spss hands- on traing open ended question analysis

SPSS Hands-on Training for Data Analysis

“How to analyze open-ended questions”

Dr Tin Myo HanMBBS, M.Med.Sc (P.H), M.P.H ( Belgium)

31st March 2011, Kuantan

“How to apply SPSS soft-ware for open-ended questions

analysis?”

http://www.cst.cmich.edu/users/lee1c/spss/toc.htm

Learning Objectives:

To know the basic principles of open-ended questions analysis

To understand how to do the open-ended question analysis by doing hands-on exercise with own data

To apply the experiences got from hands-on exercise on semi-qualitative data ( open-ended question) analysis of their research project

http://www.cst.cmich.edu/users/lee1c/spss/toc.htm

Contents of Lesson Plan

Date Time ActivitiesResponsible person

24.12.2012

9:00-9:30 AMBasic Principles of Open–Ended Question Analysis

Dr TMH

9:30 -10:00 AM A presentation for open-ended question hands on Exercise: ( MICAP) notation system

10 minutes- Break

10:10 – 10:30 AM

Data Collecting & Analysis Dr TMH &Students

10:30 – 10:45 AM

Presentation on group assignment “open-ended questions analysis”

Students

10:45-11:00 AM Discussion and Q & A section Dr TMH &Students

Basic Principles of Open–Ended Question Analysis

Types of Epidemiological study

04/10/23 Dr TMH " Epidemiological study Designs" 6

Quantitative Study Qualitative Study

Study Design

All aspects of study are carefully designed before data is collected

Design emerges as the study unfolds. (Flexible to allow for unseen problems that may arise during research process)

DataIn form of numbers & statistics

In form of words, pictures or objects

Data Collectio

n

Researcher uses tools, such as questionnaires (or) equipment to collect numerical data

Researcher is the data gathering instrument

Objective or

Subjective

Objective – seeks precise measurement & analysis of target concepts, e.g., uses surveys, questionnaires etc

Subjective - individuals’ interpretation of events is important ,e.g., uses participant observation, in-depth interviews etc

Open- ended Vs Closed questions

• Respondents express freely and given the huge response

• use own words is difficult to compare the meanings of the responses.

• actually reflect their real feelings/ explanation/ reasons

• Post coding ---!!!

• Pre coding • Limit participants

response (T/F , choose one, fill in other)

• more specific, thus more likely to communicate similar meanings.

• Easy to code & enter into data Management soft-ware

Closed Open

don’t have to use closed-ended or open-ended questions exclusively. a combination of closed and open questions should be used !!

Open-ended questions

Quantitative Qualitative

Analysis on Open-Ended Questions

Semi-qualitative Find key words/ key phrase in the answers Based on themes/(themes is set based on KWs/

KPs)

Code the answers (post coding) ( number/ string)

Enter SPSS data file Analyze

Steps : Analyzing Open-Ended Question

1. Read through the responses.

• Read through each response to get a feeling for the data.

• Will probably see some common themes emerging.

2. Create response categories.

Develop categories for the different themes you are seeing.

For example, with a question asking for patient’s feedback on a dental treatment/ denture , you will probably be able to group comments into categories such as “ services”, “ structure ”, “facilities”, “ outcome ”, etc.

3. Label each comment with one or several categories.

• Assign at least one category to each response.

• This is what is called “post-coding” and the best done in an excel sheet with responses in one column.

4. Look at what you have.

• In the example about feedback for a dental treatment / denture might label half of your patients response as “services”.

• The responses are divided on “services” into smaller categories, e.g. “ services provided by receptionist”, “ Dentist” and “dental nurse ”, etc.

• Start to see what are the trends in the data and the main issues raised by your respondents.

5. Think what are the responses about?

• Categorize and code data, it doesn’t do you much credit just to say “some half of patients spoke about services; most of these people spoke about the outcomes of treatment ”.

• Must be able to explain what is being said about the subject or theme.

• For example in the case of “services” – what were patients saying about services ?

6. Identifying the patterns and trends:

• The data has been studied and categories determined,

• the next step is to see what categories are related and where can trends and patterns be identified: are there common themes emerging?

• Or are there a series of unrelated points being mentioned?

7. Writing up the analysis:

• After analyzing the data and identifying the major patterns and trends ,

• next step is to write a summary of what you have found.

• This would normally be a descriptive text incorporating comments directly from the respondents.

• Use terms such as “some half”, “main issues” and “to a lesser extent” to illustrate the magnitude of the trends identified.

• Some prefer to transfer such an analysis into quantifiable terms – such as “some 50%” or “under 30%”

• Dealing with very few responses, it’s better to mention the precise numbers such as “5 out of 20 responses preferred…”.

• Example…

“Writing up the analysis”

Example 1-a :Open ended question analysis

Table (1): Learning preferences of general practitioners on different teaching methods, (n= 78)

Teaching MethodsPreference

No %

Two-way Discussion 63 81Clinic / Scenario-Based Discussion 44 56

Hospital Attached (Bedside Teaching) 38 48

One-way Lecturing 14 18

Quantitative

Reference: Tin Myo Han( et al 2011) “ Learning preferences of general practitioners on clinical module of CME Course provided by Myanmar Medical Association, The 6 th congress of Asian Medical Education , Kuala Lumpur, 2011

Example 1-b :Open ended question analysis

Table (2): Reasons of preferences on different teaching methods,

Teachings methods Reasons for preferences

Two-way Discussion (n= 63)

get more interest & absorb in topics because of active participation & friendly sharing experiences

Clinic/ Scenario Based Discussion (n= 44)

assist to solve the problems facing in daily clinical practices

Hospital Attached ( bed side teaching)(n= 38)

get an opportunity to learn (real) hospitalized cases & standard local hospital treatment/ specialists’ treatment

One-way Lecturing(n= 14)

save time to know all in one lecture

Qualitative

Reference: Tin Myo Han( et al 2011) “ Learning preferences of general practitioners on clinical module of CME Course provided by Myanmar Medical Association, The 6 th congress of Asian Medical Education , Kuala Lumpur, 2011

Example -2 Open-ended questions analysis


A presentation for open-ended question hands-on exercise:( MICAP) notation system

6th Congress of Asian Medical Education Association (AMEA 2011)23rd March – 26th March 2011, Kuala Lumpur , Malaysia

Introducing a new lesson on configuration of teeth identification and communication

By

Ashfaq Akram, Nooreiny Maroof, Nabishah Bt Mohamad

Abdel Hamid Zaki Medical Education Department

Universiti Kebangsaan Malaysia (UKM)

Teeth

• Adult 32 teeth

• 16 upper jaw ( 8 right = 8 left )

• 16 lower jaw ( 8 right = 8 left )

• Children 20 teeth

• 10 upper ( 5 right = 5 left )

• 10 lower ( 5 right = 5 left )

Central Incisor, Lateral Incisor, Canine, 1st premolar, 2nd Premolar,

1st Molar , 2nd Molar , 3rd Molar

Tooth Notation System

• Teaching lesson • 2nd year of dental courses • Subject: (Dental Anatomy)

• Degree program (BDS/DDS/DMD)

• Practical Application 3rd year , 4th year , 5th year , houseman-ship, lifelong dental

practice


• It is a system to identify teeth in a specific way

– To write down the problem/diagnosis and treatment of dental patients

– To make a referral note for another doctor (specialists) for the sake of wellness of patients

– To make a referral/claim note for insurance company /

financial body for the sake of getting treatment charges

Currently Available Tooth Notation Systems Currently Available Tooth Notation Systems

• Palmer Notation Central IncisorLateral IncisorCanine

1st Premolar2nd Premolar

1st Molar2nd Molar3rd Molar

87654321 1234567887654321 12345678

UPPER RIGHT UPPER LEFT

LOWER RIGHT LOWER LEFT

Currently Available Tooth Notation Systems Currently Available Tooth Notation Systems

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1632 31 30 29 28 27 26 25 24 23 22 21 20 19 1817

Quadrant 1 Quadrant2

18 17 16 15 14 13 12 11 21 22 23 24 25 26 27 28

48 47 46 45 44 43 42 41 31 32 33 34 35 36 37 38 Quadrant 4 Quadrant 3

FDI Tooth Notation System

Universal System


-To write down the problem/diagnosis and treatment of dental patients e.g.,

– Patient has problem(caries) in upper tight 1st molar

# 16 (FDI) # 3 ( universal system) # 6 ˩ (palmer)

– Patient has problem in lower right 1st molar

#46 # 30 #6˥

Problem

• Purely based on Arabic numbers when dental information are communicated among dental professionals there is confusion or error in the execution of patient’s (clinical) condition due to misinterpretation of the tooth notation system used.

1 digit two teeth

FDI system

Universal system

Literature review

• Wrong tooth errors usually occur as a result of poor communication within a dental practice or between dentists in different practices. (BBC News/Health. Dentists warned on tooth extraction. October 4, 2004).

• In IRAN, in 410 cases ,157 were the cases where dentists had to pay the rebate about USD350,000, a penalty fee because of the treatment of the wrong tooth due to poor communication of the patients. Mehrzad Kiani.(2009). A five-year survey for dental malpractice claims in Tehran, Iran. Journal of Forensic &legal medicine ,16(2):76-82.

• 14% of total malpractice cases reported to insurance company were wrong site tooth extraction and insurance company had to pay rebate in amount of six digits of such malpractice procedures Lee JS, et al.,2007. Prevention of Wrong –Site Tooth Extraction: Clinical Guidelines. J Oral Maxillofac Surg; 65(9): 1793-1799.

Literature review

• It is suggested that general dentists and specialists should use the same tooth notification system to prevent an error in the execution of patients treatment. Ricketts DNJ, et al.,2003. Peer review amongst restorative specialists on the quality of their communication with referring dental practitioners. Br Dent J, 195: 389-93.

• To prevent future disputes or claims, there is a strong need to improve communication between health care providers and patients. Noriaki et al.2008 Impact of miscommunication in medical dispute cases in Japan. International Journal for Quality in Health Care 20(5):358-362.

MICAP lesson

• What is MICAP

• How it is constructed

• How it is different from other systems

• Clinical usage

• Assessment

PREMOLAR

INCISORCANINE

MOLAR

PREMOLARINCISOR

CANINE

MOLAR

36Tooth Notation Systems

MICAP- based on teeth’s name

Upper right Upper left

Lower leftLower right

M- Molar I - Incisor C - Canine A - Ashfaq P - Premolar

Upper Left quadrantUpper right quadrant

Lower left quadrant Lower right quadrant


Methodology

Maxillary left quadrant

Mandibular left quadrantMandibular right quadrant

Maxillary right quadrant


Methodology

How to read MICAP text

• #M3 is pronounced

as upper left 3rd molar.

• as maxillary left 3rd molar.

MICAP Tooth Notation System

Methodology

Tooth Class / Types FDI system Palmer notation Universal System MICAP system

Maxillary right first premolar #14 #4 #5 #1P

Mandibular right canine #43 #3 #27 #1C

Maxillary left 1st Molar #26 # 6 #14 #M1

Maxillary left 3rd molar #28 #8 #16 #M3

Maxillary right central incisor #11 #1 #8 #1IMaxillary left lateral incisor #22 #2 #10 #I2

Comparison

Advantages of MICAP

• Based on Standard names of the teeth

• Universal standard

Oral examination,

Referral note

Insurance claims

MICAP Application

• Dental curriculum as a Teaching lesson

• Dental practice in dental charting referral notes insurance claim as a dental software

Description of MICAP Notation System for referring a patient

• Composite filling has been done #1C on dated………Extraction is advised #2P2. Patient is getting root canal treatment and #M1….Patient has been referred to oral surgeon for #M3

Results

Assessment

• Formative and summative assessments• Multiple Choice Questions(MCQs)

• Modified Essay Questions(MEQs) e.g.,A 35 years old female patient attends a dental clinic, complaining

of gradual discoloration of her upper right central incisor tooth over the last two years. It is presently symptom free but she is unhappy about its appearance and wants it to be improved.

• 1-How would you record her problems by using MICAP?

• 2- How would you make a referral note?

Recommendation by research

• Research project - to validate this theory

Thank you

Assignment to the Students

After MICAP tooth notation system presentation, a questionnaires is distributed to 42 dental students to assess their opinion on MICAP tooth notation system ; whether this MICAP tooth notation system should be created or not?

- All students are encouraged to answer the questionnaires

- 10 minutes break is given after collection data from the students

Data collecting tool: the Questionnaire to assess the opinion of 4th year dental students on

MICAP?

Should MICAP tooth notation system be created?


During break time, filled questionnaires are divided into 3 groups depend on the their opinions;

- positive group ( strongly agreed/ agreed)

- Negative group ( strongly disagreed/ disagreed)

- Neutral group ( no comment)


-42 students are also grouped into 3 by systematic sampling method

- Each group have to analyze the response of assigned filled questionnaries ( Positive, Negative & Neutral )

- First , SPSS data file is created to enter the pre-coded data ( age, sex, opinion on MICAP

tooth notation system) & post-coded data: “reasons for their respective opinions on MICAP”

30 minutes Data Collection & Analysis

Good luck with your analysis!

Assignment to students: Data Collection & Analysis

• Opinion and reasons of the students on MICAP project implementation are analyzed by applying the principles of open-ended question analysis

• After analysis, fill the results in the dummy tables provided by lecturer

• And then, one representative of each group have to do 5 minutes presentation for their results

Dummy table: Opinion of 4th year dental students on creation of MICAP notation system by gender

(n= 42)

Opinion of 4th year dental students on creation of

MICAP notation system , n= 42

Male Female Total (%)

Positive response

Neutral

Negative response

42 (100%)

Quantitative

Opinion of 4th year dental students on creation of MICAP notation system (n= 42)

Positive Neutral Negative

Key words/ phrase

Qualitative

Dummy table: Opinions & reasons of 4th year dental students on creation of MICAP notation system by

gender (n= 42)

Opinion & Reason of 4th year dental students on creation of


Male Female Total (%)

Positive response (n= ) ( key words/ phrase)

Neutral (n= ) ( key words/ phrase )

Negative response ( n= ) ( key words/ phrase )

42 (100%)


Writing up for Presentation : Reason of 4th year dental students on creation of MICAP notation system by

gender (n= 42)

Reasons of 4th year dental students on creation of


Positive response( theme)

Neutral ( No comment)

( theme)

Negative response(theme )

Male (n= )

Female (n= )

QualitativeQuantitative

Good Luck!

spss hands- on traing open ended question analysis

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