et al., (1995) Community 6 HIV Rate 0.94
The COMMIT Research Group (1995) Community 11 Smoking Quit Rate 0.21

Multilevel Modeling

Table 1

Hypothetical Counts of Death and Total Population by Social Class by Areas
Areas
Counts of Death out of total population
Low Social Class
High Social Class
1
9 out of 50
2 out of 50
2
5 out of 90
5 out of 95
-
-
-
49
10 out of 80
0 out of 50
50
20 out of 90
0 out of 0

Patient-Reported Outcomes

Table 1

Validity and Interpretability of Patient-Reported Outcomes

Measure Validation Interpretation
Measure of dyspnea in patients with lung disease Correlation with walk test distance, global ratings of dyspnea An improvement of 4 points represents a small but important difference
Measure of fatigue in patients with heart failure Correlations with other questionnaires that tap into fatigue An improvement of 0.5 represents a small but important difference
Measure of vision-related quality of life Correlation with traditional visual acuity measures Responses in accord with logical expectations for ordered effects (respondents who can drive at night almost always have no other limitations due to vision; respondents unable to recognize others when they are close are severely limited by vision in all aspects of their lives

It is as important to establish a theory of how to link clinical variables with health-related quality of life as it is to link larger determinants of PROs such as political unrest, economic depression, inequalities, and sociocultural trends and processes (Wilson and Cleary, 1995; Patrick and Erickson, 1993; Patrick and Chiang, 2000).

Table 2

Concepts and Domains Used in Defining Self-Reported Health Status, Quality of Life, and Health-Related Quality of Life

Table 2

Table 3

Condition Clinical Signs & Symptoms  Aspects of Life Affected 
Acne An inflammatory skin condition characterized by superficial skin eruptions around hair follicles. Major Symptoms: Skin rash or lesion on the face, neck, chest, shoulders and back / comedones (whiteheads or blackheads) / pustules / cysts / papules / nodules / inflammation around the skin eruptions
  • Going to social events like dances
  • Feeling depressed and lonely
  • Itching, redness, raw skin (symptoms)
  • Difficulty finding romantic partners
Osteoarthritis Degeneration of the cartilage that lines the joints. Major Symptoms: pain/tenderness, swelling, creaking, stiffening of affected joints, weakness & shrinkage of surrounding muscles due to lack of use (because of pain), enlarged & distorted joints
  • Difficulty bending, kneeling, stooping
  • Difficulty walking up hill
  • Depressed
  • Difficulty turning over in bed

Table 4

A Taxonomy of PRO Measures

Table 4

NLM Logo

gateway.nlm.nih.gov/gw/cmd/

MEDLINE, MEDLINEplus, OLDMEDLINE, PubMed, LOCATORplus, DIRLINE, AIDS Meetings, Health Services Research Meetings, Space Life Sciences Meetings, and Health Services Research Projects.

Mapi Research Institute

www.qolid.org

Through the structured presentation of synthesized, reliable and constantly updated data on PRO instruments, the PROQOLID database aims to: Provide an overview of existing PRO instruments; Provide relevant and updated information on PRO instruments; Facilitate access to the instruments and their developers; Facilitate the choice of an appropriate PRO instrument. Descriptions of 436 instruments. ($$)

OLGA

www.olga-qol.com

The most comprehensive source of information about questionnaires, rating scales and other tools for assessing psychosocial effectiveness in clinical and pharmacoeconomic studies. ($$)

OVID

www.ovid.com

Health and Psychosocial Instruments (HaPI)

Medicine, Nursing, Health Professions, Social Sciences, Education; Over 100,000 surveys, questionnaires, scales, tests, checklists, manuals; CD-ROM or online subscription ($$); Abstracts from leading journals.

Quality Metric

www.qualitymetric.com

Easy, valid, and reliable patient-reported outcome (PRO) measurement.

Whether you require expertise in protocol/study design, information on the most cost-effective method of administering, scoring, interpreting and reporting on PRO Surveys, or simply want to license one of our industry-leading PRO surveys, QualityMetric makes PRO measurement easy and insightful, supporting your efforts to positively impact healthcare. ($)

Metric

www.measurementexperts.org

Measurement Excellence and Training Resource Information Center (METRIC).

Empowering Researchers with Measurement Knowledge. You will find resources to help you with your measurement needs. Find an instrument or learn about the Foundations of Measurement. METRIC is designed to give researchers the resources to measure their best.

Compendium of Quality of Life Instruments

www.wiley.com/legacy/products/
subject/reference/salek_toc.html

The Compendium of Quality of Life Instruments
(5-Volume Set plus CD-ROM) ($$)

Compiled by: Sam Salek

The first ever comprehensive source of original questionnaires and related information for researchers and practitioners in the field of health-related quality of life ...

Reliable one-stop information plus CD-ROM, An all-in-one up-to-date sourcebook that is easy and quick to use, Tried and tested existing Quality of Life Instruments from around the world.

ATS

 www.atsqol.org

American Thoracic Society – Quality of Life Resource

The goal of this website is to provide information about quality of life and functional status instruments that have been used in assessing patients with pulmonary disease or critical illness.

Patient-reported Health Instruments Group

phi.uhce.ox.ac.uk

Patient-reported Health Instruments Group (PHIG)
National Centre for Health Outcomes Development (NCHOD)

General information on patient-reported health outcomes and instrument selection, including guidance regarding the selection of appropriate instruments for use in clinical trials, systematic reviews of outcome measures relevant to specific disease and population (demographic) groups.

Lasater T.M., Becker D.M., Hill M.N., Gans K.M. (1997). Synthesis of findings and issues from religious-based cardiovascular disease prevention trials. Annals of Epidemiology, 7:S46-S53.

Donner A., Klar N. (2000). Design and analysis of cluster randomization trials in health research. New York: Oxford University Press.
Kidane G., Morrow R.H. (2000). Teaching mothers to provide home treatment of malaria inTigray , Ethiopia : A randomised trial. Lancet, 356: 550-555.
Thompson S.G., Pyke S.D.M., Hardy R.J. (1997). The design and analysis of paired cluster randomized trials: An application of meta-analysis techniques. Statistics in Medicine, 16: 2063-2980.
Ray W.A., Taylor J.A., Meador K.G., Thapa P.B., Brown A.K., Kajihara H.K., Davis C., Gideon P., Griffin M.R. (1997). A randomized trial of a consultation service to reduce falls in nursing homes. Journal of the American Medical Association, 278: 557-562.
Peterson A.V. Jr., Kealey K.A., Mann S.L., Marek P.M., Sarason I.G. (2002). Hutchinson smoking Prevention Project: Long-term randomized trial in school-based tobacco use prevention-results on smoking. Journal of the National Cancer Institute, 92:1979-1991.
Haggerty P.A., Muladi K., Kirkwood B.R., Ashworth A., Manunebo, M. (1994). Community-based hygiene education to reduce diarrhoeal disease in rural Zaire : Impact of the intervention on diarrhoeal morbidity. International Journal of Epidemiology, 23:1050-1059.

Garfinkel, E. (1967) Studies in ethnomethodology, Englewood Cliffs, NJ: Prentice-Hall.
Cicourel, A. (1964) Method and measurement in sociology, New York: Free Press.

Bryman, A. (1988) Quantity and quality in social research, London: Unwin Hyman.

Noaks, L. and Wincup, E. (2004) Criminological research: Understanding qualitative methods. London: Sage.
Fontana, A. and Frey, J. (2000). The interview: From structured questions to negotiated text. In N.Denzin and Y.Lincoln (Ed.s), Handbook of qualitative research (2nd Ed.), London: Sage: 645-72.

Accounts on the OBSSR e-Learning site enable you to save notes as you read the contents of the site.  Notes are a way for you to save a spot on the site with your own comments and title applied to it.  Think of it as putting a sticky note paper in a book to remember a place and leave a thought or two of your own for later reference.

Patrick D.L., Erickson P. (1993). Health status and health policy: Quality of life in health care evaluation and resource allocation. New York: Oxford University Press.