{"id":953,"date":"2020-04-09T20:06:09","date_gmt":"2020-04-09T20:06:09","guid":{"rendered":"http:\/\/www.virginiasimulationallianceinc.org\/wordpress\/?p=953"},"modified":"2020-05-24T19:05:45","modified_gmt":"2020-05-24T19:05:45","slug":"once-you-learn-to-read-you-will-be-forever-free","status":"publish","type":"post","link":"https:\/\/www.virginiasimulationallianceinc.org\/wordpress\/once-you-learn-to-read-you-will-be-forever-free\/","title":{"rendered":"Once you learn to read, you will be forever free"},"content":{"rendered":"

[et_pb_section fb_built=”1″ admin_label=”Research Blog” _builder_version=”4.0.10″ use_background_color_gradient=”on” background_color_gradient_start=”rgba(114,114,255,0.24)” background_color_gradient_end=”#ffffff” background_blend=”multiply” custom_margin=”||-85px|||” custom_padding=”100px|0px|100px|0px” animation_style=”slide” animation_direction=”top” animation_intensity_slide=”2%” locked=”off”][et_pb_row _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|||” custom_padding=”27px|0px|27px|0px” custom_width_px=”1280px”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_text _builder_version=”3.27.4″ text_font=”||||||||” header_font=”|700|||||||” header_text_color=”#7272ff” header_font_size=”42px” header_line_height=”1.3em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” text_orientation=”center” background_layout=”dark” max_width=”530px” module_alignment=”center” custom_padding=”|||” header_font_size_tablet=”” header_font_size_phone=”” header_font_size_last_edited=”on|desktop” locked=”off”]<\/p>\n

Once you learn to read, you will be forever free<\/h1>\n

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I am often asked to comment about a research study that someone heard about on the news: \u201cI heard about a new study that said X. What do you think?\u201d My reply is almost never satisfying: \u201cI don\u2019t know. I would have to read the study.\u201d Even when I get a chance to explain my comment, which is not often, I suspect that the person just thinks I\u2019m being a smart-ass. I\u2019m really not\u2014 I don\u2019t mean to be \u201cpushy\u201d or offensive, but the only way to know much about a study is to read the original research article, the entire article, including the method and results sections. The title of this blog, a quote often attributed to Frederick Douglass (I could not find an actual citation), is usually applied to literacy in general, but when it comes to research I think it applies specifically to reading research articles. So, how does one read an entire research article without taking a course in research methods? Read on!<\/span><\/p>\n

Start with the abstract. It is a summary of the article, a preview if you will. From the abstract we get a feel for what is in the article; we develop a context for the rest of the article. Even though it\u2019s only a summary, it is important to understand the abstract: what was the general purpose? What was the main method? What was the main result? What is the main conclusion? If we can answer those four questions, then we are prepared to read the rest of the article.<\/p>\n

The introduction is next, even though it probably will not be labeled the introduction. The purpose of the introduction is to put the research into context, to explain how it fits with the rest of \u201cthe literature,\u201d the research and theory that is relevant to the research. (Aside: I think of a research area as a brick wall with many holes in it, and each research study is another brick. The introduction tells us where the brick we are reading fits in the wall.) Each citation in the introduction is another study to put on our reading list as we learn about the general research area. At the end of the introduction should be the specific hypothesis or research question that is tested in that particular study. By the time we reach the hypothesis or research question, we understand what potential there is for advancing our knowledge in the field.<\/p>\n

The method section is where we find out exactly how the research was conducted. We learn who (or what) the research participants (subjects) were, how many there were, what exactly was done, how exactly their reactions were measured, and how the data were analyzed. OK, you may be asking: why do I have to read all those details? First, if all those details are not in the article, then we are not reading a research article. Second, different details in different studies can produce different results, and we want to notice those changes. Certain results might occur only with certain participants, or with certain measurements, and we can expect researchers to obtain those results only when they have the same conditions. (Obviously, that is knowledge that we gain after we read a bunch of articles.) Essentially, the more we pay attention to the details, the more we realize that research results are not all the same, that the variations depend upon a variety of conditions.<\/p>\n

Once we understand how the data were produced, we read the results section, which may be filled with a lot of statistics. If the statistics are confusing, don\u2019t panic, and don\u2019t skip the results section. Instead, look up the confusing material on Wikipedia, or in a statistics book in the library, or get to know someone who knows statistics, or send me an email (fdane@radford.edu<\/a>). (If you do understand statistics, then please help others who don\u2019t.) Those who are going to read research need to understand statistics; we don\u2019t have to know how to calculate them, but we do have to understand them conceptually. It is not enough to know that there was a \u201csignificant difference\u201d; we need to know what the effect size was and what that means. (Besides, statisticians are trying to get everyone to forget about the phrase \u201cstatistically significant\u201d; it\u2019s really quite meaningless.)<\/p>\n

After we understand the results, it\u2019s time to read the discussion section, wherein the authors explain how the new results change (or don\u2019t change) what we understand about the topic at hand, including existing theory. (Remember from the previous blog that theory is just a summary of what we understand from existing data. When the data change because of new results, we have to change the theory to accommodate the new results.) Sometimes there are suggestions for new research that should be done, and there are usually limitations described for the current study. Neither the suggestions for additional research nor the limitations mean there is something \u201cwrong\u201d with the study; they simply mean that the study does not answer all the questions that need to be answered. Remember the earlier brick-in-the-wall metaphor? No brick is a wall unto itself, and no research study is a \u201cdefinitive\u201d study. The latest study is not more, or less, important that last year\u2019s study, which is no more or less important than a study from five years ago. All of those studies contribute to our current understanding, and our prevailing theory must accommodate all of that research.<\/p>\n

Lastly, there will be references, sometimes many references. These are the sources cited by the author(s), and many of these will be other research studies that can help us to understand the empirical literature if we are so inclined. Those who are inclined are learning to read research, are developing an empirical mind, are on the way to becoming forever free.<\/p>\n

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[et_pb_section fb_built=”1″ admin_label=”Research Blog” _builder_version=”4.0.10″ use_background_color_gradient=”on” background_color_gradient_start=”rgba(114,114,255,0.24)” background_color_gradient_end=”#ffffff” background_blend=”multiply” custom_margin=”||-85px|||” custom_padding=”100px|0px|100px|0px” animation_style=”slide” animation_direction=”top” animation_intensity_slide=”2%” locked=”off”][et_pb_row _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”|||” custom_padding=”27px|0px|27px|0px” custom_width_px=”1280px”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_text _builder_version=”3.27.4″ text_font=”||||||||” header_font=”|700|||||||” header_text_color=”#7272ff” […]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"\n

I am often asked to comment about a research study that\nsomeone heard about on the news: \u201cI heard about a new study that said X. What\ndo you think?\u201d My reply is almost never satisfying: \u201cI don\u2019t know. I would have\nto read the study.\u201d Even when I get a chance to explain my comment, which is\nnot often, I suspect that the person just thinks I\u2019m being a smart-ass. I\u2019m\nreally not\u2014 I don\u2019t mean to be \u201cpushy\u201d or offensive, but the only way to know\nmuch about a study is to read the original research article, the entire\narticle, including the method and results sections. The title of this blog, a quote\noften attributed to Frederick Douglass (I could not find an actual citation),\nis usually applied to literacy in general, but when it comes to research I\nthink it applies specifically to reading research articles. So, how does one\nread an entire research article without taking a course in research methods?\nRead on!<\/p>\n\n\n\n

Start with the abstract. It is a summary of the article, a\npreview if you will. From the abstract we get a feel for what is in the\narticle; we develop a context for the rest of the article. Even though it\u2019s\nonly a summary, it is important to understand the abstract: what was the\ngeneral purpose? What was the main method? What was the main result? What is\nthe main conclusion? If we can answer those four questions, then we are\nprepared to read the rest of the article.<\/p>\n\n\n\n

The introduction is next, even though it probably will not\nbe labeled the introduction. The purpose of the introduction is to put the\nresearch into context, to explain how it fits with the rest of \u201cthe literature,\u201d\nthe research and theory that is relevant to the research. (Aside: I think of a research\narea as a brick wall with many holes in it, and each research study is another\nbrick. The introduction tells us where the brick we are reading fits in the\nwall.) Each citation in the introduction is another study to put on our reading\nlist as we learn about the general research area. At the end of the\nintroduction should be the specific hypothesis or research question that is\ntested in that particular study. By the time we reach the hypothesis or\nresearch question, we understand what potential there is for advancing our\nknowledge in the field.<\/p>\n\n\n\n

The method section is where we find out exactly how the\nresearch was conducted. We learn who (or what) the research participants\n(subjects) were, how many there were, what exactly was done, how exactly their\nreactions were measured, and how the data were analyzed. OK, you may be asking:\nwhy do I have to read all those details? First, if all those details are not in\nthe article, then we are not reading a research article. Second, different\ndetails in different studies can produce different results, and we want to\nnotice those changes. Certain results might occur only with certain\nparticipants, or with certain measurements, and we can expect researchers to\nobtain those results only when they have the same conditions. (Obviously, that\nis knowledge that we gain after we read a bunch of articles.) Essentially, the\nmore we pay attention to the details, the more we realize that research results\nare not all the same, that the variations depend upon a variety of conditions.<\/p>\n\n\n\n

Once we understand how the data were produced, we read the\nresults section, which may be filled with a lot of statistics. If the statistics\nare confusing, don\u2019t panic, and don\u2019t skip the results section. Instead, look\nup the confusing material on Wikipedia, or in a statistics book in the library,\nor get to know someone who knows statistics, or send me an email (fdane@radford.edu<\/a>). (If\nyou do understand statistics, then please help others who don\u2019t.) Those who are\ngoing to read research need to understand statistics; we don\u2019t have to know how\nto calculate them, but we do have to understand them conceptually. It is not\nenough to know that there was a \u201csignificant difference\u201d; we need to know what\nthe effect size was and what that means. (Besides, statisticians are trying to\nget everyone to forget about the phrase \u201cstatistically significant\u201d; it\u2019s\nreally quite meaningless.)<\/p>\n\n\n\n

After we understand the results, it\u2019s time to read the\ndiscussion section, wherein the authors explain how the new results change (or\ndon\u2019t change) what we understand about the topic at hand, including existing\ntheory. (Remember from the previous blog that theory is just a summary of what\nwe understand from existing data. When the data change because of new results,\nwe have to change the theory to accommodate the new results.) Sometimes there\nare suggestions for new research that should be done, and there are usually\nlimitations described for the current study. Neither the suggestions for\nadditional research nor the limitations mean there is something \u201cwrong\u201d with\nthe study; they simply mean that the study does not answer all the questions\nthat need to be answered. Remember the earlier brick-in-the-wall metaphor? No\nbrick is a wall unto itself, and no research study is a \u201cdefinitive\u201d study. The\nlatest study is not more, or less, important that last year\u2019s study, which is\nno more or less important than a study from five years ago. All of those\nstudies contribute to our current understanding, and our prevailing theory must\naccommodate all of that research.<\/p>\n\n\n\n

Lastly, there will be references, sometimes many\nreferences. These are the sources cited by the author(s), and many of these\nwill be other research studies that can help us to understand the empirical\nliterature if we are so inclined. Those who are inclined are learning to read\nresearch, are developing an empirical mind, are on the way to becoming forever\nfree.<\/p>\n","_et_gb_content_width":"","_uag_custom_page_level_css":"","footnotes":""},"categories":[22,23,1],"tags":[35,32,34,44,31,43,39,41,42,30,40,26,38,29,45,36,37,33],"class_list":["post-953","post","type-post","status-publish","format-standard","hentry","category-news","category-research","category-uncategorized","tag-articles","tag-covid-19","tag-education","tag-evidence-based-practice","tag-healthcare","tag-healthcare-research","tag-medical","tag-medical-research","tag-medical-simulation","tag-nursing","tag-nursing-research","tag-research","tag-research-questions","tag-simulation","tag-simulation-research","tag-statistics","tag-understanding-research","tag-virginia"],"yoast_head":"\nOnce you learn to read, you will be forever free - VASSA<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, 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