.How to Ask a Good Question
A strong research question should always pass the so what? test.
- So what is the purpose of this research?
- Who will this help?
- Why should anyone care?
- How will these answers benefit practice?
A good research question will be able to definitively answer these sorts of questions with strong and definitive rationale. A well-thought-out and focused research question often leads directly into hypotheses; along with the predictions about the nature and direction of the relationship between the variables under study. Hence, the question acts as the foundation of the study.
A good way to focus your question is to format your question, with different formats benefit different study types. If you are doing quantitative research, then use PICO(T). If you are doing qualitative research, then use PICo to frame your question. For qualitative and mixed method studies, try SPIDER. For qualitative evidence, use SPICE to organize your question.
PICO(T)
PICO(T) is an acronym for the five parts of a well-articulated clinical (often quantitative) question:
P: Patient, Population, or Problem
I: Intervention
C: Comparison
O: Outcome
T: Time*
*Time is not always used.
Examples:
Example 1:
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Population: Adults aged 50 and above who have experienced a left-hemisphere ischemic stroke within the past six months, resulting in mild to moderate motor impairment in the upper extremities.
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Intervention: Implementing an occupation-based rehabilitation program tailored to each individual's daily routines and roles while utilizing task-specific training and environmental modifications.
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Comparison: Standard rehabilitation program emphasizing impairment-based therapy such as range of motion exercises and strengthening exercises for the upper extremities, without a specific focus on daily life activities.
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Outcome: Improved independence in ADLs and IADLs as measured by standardized assessments such as the Functional Independence Measure (FIM) and the Barthel Index, as well as enhanced satisfaction with participation in daily life activities as assessed by self-report measures.
- Time: Over a 12-week period, with assessments conducted at baseline, midpoint (6 weeks), and post-intervention (12 weeks).
PICO(T) Question: In adults aged 50 and above who have experienced a left-hemisphere ischemic stroke within the past six months, resulting in mild to moderate motor impairment in the upper extremities(P), does implementing an occupation-based rehabilitation program tailored to daily routines and roles (I), compared to a standard rehabilitation program emphasizing impairment-based therapy (C), lead to improved independence in ADLs and IADLs as measured by standardized assessments and enhanced satisfaction with participation in daily life activities (O) over a 12-week period (T)?
Example 2:
- Population: Hospitalized patients with chronic obstructive pulmonary disease (COPD).
- Intervention: Implementation of a nurse-led multidisciplinary education program on COPD self-management techniques
- Comparison: Standard education provided during hospitalization
- Outcome: Reduction in COPD exacerbations and improvement in quality of life
- Time: Within 12 months post-discharge
PICO(T) Question: Among hospitalized patients with chronic obstructive pulmonary disease (COPD) (P), does the implementation of a nurse-led multidisciplinary education program on COPD self-management techniques (I), compared to standard education provided during hospitalization (C), lead to a reduction in COPD exacerbations and improvement in quality of life (O) within 12 months post-discharge (T)?
Example 3:
- Population: Middle school students diagnosed with attention deficit hyperactivity disorder (ADHD)
- Intervention: Integration of mindfulness-based techniques into the classroom curriculum
- Comparison: Traditional classroom instruction without mindfulness components
- Outcome: Reduction in ADHD symptoms and improvement in academic performance
- Time: Throughout the academic year
PICO(T) Question: In middle school students diagnosed with attention deficit hyperactivity disorder (ADHD) (P), does the integration of mindfulness-based techniques into the classroom curriculum (I), compared to traditional classroom instruction without mindfulness components (C), result in a reduction in ADHD symptoms and improvement in academic performance (O) throughout the academic year (T)?
PICo
PICo questions are primarily used to examine more qualitative clinical questions. PICo is a acronym that stands for:
- P: Population being studied
- I: Phenomena of Interest
- Co: Context
Examples
Example 1:
- Population: Adults with traumatic brain injury (TBI)
- Phenomena of Interest: Effectiveness of sensory integration therapy in improving functional outcomes post-TBI
- Context: Rehabilitation settings in urban areas
PICo Question: What is the impact of sensory integration therapy on the functional outcomes (e.g., activities of daily living, cognitive function) of adults with traumatic brain injury in urban rehabilitation settings?
Example 2:
- Population: Elderly patients with chronic heart failure (CHF)
- Phenomena of Interest: Self-management interventions for symptom control in CHF
- Context: Home healthcare settings
PICo Question: How do self-management interventions, such as education, remote monitoring, and lifestyle modifications, influence symptom control and health-related quality of life among elderly patients with chronic heart failure receiving home healthcare services?
Example 3:
- Population: High school students from low-income families
- Phenomena of Interest: Impact of peer tutoring on academic achievement
- Context: Urban public school districts
PICo Question: What is the effectiveness of peer tutoring programs in improving academic achievement outcomes (e.g., standardized test scores, GPA) among high school students from low-income families attending urban public schools?
SPIDER
The SPIDER method is useful for qualitative and mixed method research studies.
S: Sample
PI: Phenomenon of Interest
D: Design
E: Evaluation
R: Research type
Cooke, A., Smith, D., & Booth, A. (2012). Beyond PICO: The SPIDER tool for qualitative evidence synthesis. Qualitative Health Research, 22(10), 1435–1443. doi:10.1177/1049732312452938.
Examples:
Example 1:
- Sample: Adults diagnosed with Parkinson's disease and experiencing difficulties with mobility.
- Phenomenon of Interest: The experience of using rhythmic auditory stimulation (RAS) in occupational therapy sessions to improve gait and balance.
- Design: Qualitative exploration through semi-structured interviews.
- Evaluation: Perspectives on the effectiveness of RAS in improving gait and balance, perceived benefits and challenges, and suggestions for optimizing its use.
- Research type: Qualitative inquiry aimed at understanding the lived experiences and perceptions of participants.
SPIDER Question: What are the experiences and perceptions of adults diagnosed with Parkinson's disease regarding the use of rhythmic auditory stimulation (RAS) in occupational therapy sessions to improve gait and balance?
Example 2:
SPICE
SPICE is a mnemonic for
S: Setting
P: Perspective
I: Intervention
C: Comparison
E: Evaluation
Booth, A. (2006). Clear and present questions: Formulating questions for evidence based practice. Library Hi Tech, 24(3), 355–368. https://doi.org/10.1108/07378830610692127
Examples
Example 1:
- Setting: In a rehabilitation center for individuals recovering from traumatic brain injuries.
- Perspective: From the viewpoint of an occupational therapist specializing in cognitive rehabilitation.
- Intervention: How does the implementation of a structured daily routine impact the cognitive functioning and independence of individuals with traumatic brain injuries?
- Comparison: How does the effectiveness of structured daily routines compare to more traditional therapy approaches in improving cognitive function and independence?
- Evaluation: What measures are used to assess the outcomes of implementing structured daily routines in cognitive rehabilitation programs for individuals with traumatic brain injuries?
SPICE Question: How does the implementation of structured daily routines compare to traditional therapy approaches in improving cognitive function and independence for individuals with traumatic brain injuries in a rehabilitation center setting, as evaluated by occupational therapists?
Example 2:
- Setting: In a hospital's intensive care unit (ICU) for patients recovering from surgery.
- Perspective: From the viewpoint of a registered nurse specializing in post-operative care.
- Intervention: How does early mobilization of post-operative patients in the ICU affect their recovery and length of hospital stay?
- Comparison: How does the impact of early mobilization compare to standard post-operative care practices on patient outcomes and length of hospital stay?
- Evaluation: What assessment tools are used to measure the effectiveness of early mobilization in post-operative care within the ICU?
SPICE Question: How does early mobilization of post-operative patients in the ICU impact recovery outcomes and length of hospital stay compared to standard post-operative care practices, as assessed by nurses specializing in post-operative care?
Example 3:
- Setting: In a primary school classroom for students with learning disabilities.
- Perspective: From the viewpoint of a special education teacher.
- Intervention: How does the implementation of personalized learning plans tailored to each student's individual learning style impact academic performance and engagement?
- Comparison: How does the effectiveness of personalized learning plans compare to standardized teaching methods in improving academic performance and engagement for students with learning disabilities?
- Evaluation: What assessment strategies are utilized to measure the progress and effectiveness of personalized learning plans for students with learning disabilities?
SPICE Question: How do personalized learning plans tailored to individual learning styles compare to standardized teaching methods in improving academic performance and engagement for students with learning disabilities in a primary school classroom setting, as evaluated by special education teachers?
Initial Look at the Literature
When developing a strong research question, it is an important to understand both the clinical area of investigation and the current literature that exists. It is necessary to review the type and quality of research that has already been performed in the area of interest to guide development of a question.
When initially looking at the literature, some key entry-level questions one should ask includes:
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What are the important research questions in the field?
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What has already been found?
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What areas still need further exploration?
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Would the proposed study fill a gap and/or better an understanding?