Course Number & Complete Course Title:

PH8140 Advanced Research Methods

Instructor’s Name: Laura F. Salazar, PhD

Division:Health Promotion & Behavior

Semester:Fall Year:2014

CRN: 86146

Course Basics / Class Day/Time: / Tuesday/4:30-7:00 Pm
Class Location: / 34 Peachtree Street, Room 516
Prerequisite(s): / N/A
Required Course Materials / Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Experimental and Quasi-Experimental
Designs for Causal Inference. Boston: Houghton Mifflin Co.
[FREE ACCESS to Web-based Textbook] Trochim, William M. The Research Methods Knowledge Base, 2nd Edition. Internet WWW page, at URL: <
Register for Coursera to access archived video-lecture. Courserais free and provides access to current online courses and archived courses.

Additional course readings are available on the course’s Desire2Learn site or available through GSU library databases or ILL.
Faculty Accessibility / Instructor(s) of Record: / Laura F. Salazar
Office Location: / One Park Place, Room 662
Phone Number(s): / 404-413-1396
Email: /
Office Hours/Availability: / By appointment only. I encourage each student to make at least one appointment with me during the semester

Additional Information:

  1. Course Description:This course is designed to provide doctoral students with a solid and applied understanding of advanced research topics and methods used commonly in public health research. It is designed to build on the research skills obtained in other fundamental research methods and statistics courses. Advanced topics in research design and statistical analysis will be discussed and students will be asked to lead discussions, apply their skills in class and for homework assignments. The course is intended for students in the health and social sciences. Participants will also gain skills in the design of conceptually cogent and methodologically rigorous proposals and in manuscript preparation.
  1. Course Objectives / Competency / Assessment of Student Learning:

This course is designed to support public health doctoral students in acquiring competence in the following areas, as indicated in the School of Public Health Doctoral Student Handbook (see PHD Competencies).

Course Objectives / Program Competency / Assessment Method(s)
1.Understand the underlying philosophies to research-based methods in public health. / HPBP 3. Develop expertise in research methods and the ethical conduct of research to address scientific questions regarding health promotion research and practice. / 1)Student-lecture and discussion. Each student will be required to prepare a brief lecture in teams of two for one class (classes 3-10) during the semester.
Identify observational and experimental research designs used in public health research. / EPIP 1. Understand the strengths and weaknesses of various epidemiologic studydesignsand researchmethods.
HPBP 2. Critically analyze research in terms of the appropriateness of the study design, sample, measures, data analysis, results, and interpretation and critically evaluate the potential impact of the new knowledge gained on public health practices and policies.
HPBP 3. Develop expertise in research methods and the ethical conduct of research to address scientific questions regarding health promotion research and practice. / 2)Written Critique. Students will provide a written critique of the research methods and results of two journal articles—one of an observational study and one of an experimental study.
3)Grant proposal. Students will prepare one research proposal that uses the NIH grant proposal format for an R21 and addresses a Healthy People 2020 priority topic area. The final paper needs to include all relevant sections: Specific Aims (one page); Significance, Innovation, Research Strategy (6 pages); and References.
List the strengths and weaknesses of each design. / EPIP 1. Understand the strengths and weaknesses of various epidemiologic studydesignsand researchmethods.
HPBP 2. Critically analyze research in terms of the appropriateness of the study design, sample, measures, data analysis, results, and interpretation and critically evaluate the potential impact of the new knowledge gained on public health practices and policies.
HPBP 3. Develop expertise in research methods and the ethical conduct of research to address scientific questions regarding health promotion research and practice. / 4)Written Critique. Students will provide a written critique of the research methods and results of two journal articles—one of an observational study and one of an experimental study.
Describe the threats to internal validity for different research designs. / EPIP 1. Understand the strengths and weaknesses of various epidemiologic studydesignsand researchmethods.
HPBP 2. Critically analyze research in terms of the appropriateness of the study design, sample, measures, data analysis, results, and interpretation and critically evaluate the potential impact of the new knowledge gained on public health practices and policies.
HPBP 3. Develop expertise in research methods and the ethical conduct of research to address scientific questions regarding health promotion research and practice / 5)Written Critique. Students will provide a written critique of the research methods and results of two journal articles—one of an observational study and one of an experimental study.
Critically assess research for strengths and weaknesses. / EPIP 1. Understand the strengths and weaknesses of various epidemiologic studydesignsand researchmethods.
HPBP 2. Critically analyze research in terms of the appropriateness of the study design, sample, measures, data analysis, results, and interpretation and critically evaluate the potential impact of the new knowledge gained on public health practices and policies.
HPBP 3. Develop expertise in research methods and the ethical conduct of research to address scientific questions regarding health promotion research and practice. / 6)Written Critique. Students will provide a written critique of the research methods and results of two journal articles—one of an observational study and one of an experimental study.
Develop a research proposal. / HPBP 4. Develop expertise in statistical and analytic methods used in health promotion research and practice. / 7)Grant proposal. Students will prepare one research proposal that uses the NIH grant proposal format for an R21 and addresses a Healthy People 2020 priority topic area. The final paper needs to include all relevant sections: Specific Aims (one page); Significance, Innovation, Research Strategy (6 pages); and References.
Conduct an advanced analysis and develop a results section. / HPBP 4. Develop expertise in statistical and analytic methods used in health promotion research and practice. / Statistical analysis and interpretation. Students will conduct a statistical analysis of a research question and interpret the results. Types of statistical analyses will be upon approval. You will conduct the analysis with your own dataset or a de-identified one will be provided to you. You will provide a written summary of the data analysis/results commensurate with that expected in a typical public health focused journal.
  1. Course Assignments and Requirements:

8)Class participation. Students are expected to contribute actively to class. This includes coming prepared to discuss the assigned readings. It also requires the students additional reading(s) that relate(s) to the topic and their field of interest. Details will be discussed in class.

9)Student-lecture and discussion. Each student will be required to prepare a brief lecture in teams of two for one class (classes 3-10) during the semester. Students will need to choose the class from the course outline that would like to lead, prepare the lecture and then lead the class discussion of the topic/article. This is intended to provide students with an opportunity to serve in the role of instructor and independently identify key issues for discussion. Presentation days will be selected during the first class meeting.

10)Written Critique. Students will provide a written critique of the research methods and results of two journal articles—one of an observational study and one of an experimental study. The articles for the critique will be assigned in class after the discussion on evaluating research. Detailed guidelines and grading criteria will be provided in class.

11)Grant proposal. Students will prepare one research proposal that uses the NIH grant proposal format for an R21 and addresses a Healthy People 2020 priority topic area. The final paper needs to include all relevant sections: Specific Aims (one page); Significance, Innovation, Research Strategy (6 pages); and References.

12)Statistical analysis and interpretation. Students will conduct a statistical analysis of a research question and interpret the results. Types of statistical analyses will be upon approval. You will conduct the analysis with your own dataset or a de-identified one will be provided to you. You will provide a written summary of the data analysis/results commensurate with that expected in a typical public health focused journal. Guidelines will be provided.

  1. Grading Policy

Grading:

A standard grading scale will be used: A=90+, B=80-89, C=70-79

The weight of each of the course requirements listed above is:

Class participation15%

Student-lecture/discussion15%

Research article critiques30%

Grant Proposal25%

Statistical Analyses & Write-up15%

  1. Attendance and Class Participation Policy

The nature of the course requirements makes attendance highly critical. Specifically, absenteeism will affect the class participation grade.

Students are expected to contribute actively to class. This includes coming prepared to discuss the assigned readings. It also requires the students additional reading(s) that relate(s) to the topic and their field of interest. Details will be discussed in class.

  1. Late Assignments and Make-up Examination Policy

Any assignment turned in late may have points deducted up to one letter grade for each day the assignment is late or fraction thereof. All assignments are due by 4:30PM.

  1. Syllabus Deviation Policy

The course syllabus provides a general plan for the course; deviations may be necessary.

  1. Student Code of Conduct and Policy on Academic Honesty

All students at this University are expected to engage in academic pursuits on their won with complete honesty and integrity. Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. The complete Academic Honesty policy is located in the GSU Graduate Catalog, Section 1350: Students and faculty are expected to review and conform to the university’s policy on academic honesty. Information on the Student Code of Conduct and related policies and procedures are available at:

Special attention should be paid to the sections on plagiarism and multiple submissions:

Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own the ideas, language, or designs of another” (The Living Webster, 1975) – and it is strictly forbidden. Written and oral presentations must be a student’s own work. Students plagiarizing or cheating in any form will face disciplinary action which could result in an “F” in this course and suspension or expulsion from the University. Copying from written materials, presentations, websites, etc. without source acknowledgement and referencing is plagiarism. Read it, appreciate it, learn from it, and make sure you source it – and then reflect it with your own thoughts and words! If you are uncertain about what constitutes plagiarism, please contact the instructor.

Multiple Submissions.It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however, the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature.

  1. Disability Accommodations Policy

Students who wish to request accommodation for a disability may do so by registering with the GSU Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. The Office of Disability Services is located in the GSU Student Center, Suite 230 and online here:

  1. Course Evaluations Statement

Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing this course, please take time to fill out the online course evaluation.

  1. Career Services

The School of Public Health provides career services & student leadership opportunities (student clubs & organizations) to all current SPH students and alumni. SPH Career Services can help students with resume writing, interviewing, job searching, internship development, and professional networking. Students are invited to attend our career events and workshops, and individualized career counseling appointments can be arranged. To see what career panels, career fairs, and events are available this semester, please visit: The SPH Career Services office is co-located with the Office of Academic Assistance in room 640 at One Park Place.

  1. Tentative course schedule, topics, and readings

Date / # / Topics and Assignments
Aug 26 / 1 / Introduction to the course & philosophy of science
Readings and assignments:
Tebes, J.K. (2005). Community science, philosophy of science, and the practice of research. American Journal of Community Psychology, 35(3/4), 213-230.
Trochim: Foundations: Language of research; Philosophy of research; Ethics in research
Desire2Learn: Singleton & Straits (2010). Chapter 2: The nature of science. In Approaches to Social Research, 5th ed. (pp. 19-43). New York: Oxford University Press.
Desire2Learn: Salazar, Crosby & DiClemente (in press). Chapter 2: The philosophy of science. In Research Methods for Health Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Healthy People 2020—Topics and Objectives and Framework.

Sept 2 / 2 / Evaluating and critiquing research
Readings and assignments:

Unit 8 video lecture: how to do a peer review (28 mins.)
Trochim: Foundations: Conceptualizing
Desire2Learn: Crosby, Salazar, & DiClemente (in press). Chapter 17: Introduction to scientific writing. In Research Methods for Health Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Desire2Learn: Handout on write-up of journal critique.
Sept 9 / 3 / Units of Analysis, Variables, Mediation, Moderation, Confounding
Readings and assignments:
Baron, R.M., Kenny, D.A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
MacKinnon, Krull, & Lockwood (2000). Equivalence of the mediation, confounding, and suppression effect. Prevention Science, 1(4), 173 – 181.
Frazier, P.A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115-134.
Sept 16 / 4 / Measurement—metrics, reliability, validity, and factor analysis
------Journal Article critiques due------
Readings and assignments:
Trochim; Theory of Measurement; and Scales and Indexes
Streiner DL. Measure for measure: new developments in measurement and item response theory. Can J Psychiatry. Mar 2010;55(3):180-6.
Keszei AP, Novak M, Streiner DL. Introduction to health measurement scales. J Psychosom Res. Apr 2010;68(4):319-23.
Streiner DL, Norman GR. "Precision" and "accuracy": two terms that are neither. J Clin Epidemiol. Apr 2006;59(4):327-30.
Streiner DL. Being inconsistent about consistency: when coefficient alpha does and doesn't matter. J Pers Assess. Jun 2003;80(3):217-22.
Factor Analysis Resources:


Salazar, Stephenson, Sullivan & Tarver (2010). Development and validation of HIV-related dyadic measures for men who have sex with men. Journal of Sex Research,50(2), 164-177.
Sept 23 / 5 / Sampling techniques and approaches
Readings and assignments:
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). The received view of generalized causal inferences: Formal sampling pp. 342-348.
Trochim: Sampling
Desire2Learn: Crosby, Salazar & DiClemente (in press). Chapter 6: Principles of sampling.In Research Methods for Health Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Rudolph AE, Crawford ND, Latkin C, et al. Subpopulations of Illicit Drug Users Reached by Targeted Street Outreach and Respondent-Driven Sampling Strategies: Implications for Research and Public Health Practice. Annals of Epidemiology. 2011;21(4):280-89.
Luman ET, Worku A, Berhane Y, Martin R, Cairns L. Comparison of two survey methodologies to assess vaccination coverage. Int J Epidemiol. Jun 2007;36(3):633-41.
Sept 30 / 6 / Observational designs in public health
Readings and assignments :
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Chapter 1: Experiments and generalized causal inference (pp 135-206.
Desire2Learn: Salazar, Crosby & DiClemente (in press). Chapter 4: Observational research designs. In Research Methods for Health Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Mann, CJ. (2003). Observational research methods. Research design II: cohort, cross sectional, and case-control studies. Emerg Med J, 20(1):54-60.
Cherpitel CJ,Ye Y,Bond J,Stockwell T,Vallance K,Martin G,Brubacher JR,Macpherson A. Risk of Injury from Drinking: The Difference Which StudyDesignMakes.Alcohol Clin Exp Res.2013 Aug 1. doi: 10.1111/acer.12217. [Epub ahead of print]
Oct 7 / 7 / Survey research and different data collection modes
Readings and assignments:
Desire2Learn: Salazar, Crosby & DiClemente (in press). Chapter 13: Survey research. In Research Methods for Health Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Kelley K,Clark B,Brown V,Sitzia J. Good practice in the conduct and reporting ofsurveyresearch.Int J Qual Health Care.2003 Jun;15(3):261-6.
Sharma M, Wilton J, Senn H, Fowler S, Tan DH. Preparing for PrEP: Perceptions and Readiness of Canadian Physicians for the Implementation of HIV Pre-Exposure Prophylaxis. PLOS one. 2014;9(8):e105283.
Kelly CA, Hewett PC, Mensch BS, Rankin JC, Nsobya SL, Kalibala S, et al. Using biomarkers to assess the validity of sexual behavior reporting across interview modes among young women in Kampala, Uganda. Stud FamPlann. 2014 Mar;45(1):43-58.
Oct 14 / 8 / Quasi-experimental designs
Readings and assignments:
Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Chapters 5 and 6. (pp 135-206).
Trochim: Quasi-experimental designs.
Salazar, Emshoff, Baker & Crowley. (2007). Examining the Behavior of a System: An Outcome Evaluation of a Coordinated Community Response to Domestic Violence. Jnl of Family Violence,22(7), 631-641.
Davey C, Boulay M, Hargreaves JR. Strengthening nonrandomized studies of health communication strategies for HIV prevention. J Acquir Immune DeficSyndr. 2014 Aug 15;66Suppl 3:S271-7.
Oct 21 / 9 / Experimental designs and Randomization
Readings and assignments :
Desire2learn:Salazar et al., (in press). Chapter 5: Experimental research designs. In Research Methods for Health Promotion, 2nd ed. San Francisco, CA: Jossey-Bass.
Trochim: Experimental designs; Analysis