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Research Methodology Quiz | MCQ (Multiple Choice Questions)

In order to enhance your understanding of research methodology, we have made thought-provoking quiz featuring multiple-choice questions.

This quiz served as a tool to assess your knowledge and comprehension of various research techniques and methodologies. Each question presented unique scenarios, challenging you to analyze and select the most appropriate methodological approach.

The quiz aimed to sharpen your critical thinking skills and reinforce our grasp on essential concepts in the realm of research. By actively participating in this exercise, we deepened your appreciation for the significance of selecting the right research methods to achieve reliable and meaningful results.

430+ Research Methodology (RM) Solved MCQs

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

What is the golden thread
What are research aims ( examples )
What are research objectives ( examples )
What are research questions ( examples )
The importance of alignment in the golden thread

What is the “golden thread”?

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

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Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.” “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

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Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

The research objectives detail the specific steps that you, as the researcher, will take to achieve the research aims you laid out.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples

Again, we’ll stick with the research aims and research objectives we mentioned previously.

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project.

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38 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

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RESEARCH METHODOLOGY MCQs [2023]

This article includes some of the MCQs from Research Methodology.

Collecting data
Formulating a research question
Analyzing data
Drawing conclusion
Meta-analysis
A conclusion drawn from data analysis
A summary of research findings
A measurement of data accuracy
A statement of predicted relationship between variables
To identify the research gaps
To summarize research findings
To collect primary data
To analyze data
The variable that is manipulated by the researcher
The variable that remains constant throughout the research
The variable that is measured and observed
The variable that is not relevant to the research question
To present research findings
To provide a rationale for the study
To establish causality
To guide the data collection process
A plan for data analysis
A method for data collection
A statistical technique
A framework for conducting research
To draw conclusion from data
To develop research hypotheses
Chi-squared test
Analysis of variance (ANOVA)
Regression analysis
To provide a baseline for comparison
To receive the experimental treatment
To control for confounding variables
To ensure internal validity
Research article
Meta analysis
Interview transcript
Large sample size
Standardize data collection methods
Emphasis on context and social interactions
Objectives and detached perspective
Participant observation
Structured interviews
Content Analysis
Focus Groups
Understanding the meanings and interpretations of individuals
Hypothesis testing
Statistical analysis
Structured questionnaires
Experiments
Interviews and Observations
What is the prevalence of depression in college students?
How does gender influence job satisfaction ?
What is the relationship between income and happiness?
What are the factors that contribute to successful weight loss?
Experimental research
Longitudinal research
Phenomenology
Correlation research
Ethnography
Correlational Study
Phenomenological study
To provide a clear research direction
Clear and Focused
Relevant and significant
Testable and measurable
Broad and ambiguous
A sample that is selected by chance
A sample that is selected based on specific criteria
A sample that is selected from population in a systematic way
A sample that is selected based on convenience
A survey of a large population
An in-depth investigation of a single individual or group
An experimental design that tests a hypothesis
An analysis of existing statistical data
The group of people who participate in the study
The larger group from which the participants are selected
The variables being studied
THe data collected in the study
Standard Deviation
Correlation Coefficient
Chi-square test
Randomized controlled trial
Quasi-experimental design
Cross-sectional study
Regression Analysis
Wilcoxon rank-sum test
Paired-sample test
To gather primary data
To establish the sample size
To test the research hypothesis
To refine the research methodology
Convenience Sampling
Stratified Sampling
Cluster Sampling
Simple Random Sampling
To summarize and describe data
To explore relationships between variables
To interpret qualitative data
To test hypotheses and make inferences about a population
Primary data
Secondary data
Tertiary data
A summary of book
A summary of research study
A summary of the literature on a particular topic
A summary of a movie
Identify the research question
Identify the study population
Identify the research hypothesis
Identify the research methodology
To provide a summary of the main concepts related to the research topic
To establish the theoretical foundation for the research study
To outline the research design and methods
To report the findings of the research study
Literature review
Data analysis
Research question
Data collection
Temporal order
Covariation
Association
Control of confounding variables
The research question
The research design
The data collection method
The data analysis plan
A plan for collecting data in as research study
A plan for analyzing data collected in a research study
A plan for reporting research findings
A plan for selecting research participants
Age of participants in a research study
Gender of participants in a research study
Scores on a likert scale in a questionnaire
Responses to open-ended questions in a survey
The value that appears most frequently in a dataset
The average of a dataset
The middle value of a dataset
The difference between the highest and lowest values in a dataset
It is exploratory in nature.
It is aimed at developing new theories
It is focused on solving practical problems
It is conducted without a specific application
Descriptive bias
Sampling bias
Causal bias
Inferential bias
The tendency of participants to provide socially desirable responses
The systematic error in measurement instruments
The distortion of memory in reporting past events
The influence of the researcher’s expectations on data collection
Using random sampling techniques
Double-blind data collection
Using multiple data collection methods
Ensuring strict adherence to research protocols
A measure of central tendency
A measure of variability
A systematic error in data collection
A random error in data collection
By using a small sample size
By using biased data collection instruments
By using non-random sampling techniques
By using appropriate data collection and analysis methods

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Starting the research process
Research Objectives | Definition & Examples

Research Objectives | Definition & Examples

Published on July 12, 2022 by Eoghan Ryan . Revised on November 20, 2023.

Research objectives describe what your research is trying to achieve and explain why you are pursuing it. They summarize the approach and purpose of your project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement . They should:

Establish the scope and depth of your project
Contribute to your research design
Indicate how your project will contribute to existing knowledge

What is a research objective, why are research objectives important, how to write research aims and objectives, smart research objectives, other interesting articles, frequently asked questions about research objectives.

Research objectives describe what your research project intends to accomplish. They should guide every step of the research process , including how you collect data , build your argument , and develop your conclusions .

Your research objectives may evolve slightly as your research progresses, but they should always line up with the research carried out and the actual content of your paper.

Research aims

A distinction is often made between research objectives and research aims.

A research aim typically refers to a broad statement indicating the general purpose of your research project. It should appear at the end of your problem statement, before your research objectives.

Your research objectives are more specific than your research aim and indicate the particular focus and approach of your project. Though you will only have one research aim, you will likely have several research objectives.

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Research objectives are important because they:

Establish the scope and depth of your project: This helps you avoid unnecessary research. It also means that your research methods and conclusions can easily be evaluated .
Contribute to your research design: When you know what your objectives are, you have a clearer idea of what methods are most appropriate for your research.
Indicate how your project will contribute to extant research: They allow you to display your knowledge of up-to-date research, employ or build on current research methods, and attempt to contribute to recent debates.

Once you’ve established a research problem you want to address, you need to decide how you will address it. This is where your research aim and objectives come in.

Step 1: Decide on a general aim

Your research aim should reflect your research problem and should be relatively broad.

Step 2: Decide on specific objectives

Break down your aim into a limited number of steps that will help you resolve your research problem. What specific aspects of the problem do you want to examine or understand?

Step 3: Formulate your aims and objectives

Once you’ve established your research aim and objectives, you need to explain them clearly and concisely to the reader.

You’ll lay out your aims and objectives at the end of your problem statement, which appears in your introduction. Frame them as clear declarative statements, and use appropriate verbs to accurately characterize the work that you will carry out.

The acronym “SMART” is commonly used in relation to research objectives. It states that your objectives should be:

Specific: Make sure your objectives aren’t overly vague. Your research needs to be clearly defined in order to get useful results.
Measurable: Know how you’ll measure whether your objectives have been achieved.
Achievable: Your objectives may be challenging, but they should be feasible. Make sure that relevant groundwork has been done on your topic or that relevant primary or secondary sources exist. Also ensure that you have access to relevant research facilities (labs, library resources , research databases , etc.).
Relevant: Make sure that they directly address the research problem you want to work on and that they contribute to the current state of research in your field.
Time-based: Set clear deadlines for objectives to ensure that the project stays on track.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Your research objectives indicate how you’ll try to address your research problem and should be specific:

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

Budget constraints or any specifics of grant funding
Your proposed timeline and duration
Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
Any inclusion and exclusion criteria
Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

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Research Methodology MCQ with Answers

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Table of Contents

Research Methodology MCQ Questions Set-1

1. In “ RESEARCH ” “R” means

2. In the word “RESEARCH” “A” means

(A) Articulate

(D) None of the above

3. Research is derived from

(D) Japanizes

4. Who defined “Research” as “systematized effort to gain new knowledge”

(A)Tom & Zerry

(B) Redman and Mory

(D) Ross Taylor

5. Which of the following is the Objective of the Research?

(A) To become familiar with a phenomenon

(B) To test a hypothesis of a causal relationship between variables

(C)To determine the frequency with which something occurs or with it is associated with something else.

(D) All of the above

6. Research is basically

(A) a methodology of enquiry

(B) search of truth

7. A test of research aptitude for candidates of the UGC NET, is aimed at

(A) providing basic idea of search to the candidates

(B) Screening the persons having scientific bent of mind

(D) putting obstacles to the candidates

8. The main purpose of research in education is to

(A)-help in individual’s personal growth

(B) increase the social prestige of an individual

(D) help the individual to become an eminent educationist

9. Where is the objective observation used?

(A) In conducting experiments

(B) In research

(D) In almost all the situations

10. Inferring about the whole population on on the basis of the observations made on a small part is called

(A) deductive inference

(B) inductive inference

(D) pseudo-inference

11. A hypothesis is a

(A) Tentative statement whose validity is still to be tested

(B) Supposition which is based on the past experiences

12. What do you mean by synopsis of a research project?

(A) The blue print of research

(B) Extracts from the research observations

(D) Summary of the findings of the research

13. Can a problem be stated?

(A) By putting forward a question

(B) Making a statment which is declarative in nature

14. What do you mean by an assumption?

(A) It is a framework in which research work has to be done

(B) It simplifies the logical process of arriving at the solution

15. A null hypothesis is

(A) hypothesis of no difference

(B) Hypothesis that assigns value of zero to the variable

16. The preparation of a synopsis is

(B) a science

(D) None of these

17. The advantage of sampling is

(A) time-saving

(B) capital-saving

(D) Both ‘A’ and ‘B’

18. In case of destructive testings, the best method of research is

(A) Sampling

(B) Complete enumeration

(D) None of the above

19. The method of Randomization involves

(A) lottery

(B) Coin method

(D)All of the above

20. The advantages of random sampling is that

(A) It is free from personal biases

(B) It produces reasonably accurate results

21. Tippit table is

(A) A table of random digits

(B) Used in statistical investigations

22. The demerits of sampling methods is

(A) Existence of sampling errors

(B) Requirements of adequately trained personnel for sample survey

23. What is the meaning of Randomization?

(A) Each and every unit of the population has an equal chance of selection in the sample

(B) The selection or non-selection of a unit of population does not affect the selection or non-selection of the other unit of the population in the sample

24. Type-1 Error occurs when

(A) The null hypothesis is rejected even when it is true

(B) The null hypothesis is accepted even when it is false

25. What is/are the base(s) of formulation of a Hypothesis?

(A) Reflection

(B) Deduction

(D) All of these

Research Methodology MCQ Questions Set-2

1. Which is not the characteristic of research

(A) Basic Research

(B) Holistic Perspective

(D) Ex-Post Facto Research

2. The different between the Ex-Post Facto Research and Experiments research is

(B) Control

3. Ex-Post Facto Research could be

4. Part of social research is

(A) Laboratory experiment

(B) Field Experiment

5. Kotz has been divided field studies into

(A) Exploratory

(B) Hypothesis testing

6. Which of the following is a step of research design?

(A) Defining the problem and formulating a hypothesis

(B) Collecting data

7. Which of the following is the chief characteristic of sampling methods?

(A) Economy

(B) Reliability

8. Scientific methods are used in

(A) only research projects in pure sciences

(B) social science researches

(D) Neither ‘A’ nor ‘B’

9. Which of the following is a type of hypothesis?

(A) Interrogative hypothesis

(B) Declarative hypothesis

10. Which of the following is a non-probability sampling method?

(A) Simple random sampling

(B) Systematic sampling

(D) Quota sampling

11. In which of the following cases, the formation of hypothesis may not be necessary?

(A) Investigative historical studies

(B) Experimental studies

(D) Survey studies

12. A researcher divides the whole population in different parts and then fixes the no. of units from each of the parts that are to be included in the sample. The method of sampling used by him is

(A) Stratified random sampling

(B) Cluster sampling

13. For the population with finite size which of the following sampling method is generally preferred?

(A) Cluster sampling

(B) Area sampling

(D) Systematic sampling

14. A research is based on

(A) Ideas of the scientists

(B) Experiments

(D) Some general principles

15. The scientific study of the historical back ground of the events to determine its bearing on the present conditions is called

(A) Philosophical research

(B) Action research

(D) Historical research

16. Research and Development (R&D) has now become the index of development of country because

(A) R&D reflect the true economic and social conditions prevailing in a country

(B) R&D targets the human development

17. The word ‘unscientific means

(A) Prejudices and biases

(B) Useless arguments

18. Who put forward the statement, “Research is an honest effort carried out through insight”?

19. The Data of research is, generally

(A) Qualitative only

(B) Quantitative only

20. Which of the following is a paramount requirement of a Researcher?

(A) Scientific thinking

(B) Scientific feeling

(D) Scientific attitude

21. A research aims at

(A) Verifying the existing knowledge

(B) Acquiring new knowledge

(D) All of the above

22. Longitudinal approach of Research deals with

(A) Short-term researches

(B) Long-term researches

23. Action research means

(A) A longitudinal research

(B) An applied research

24. Why Yamuna Action Plan’, is an Action Research Plan?

(A) It has a definite goals and objectives

(B) It is to be finished in a pre-determined schedule

25. Which of the following Researches emphasise primarily the factual aims?

(A) Philosophical researches

(B) Historical researches

(D) Behavioral researches

Research Methodology MCQ Questions Set-3

1. A successful research requirements

(A) Planning

(B) Guidance

2. Which of the following is the research purpose?

(A) To study a phenomenon or to achieve a new insight in to it

(B)To determine the frequency with which something occurs or with which it is associated with

3. Which is the Design of sampling?

(A) Probability selection

(B) Purposive Methods

4. Survey research methods come under

(A) Pre-empirical research methods

(B) Descriptive research methods

5. Ethical principle is available in which report

(A) Belmont Report

(B) Finance report

6. The logic of induction is very much related with

(A) The logic of sampling

(B) The logic of controlled variable

7. The aims of research

(A) are descriptive in nature

(B) are founded on human values

8. The aims of research is/are

(A) Verification

(B) Fact finding

9. Objective or unbiased observation is most vital in

(A) All walks of life

(B) Performing experiments

(D) Research methods

10. The reporting of Research findings should be done

(A) by the scientists themselves

(B) in a scientific and effective way

(D) through scientific journals

11. Reliability of a research result implies its

(A) Verifiability

(B) Validity

(D) Usefulness

12. Watson and Mcgrath defined research as

(A) An intellectual exercise

(B) Using exploratory methods

13. A research is

(A) A serious and investigative study

(B) Being illuminated

14. A person who is repeating the same mistakes again and again without trying to rectify it, is

(A) A foolish person

(B) An excellent researcher

(D) An insane person

15. In Hindi, the word “Anusandhan’

(A) Praying to achieve

(B) Attaining an aim

(D) Following an aim

16. The word “Research” means

(A) To know

(D) To innovate

17. Social research can be divided into

(A) Two categories

(B) Three categories

(D) Five categories

18. Which of the following is/are categories of social research?

(B) Field experiment

19. Which of the following is/are types of field studies?

(A) Exploratory testing

20. Survey research studies

(B) Populations

(D) Processes

21. Evaluation research is concerned with

(A) What are we doing?

(B) Why are we doing?

22. Action research is a type of

(A) Applied research

(B) Quality research

(D) Survey research

23. Which of the following is the key factor in determining the success of group research?

(B) Organization

(D) Creativity

24. Which of the following have a direct bearing on research tools and techniques?

(A) Concepts

(B) Knowledge

25. The aim of group research is to achieve integration on

(A) Conceptual level

(B) Technical level

Research Methodology MCQ Questions Set-4

1. The evolution of operation research could be associated within well-known development of

(A) Industrial organization

(B) Institutional organization

(D) Traditional organization

2. The problem and techniques can be classified broadly into

(A) Inventory control

(B) Game theory

(D)All of these

3. Which of the following is/are essential requirement/s to carry out a successful research

4. Which of the following has a great impact mind of the researcher?

(A) References

(B) Finance

(D) Library

5. Which of the following is the first step in a research process?

(A) Selecting a topic

(B) Formulating research problem

6. Hypothesis relate generally or specifically

(A) Variables to variables

(B) Constant to variables

(D) Constant to constant.

7. The source of hypotheses may be based

(A) Chance-intuition

(B) Expectation

(D) None of these

8. Research design is

(B) A structure

9. Which of the following is/are purposes of the research design?

(A) Providing answers of research questions

(B) Controling the variance

10. In which of the following selection depends on chance?

(B) Purposive method

11. In the purposive method of sampling design, items are selected according to

(A) Law of probability

(B) Personal judgement

12. If samples are taken concerning all probable characteristics then there are

(A) No chances of any error

(B) More chances of error

13. Primary data for the research process can be collected through

(A) Experiment

14. A belief becomes a scientific truth when it is

(A) Established experimentally

(B) Arrived logically

15. In order to study the relationship of family size to income a researcher classifies his population into different income slabs and then takes a random sample from each slab. Which technique of sampling does he adopt?

(B) Random sampling

16. A researcher uses statistical techniques in his problem to confirm

(A) Whether worthwhile inferences could be drawn

(B) Whether the data could be quantified

(D) Whether analysis of data would be possible

17. Which of the following qualities do you consider essential for a research scientist?

(A) Keenness of observation

(B) Persistence

18. With which of the following propositions about research you do not agree?

(A) Research improves the quality of teaching

(B) Research contributes to social progress of the country

(D) Research leads to finding solution

19. Which of the following is/are essential for communicating a research work?

(A) Command over language

(B) Conclusions drawn

20. A researcher should consider himself as

(A) Open minded and radical

(B) A status-quo maintainer

(D) Entirely dependent on the teacher

Research Methodology MCQ Questions Set-5

1. A good researcher lays his hands on

(A) A specific area and tries to understand it great details in

(B) A specific area and tries to understand it in minute details

(D) Any area of his interest

2. The research is always

(A) Verifying the old knowledge

(B) Exploring the new knowledge

3. The research that applies the laws at the time of field study to draw more and more clear ideas about the problem is

(A) Action research

(B) Experimental research

4. Which of the following process is not needed in experimental research?

(A) Observation

(B) Reference collection

(D) Manipulation

5. A research problem is not feasible only when

(A) It consists of independent and dependent variables

(B) It is researchable

(D) It is new and adds something to knowledge

6. Research methods can be put into which of the following category?

(A) Pre-empirical research

(B) Descriptive methods

(C)Experimental method

7. Choosing a specific behaviour and counting its occurrences comes under

(A) Correctional research

(B) Naturalistic observation

8. Determining the relationships between two or more variables comes under

(A) Naturalistic observation

(B) Correctional research

(D) Action research

9. Participant observation is the process of immersing yourself in the study of

(A) Processes

(D) Methods

10. A research method ‘ethnography’ is the process of describing a

(A) Culture

(B) way of life

11. Which of the following is an way of doing social science research?

(A) Case study

(B) Game study

(D) Process study

12. Dramaturgical interviewing is a technique of doing research by

(A) case study

(B) Role playing

(D) Sampling

13. Which of the following is the goal of evaluation research?

(A) Situation-based decision making

(B) People-based decision making

(D) Trend-based decision making

14. Under the evaluation research which type/s of decision is/are made?

(A) Need assessment

(B) Process evaluation

15. Usually which type of questions is asked during interviews?

(A) Close-ended

(B) Natural

(D) Puzzling

16. Which of the following is not a component of ethical research?

(A) Competence

(B) Voluntariness

(D) Suitability

17. Which of the following completes the research process?

(A) Research note

(B) Report writing

(D) Preface writing

18. Which of the following is a suggested outline for report writing?

(A) Prefatory material

(B) Primary material

(D) Analytic material

19. Which of the following is the most eye catching part of the research report?

(A) Summary

(B) Conclusion

(D) Glossary of terms

20. A research report is the presentation of

(A) Positive evidences.

(B) Negative evidences

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GUIDELINES FOR THE CONSTRUCTION OF MULTIPLE CHOICE QUESTIONS TESTS

Mohammed o. al-rukban.

Department of Family & Community Medicine, College of Medicine and King Khalid University Hospital, King Saud University, Riyadh, Saudi Arabia

Multiple Choice Questions (MCQs) are generally recognized as the most widely applicable and useful type of objective test items. They could be used to measure the most important educational outcomes - knowledge, understanding, judgment and problem solving. The objective of this paper is to give guidelines for the construction of MCQs tests. This includes the construction of both “single best option” type, and “extended matching item” type. Some templates for use in the “single best option” type of questions are recommended.

INTRODUCTION

In recent years, there has been much discussion about what should be taught to medical students and how they should be assessed. In addition, highly publicized instances of the poor performance of medical doctors have fuelled the drive to find a way for ensuring that qualified doctors achieve and maintain appropriate knowledge, skills and attitudes throughout their working lives. 1

Selecting an assessment method for measuring students’ performance remains a daunting task for many medical institutions. 2 Assessment should be educational and formative if it is going to promote appropriate learning. It is important that individuals learn from any assessment process and receive feedback on which to build their knowledge and skills. It is also important for an assessment to have a summative function to demonstrate competence. 1

Assessment may act as a trigger, informing examinees what instructors really regard as important 3 and the value they attach to different forms of knowledge and ways of thinking. In fact, assessment has been identified as possibly the single most potent influence on student learning; narrowing students’ focus only on topics to be tested on (i.e. what is to be studied) and shaping their learning approaches (i.e. how it is going to be studied). 4 Students have been found to differ in the quality of their learning when instructed to focus either on factual details or on the assessment of evidence. 5 Furthermore, research has reported that changes in assessment methods have been found to influence medical students to alter their study activities. 4 As methods of assessment drive learning in medicine and other disciplines, 1 it is important that the assessment tools test the attributes required of students or professionals undergoing revalidation. Staff subsequently, redesign their methods of assessment to ensure a match between assessment forms and their educational goals. 6

Methods of assessment of medical students and practicing doctors have changed considerably during the last 5 decades. 7 No single method is appropriate, however, for assessing all the skills, knowledge and attitudes needed in medicine, so a combination of assessment techniques will always be required. 8 – 10

When designing assessments of medical competencies, a number of issues need to be addressed; reliability, which refers to the reproducibility or consistency of a test score, validity, which refers to the extent to which a test measures what it purports to measure, 11 , 12 and standard setting which defines the endpoint of the assessment. 1 Sources of the evidence of validity are related to the content, response process, internal structure, relationship to other variables, and consequences of the assessment scores. 13

Validity requires the selection of appropriate test formats for the competencies to be tested. This invariably requires a composite examination. Reliability, however, requires an adequate sample of the necessary knowledge, skills, and attitudes to be tested.

However, measuring students’ performances is not the sole determinant for choosing an assessment method. Other factors such as cost, suitability, and safety have profound influences on the selection of an assessment method and, most probably, constitute the major reason for inter-institutional variations for the selection of assessment methods as well success rates. 14

Examiners need to use a variety of test formats when organizing test papers; each format being selected on account of its strength as regards to validity, reliability, objectivity and feasibility. 15

For as long as there is a need to test knowledge in the assessment of doctors and medical undergraduates, multiple choice questions (MCQs) will always play a role as a component in the assessment of clinical competence. 16

Multiple choice questions were introduced into medical examinations in the 1950s and have been shown to be more reliable in testing knowledge than the traditional essay questions. It represents one of the most important well-established examination tools widely used in assessment at the undergraduate and postgraduate levels of medical examinations. The MCQ is an objective question for which there is prior agreement on what constitutes the correct answer. This widespread use may have led examiners to use the term MCQ as synonym to an objective question. 15 Since their introduction, there have been many modifications to MCQs resulting in formats. 16 Like other methods of assessment, they have their strengths and weaknesses. Scoring of the questions is easy and reliable, and their use permits a wide sampling of student's knowledge in an examination of reasonable duration. 15 – 19 MCQ-based exams are also reliable because they are time-efficient and a short exam still allows a breadth of sampling of any topic. 19 Well-constructed MCQs can also assess taxonomically higher-order cognitive processing such as interpretation, synthesis and application of knowledge rather than the test of recall of isolated facts. 20 They could test a number of skills in addition to the recall of factual knowledge, and are reliable, discriminatory, reproducible and cost-effective. It is generally, agreed that MCQs should not be used as a sole assessment method in summative examinations, but alongside other test forms. They are designed to broaden the range of skills to be tested during all phases of medical education, whether undergraduate, postgraduate or continuing. 21

Though writing the questions requires considerable effort, their high objectivity makes it possible for the results to be released immediately after marking by anyone including a machine. 15 , 18 This facilitates the computerized analysis of the raw data and allows the examining body to compare the performance of either the group or an individual with that of past candidates by the use of discriminator questions. 22 Ease of marking by computer makes MCQs an ideal method for assessing the knowledge of a large number of candidates. 16 , 22

However, a notable concern of many health professionals is that they are frequently faced with the task of constructing tests with little or no experience or training on how to perform this task. Examiners need to spend considerable time and effort to produce satisfactory questions. 15

The objective of this paper is to describe guidelines for the construction of two common MCQs types: the “single best option” type, and “extended matching item” type. Available templates for the “single best option” type will be discussed.

Single Best Option

The first step for writing any exam is to have a blueprint (table of specifications). Blueprinting is the planning of the test against the learning objectives of a course or competencies essential to a specialty. 1 A test blueprint is a guide used for creating a balanced examination and consists of a list of the competencies and topics (with specified weight for each) that should be tested on an examination, as in the example presented in Table 1 .

Example of a table of specifications (Blueprint) based on the context, for Internal Medicine examination

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If there is no blueprint, the examination committee should decide on the system to be tested by brainstorming to produce a list of possible topics/themes for question items. For example, abdominal pain, back pain, chest pain, dizziness, fatigue, fever, etc, 23 and then select one theme (topic) from the list. When choosing a topic for a question, the focus should be on one important concept, typically a common or a serious and treatable clinical problem from the specialty. After choosing the topic, an appropriate context for the question is chosen. The context defines the clinical situation that will test the topic. This is important because it determines the type of information that should be included in the stem and the response options. Consider the following example: (Topic= Hypertension; Context= Therapy).

The basic MCQ model comprises a stem and a lead-in question followed by a number of answers (options). 19 The option which matches the key in a MCQ is best called “the correct answer” 15 and the other options are the “distracters”.

For writing a single best option type of MCQs, as shown in Appendix 1 , it is recommended that the options are written first. 23 A list of possible homogeneous options based on the selected topic and context is then generated. The options should be readily understood and as short as possible. 18 It is best to start with a list of more than five options (although only five options are usually used in the final version). This allows a couple of ‘spares’, which often come in handy! It is important that this list be HOMOGENOUS (i.e. all about diagnoses, or therapeutics, lab investigations, complications… etc) 23 and one of the options selected as the key answer to the question.

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MCQ Preparation Form

A good distracter should be inferior to the correct answer but should also be plausible to a non-competent candidate. 24 All options should be true and contain facts that are acceptable to varying degrees. The examiner would ask for the most appropriate, most common, least harmful or any other feature which is at the uppermost or lowermost point in a range. It needs to be expressed clearly that only one answer is correct. A candidate's response is considered correct if his/her selection matches the examiner's key. 15

When creating a distracter, it helps to predict how an inexperienced examinee might react to the clinical case described in the stem. 24

A question stem is then written with lead-in statement based on the selected correct option. Well-constructed MCQs should test the application of medical knowledge (context-rich) rather than just the recall of information (context- free). Schuwirth et al, 25 found that context-rich questions lead to thinking processes which represent problem solving ability better than those elicited by context-free questions. The focus should be on problems that would be encountered in clinical practice rather than an assessment of the candidate's knowledge of trivial facts or obscure problems that are seldom encountered. The types of problems that commonly encountered in one's own practice can provide good examples for the development of questions. To make testing both fair and consequentially valid, MCQs should be used strategically to test important content, and clinical competence. 19

The clinical case should begin with the presentation of a problem and followed by relevant signs, symptoms, results of diagnostic studies, initial treatment, subsequent findings, etc. In essence, all the information that is necessary for a competent candidate to answer the question should be provided in the stem. For example:

Age, sex (e.g., a 45-year-old man).
Site of care (e.g. comes to the emergency department).
Presenting complaint (e.g. because of a headache).
Duration (e.g. that has continued for 2 days).
Patient history (with family history).
Physical findings.
+/− Results of diagnostic studies.
+/− Initial treatment, subsequent findings, etc.

The lead-in question should give clear directions as to what the candidate should do to answer the question. Ambiguity and the use of imprecise terms should be avoided. 16 , 18 There is no place for trick questions in MCQ examinations. Negative stems should be avoided, as should double negatives. Always, never and only are obviously contentious in an inexact science like medicine and should not be used. 16 , 18

Consider the following examples of lead-in questions:

Example 1: Regarding myocardial infarction.

Example 2: What is the most likely diagnosis?

Note that for Example 1, no task is presented to the candidate. This type of lead-in statement will often lead to an ambiguous or unfocused question. In the second example, the task is clear and will lead to a more focused question. To ensure that the lead-in question is well constructed, the question should be answerable without looking at the response options. As a check, the response options should be covered and an attempt made to answer the question.

Well constructed MCQs should be written at a level of difficulty appropriate to level of the candidates. A reason often given for using difficult questions is that they help the examiner to identify the `cream’ of the students. However, most tests would function with greater test reliability when questions of medium difficulty are used. 26 An exception, however, would be the assessment of achievement in topic areas that all students are expected to master. Questions used here will be correctly answered by nearly all the candidates and consequently, will have high difficulty index values. On the other hand, if a few candidates are to be selected for honours, scholarships, etc., it is preferable to have an examination of the appropriately high level of difficulty specifically for that purpose. It is important to bear in mind that the level of learning is the only factor that should determine the ability of a candidate to answer a question correctly. 15

The next step is to reduce the list of option to the intended number of options which is usually five options (including, of course, the correct answer).

Lastly, the option list is to be arranged into a logical order to reduce guessing and avoid putting the correct answer in habitual location (e.g. using alphabetical order will make it possible to avoid choosing options B or C as key answers more frequently).

The role of guessing in answering MCQs has been debated extensively and a variety of approaches have been suggested to deal with the candidate who responds to questions without possessing the required level of knowledge. 27 – 29 A number of issues need closer analysis when dealing with this problem. Increasing the number of questions in a test paper will reduce the probability of passing the test by chance. 15

Once the MCQs have been written, they should be criticized by as many people as possible and they should be reviewed after their use. 16 , 18 The most common construction error encountered is the use of imprecise terms. Many MCQs used in medical education contain undefined terms. Furthermore, there is a wide range of opinions among the examiners themselves about the meanings of such vague terms. 30 The stem and options should read logically. It is easy to write items that look adequate but do not constitute proper English or do not make sense. 18

When constructing a paper from a bank of MCQs, care should be taken to ensure that there is a balanced spread of questions across the subject matter of the discipline being tested. 16 A fair or defensible MCQ exam should be closely aligned with the syllabus; be combined with practical competence testing; sample taken broadly from important content and be free from construction errors. 19

Extended Matching Items (EMIs)

Several analytic approaches have been used to obtain the optimal number of response options for multiple-choice items. 31 – 35 Focus has shifted from traditional 3–5 branches to larger numbers of branches. This may be 20-30 in the case of extended-matching questions (EMIs), or up to 500 for open-ended or ‘uncued’ formats. 36 However, the use of smaller numbers of options (and more items) results in a more efficient use of testing time. 37

Extended-matching items are multiple choice items organized into sets that use one list of options for all items in the set. There is a theme, an option list, a lead-in statement and at least two item stems. A typical set of EMIs begins with an option list of four to 26 options; more than ten options are usually used. The option list is followed by two or more patient-based items requiring the examinee to indicate a clinical decision for each item. The candidate is asked to match one or more options to each item stem.

Extended matching items have become popular in such specialties as internal and family medicine because they can be used to test diagnostic ability and clinical judgment. 15 Its use likely to increase in postgraduate examinations as well as in undergraduate assessment. 21 Computer-based extended matching items have been used for in-course continuous assessment. 38

EMIs are more difficult, more reliable, more discriminating, and capable of reducing the testing time. In addition, they are quicker and easier to write than other test formats. 39 , 40 Over the past 20 years, multiple studies have found that EMI-based tests are more reproducible (reliable) than other multiple-choice question (MCQ) formats aimed at the assessment of medical decision making. 20 , 41 , 42 There is a wealth of evidence that EMIs are the fairest format. 19

Another more recent development is uncued questions where answers are picked from a list of several hundred choices. These have been advocated for use in assessing clinical judgment, 43 but extended matching questions have surprisingly been shown to be as statistically reliable and valid as uncued queries. 20 , 41 , 44

Extended matching questions overcome the problem of cueing by increasing the number of options and are a compromise between free-response questions and MCQs. This offers an objective assessment that is both reliable and easy to mark. 45 – 47

Nevertheless, MCQs have strengths and weaknesses and those responsible for setting MCQ papers may consider investigating the viability and value of including some questions in the extended matching format. Item writers should be encouraged to use the EMI format with a large number of options because of the efficiencies this approach affords in item preparation. 20 , 39

For the construction of EMIs the following steps are suggested ( Appendix 2 ):

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Preparation of Extended Matching Item (EMI)

Step 1: The selection of the system, the context, and the theme should be based on a blueprint. Otherwise, the following sequence should be followed:

Example: Respiratory system .

Example: Laboratory investigations .

Example: Respiratory Tract Infection .

Step 2: Write the lead-in statement.

Example: Which is the best specimen to send to the Microbiology laboratory for confirmation of the diagnosis ?

Step 3: Prepare the options: Make a list of 10-15 homogenous options. For example, they should all be diagnoses, managements, blood gas values, enzymes, prognoses, etc, and each should be short (normally only one or two words).

Example of options :

– Sputum bacterial culture .
– Nasal swab .
– Blood for C-reactive protein .
– Blood culture .
– Perinasal swab .
– Cough swab .
– Throat swab .
– Bronchioalveolar lavage .
– Urine for antigen detection .
– Single clotted blood specimen .

Step 4: Select two to three of the options as the correct answers (keys).

– Sputum bacterial culture.
– Blood culture.
– Bronchioalveolar lavage.

Step 5: The question stems or scenarios: Write two to three vignettes (case scenarios) that suit the selected options, to form the question stem. The scenarios should not be overly complex and should contain only relevant information. This should normally be between two and five sentences in length. For the questions:

Use patient scenarios.
Include key patient information.
Structure all similar scenarios in one group (do not mix adult and paediatric scenarios).
Scenarios should be straightforward.

Scenarios for most of the options for possible use in future examinations can be written.

- A 21-year-old man severely ill with lobar pneumonia .
- A 68-year-old woman with an exacerbation of COPD .
- A 60-year-old man with strongly suspected TB infection on whom three previous sputum specimens have been film (smear) negative .

N.B: The response options are first written and then the appropriate scenario built for each one.

Step 6: Ensure validity and discrimination:

Look at other options in the provisional list and delete any that suits the written case scenario or that is clearly wrong or plausible.

Step 7: Reduce the option list to the intended number e.g. (10-15 options for a two case scenarios).

Step 8: Review the questions and ensure that there is only one best answer for each question. Ensure that there are at least four reasonable (plausible) distracters for each scenario and ensure that the reasons for matching are clear. It is advisable to ask a colleague to review the EMIs without the answers. If the colleague has difficulty, modify the option list or scenario as appropriate.

The following is a sample:

Respiratory Tract Infection

For the following patients, which is the best specimen to send to the Microbiology laboratory for confirmation of the diagnosis ?

A 21-year-old man severely ill with lobar pneumonia . (d)

A 6- year-old woman with an exacerbation of COPD . (a)

A 60-year-old man with strongly suspected TB infection on whom three previous sputum specimens have been film (smear) negative . (h)

Sputum bacterial culture.
Nasal swab.
Blood for C-reactive protein.
Blood culture.
Perinasal swab.
Cough swab.
Throat swab.
Bronchioalveolar lavage.
Urine for antigen detection.
Single clotted blood specimen.

It is advisable for the writer of MCQ to use templates for the construction of a single best option MCQ in both basic sciences and physician (clinical) tasks. 48

Although the topics in basic sciences could be tested by recall type MCQs, as was discussed earlier, case scenario questions are preferable. Therefore, the focus here will be on this type of questions. The components of patient vignettes for possible inclusion were also described earlier.

Patient Vignettes

- A (patient description) has a (type of injury and location). Which of the following structures is most likely to be affected?
- A (patient description) has (history findings) and is taking (medications). Which of the following medications is the most likely cause of his (one history, physical examination or lab finding)?
- A (patient description) has (abnormal findings). Which [additional] finding would suggest/suggests a diagnosis of (disease 1) rather than (disease 2)?
- A (patient description) has (symptoms and signs). These observations suggest that the disease is a result of the (absence or presence) of which of the following (enzymes, mechanisms)?
- A (patient description) follows a (specific dietary regime); which of the following conditions is most likely to occur?
- A (patient description) has (symptoms, signs, or specific disease) and is being treated with (drug or drug class). The drug acts by inhibiting which of the following (functions, processes)?
- (Time period) after a (event such as trip or meal with certain foods), a (patient or group description) became ill with (symptoms and signs). Which of the following (organisms, agents) is most likely to be found on analysis of (food)?
- Following (procedure), a (patient description) develops (symptoms and signs). Laboratory findings show (findings). Which of the following is the most likely cause?

Sample Lead-ins and Option Lists

Option sets could include sites of lesions; list of nerves; list of muscles; list of enzymes; list of hormones; types of cells; list of neurotransmitters; list of toxins, molecules, vessels, and spinal segments.

Option sets could include a list of laboratory results; list of additional physical signs; autopsy results; results of microscopic examination of fluids, muscle or joint tissue; DNA analysis results, and serum levels.

Option sets could include a list of underlying mechanisms of the disease; drugs or drug classes that might cause side effects; toxic agents; hemodynamic mechanisms, viruses, and metabolic defects.

Items Related to Physician Tasks 48

The classic diagnosis item begins with a patient description (including age, sex, symptoms and signs and their duration, history, physical findings on exam, findings on diagnostic and lab studies) and ends with a question:

- Which of the following is the most likely diagnosis?
- Which of the following is the most appropriate next step in diagnosis?
- Which of the following is most likely to confirm the diagnosis?

Management:

Questions to ask include:

- Which of the following is the most appropriate initial or next step in patient care?
- Which of the following is the most effective management?
- Which of the following is the most appropriate pharmacotherapy?
- Which of the following is the first priority in caring for this patient? (eg, in the emergency department).

Health and Health Maintenance:

The following lead-ins are examples of those used in this category:

- Which of the following immunizations should be administered at this time?
- Which of the following is the most appropriate screening test?
- Which of the following tests would have predicted these findings?
- Which of the following is the most appropriate intervention?
- For which of the following conditions is the patient at greatest risk?
- Which of the following is most likely to have prevented this condition?
- Which of the following is the most appropriate next step in the management to prevent [morbidity/mortality/disability]?
- Which of the following should be recommended to prevent disability from this injury/condition?
- Early treatment with which of the following is most likely to have prevented this patient's condition?
- Supplementation with which of the following is most likely to have prevented this condition?

Mechanisms of Disease:

Begin your mechanism items with a clinical vignette of a patient and his/her symptoms, signs, history, laboratory results, etc., then ask a question such as one of these:

- Which of the following is the most likely explanation for these findings?
- Which of the following is the most likely location of the patient's lesion?
- Which of the following is the most likely pathogen?
- Which of the following findings is most likely to be increased/decreased?
- A biopsy is most likely to show which of the following?

ACKNOWLEDGMENT

The author wishes to gratefully acknowledge and express his gratitude to all professors who have provided him with comments, with special gratitude to Professor Eiad A. Al Faris, Professor Ahmed A. Abdel Hameed and Dr. Ibrahim A Alorainy (College of Medicine, King Saud University) for their support.

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Multiple Choice Questions

Research methodology.

MCQs on Research Problem & Research Plan [Additional 20 Questions] for NTA NET and SLET Exam

MCQ on research problem and Research Plan

Research methodology MCQs

Also useful for B.Com/M.Com, NTA NET / JRF and SET Exam

In this Post You will get Additional 20 MCQs on Research Problem & Research Plan which is very helpful for the students of B. Com, M. Com, NTA NET and SLET Exam . More than 200 MCQs are added including the first part and more questions will be added soon.

Research methodology Chapter wise MCQs are also available on our blog. Links are given below:

a) Research Methodology MCQs [Part 1] (40 Questions)

b) Research Methodology MCQS Part I1 (35 Questions)

c) Sampling MCQs (35 Questions)

d) MCQ on Research Problem and Research Plan (20 Questions)

e) Collection of data MCQs (33 Questions)

f) MCQ on Research Report Writing (30 Questions)

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1. Research process begins with:

a) Identification of research problem.

b) Research design.

c) Collection of data.

d) Report writing.

Ans: a) Identification of research problem

2. Which of the following problems require research?

a) Why brand Z is more popular than brand Y?

b) Why people of Assam preferred Tea than Coffee?

c) How price affects sale of any product?

d) All of the above.

Ans: d) All of the above .

3. Research is a process of:

a) Repeated search for facts.

b) Search for a problem.

c) Collecting primary and secondary data.

d) Preparing report on a problem.

Ans: a) Repeated search for facts.

4. If the researcher is not familiar with research problem, then which study is conducted to acquire knowledge of the subject?

a) Pre-testing.

b) Pilot-study.

c) Detailed-study.

d) Analytical-study.

Ans: b) Pilot-study .

5. Which of the following is true?

a) A good research design is such which gives minimum experimental error.

b) If data is insufficient, then the research problem will exist.

c) Technological changes are a constant search problem for research.

Ans: d) All of the above.

6. Research design strategy encompasses all of the components below except:

a) Data collection design.

b) Sampling design.

c) Instrument development.

d) Data analysis.

Ans: d) Data analysis .

7. Research design refers to the:

a) Plan that specify how data should be collected and analyzed for the purpose of research.

b) Analysis of data for the purpose of preparing research report.

c) Steps necessary to define the research problem.

d) Suggestions made in the report about the research problem.

Ans: a) Plan that specify how data should be collected and analyzed for the purpose of research.

8. Research design is a blue-print of any research work.

Ans: True .

9. Which is an important feature of a good research plan?

a) A good research design gives minimum experimental error.

b) A good research design should be flexible, efficient and appropriate.

c) A good research design should be economical.

10. All full fledge miniature study of research problem is called:

11. Pre-testing helps in:

a) Formulation of schedules and questionnaires.

b) Improvement of schedules and questionnaires.

c) Revealing the strength and weakness of schedules and questionnaires.

12. Why do you need to review the existing literature?

a) To make sure you have a long list of references.

b) Because without it, you could never reach the required word – count.

c) To find out what is already known about your area of interest.

d) To help in your general studying.

Ans: c) To find out what is already known about your area of interest .

13. The purpose of literature review is to:

a) Get some idea about the project.

b) Helps in framing research questions and hypothesis.

c) Get an idea about the availability of data and materials about the proposed areas.

14. Research is based on:

a) Primary data.

b) Secondary Data.

c) Both a & b.

d) None of the above.

Ans: c) Both a & b .

15. List out the important elements of research design.

a) Need and important of the study.

b) Review of existing literature.

c) Scope and Objectives of the study.

d) Hypothesis formulation.

e) Source of data collection.

f) Method, tools and techniques of data collection.

g) Data analysis.

h) All of the above.

16 Formulation of research problem is the:

a) First stage in research process.

b) Last stage in research process.

c) Middle stage in research process.

Ans: a) First stage in research process.

17. A research problem is feasible only when:

a) It is researchable,

b) It consists of independent and dependent variables.

c) When it has utility and relevance.

18. Hypothesis cannot be stated in:

a) General terms.

b) Declaration terms.

c) Null and Questions terms.

d) Directional terms.

Ans: a) General terms .

19. _______ is compared to Mariner’s Compass in sea voyage

a) Research Problem.

b) Data collection.

c) Sampling.

d) Research design.

Ans: d) Research design.

20. _______ prevent a researcher from blind search and intellectual wandering

c) Research tools.

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2024-2025 Stanford Impact Labs Design Fellowship

OFFER / Fellowship / 15 April 2024

To support faculty with funding and guidance to conceptualize a new research project that seeks to develop tangible solutions to a social problem by collaborating with an external partner.

Description

Fellows participate in a monthly workshop, receive $50,000 in seed funding, and benefit from the specialized attention of Stanford Impact Labs professional staff.

How to apply

Please send a completed PDF application with the subject line “Last Name_SILDF Application” to [email protected] by Monday, May 20, 2024.

Applications are now open for the 2024-2025 Stanford Impact Labs Design Fellowship. The fellowship supports faculty, with funding and guidance, to conceptualize a new research project that seeks to develop tangible solutions to a social problem, by working in collaboration with an external partner.

The fellowship (SILDF) is for Stanford faculty who are passionate about a social problem, see research as critical to addressing the problem, are motivated to engage work with partner(s) outside of the university setting, and are eager to join a cohort of other faculty working in parallel to leverage their research expertise to tackle challenging social problems.

Fellows participate in a monthly workshop, receive $50,000 in seed funding, and benefit from the specialized attention of Stanford Impact Labs professional staff who provide input on problem definition, partnerships, team design, and communication.

Fellowship Program

Once a month, fellows gather for a three-hour, interactive, activity- and discussion-based workshop. These sessions are designed to engage faculty in identifying and refining their understanding of the problem and how their research contributes towards solutions; mapping and forging external partnerships and building a shared agenda of research; and developing an operational plan for giving life to their vision of impact and partnership.

Workshops are led by professional staff, with guest faculty and staff already working in this space. We have designed the workshops to be stimulating, engaging, and practically rewarding, so as to guide fellows closer to their vision of impact-focused research.

The most important criteria we look for in applicants are (1) a strong motivation to connect research and demonstrated expertise with practical approaches to achieving public impact, and (2) a curiosity for how to best engage with partners to co-create strategies to address the social problem. Ideally, we seek candidates who:

Are PI-eligible faculty (required)
Have a track record of scholarship relevant to the problem area
Hold a deep belief in the role of science as a tool for tackling social problems
Are open-minded learners, flexible, and humble
Demonstrate a strong sense of curiosity to engage with, and learn from, practitioners
Exhibit a desire to engage with, and contribute toward, a cohort of faculty committed to achieving outcomes beyond the university

Application Process

Applications will be evaluated by a panel of Stanford Impact Labs’ staff, Stanford faculty and fellowship alumni. Those advancing will be invited to interview with the panel.

Monday, May 20, 2024 – Applications due
Early June 2024 – Virtual interviews conducted, for those advancing to the interview stage
Early July 2024 – Fellowship cohort selected
Fall Quarter 2023 – Fellowship begins

Application Instructions

Written applications are due Monday, May 20, 2024 . For those advancing, interviews will be conducted in late June with final decisions made the first week of July.

Your proposal should be submitted as a single PDF (downloaded at the link above) with subject line “Last Name_SILDF Application” to [email protected] by Monday, May 20, 2024 .

More information

Learn more about the fellowship from colleagues who participated in the program in prior years. You can find their names and details on our website .

Questions? Check out this SILDF FAQ Blog Post and watch this Info Session Recording .

Still have questions? Contact [email protected] .

Share this Fellowship

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MCQs on Research Problem & Research Plan [Additional 20 Questions] for
MCQ on research problem and Research Plan. Research methodology MCQs. Also useful for B.Com/M.Com, NTA NET / JRF and SET Exam. In this Post You will get Additional 20 MCQs on Research Problem & Research Plan which is very helpful for the students of B. Com, M. Com, NTA NET and SLET Exam.More than 200 MCQs are added including the first part and more questions will be added soon.
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2024-2025 Stanford Impact Labs Design Fellowship
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