Quantitative and Qualitative Research Methods for Therapy Professions

Faculty: Faculty of Business Management and Social Sciences

Version: Version 1 of 02.07.2025.

Module identifier: 22B1663

Module level: Bachelor

Language of instruction: German

ECTS credit points and grading: 5.0

Module frequency: winter and summer term

Duration: 2 semesters

Brief description

Building on the module "Introduction to Empirical Research for Therapy Professions-Physiotherapy", this module teaches quantitative and qualitative research knowledge and methods. This module will concentrate on quantitative research and will provide the basis for qualitative research methodologies. This module will provide skills to understand and apply different research methodologies in the field of therapy ( effectiveness/interventions) and other clinical research designs used to answer clinical questions. Students will learn and apply descriptive and inferential statistical and interpretative evaluation procedures. According to exploratory and phenomenological questions, knowledge and methodological competence in the area of qualitative research methodology for therapists are required. In this module, students acquire a critical understanding of the main theories, principles, and methods of empirical research. They will learn about and apply quantitative and qualitative research instruments as well as statistical and content-analytical, hermeneutic evaluation procedures, among others, using relevant software such as EXCEL or SPSS. The students will identify research needs in therapy science from professional practice that require a quantitative or qualitative research design.

Teaching and learning outcomes

1. quantitative research methodology
1.1 Scientific theoretical frame of reference
1.2 Descriptive statistics
1.2.1 Univariate statistics
1.2.2 Bivariate statistics
1.3 Inductive statistics
1.3.1 Basics of inductive statistics
1.3.2 Statistical testing for hypothesis verification

a. Parametric testing methods
b. Non-parametric test procedures

1.3 p values
1.4 Confidence intervals
1.5 Clinical relevance and statistical significance
1.6 Effect size

1.4 Measurement instruments
1.4.1 Basics
1.4.2 Quality criteria
a. Validity
b. Reliability
c. Responsiveness to change

1.5 Assessment of scientific publications regarding the quality of their scientific methodology (profession-specific) in the form of the Journal Club

2 Qualitative research methodology
2.1 Quality criteria of qualitative research: deepening
2.2 Qualitative research in clinical practice

Overall workload: The total workload for the module is 150 hours (see also "ECTS credit points and grading").

Teaching and learning methods

Lecturer based learning
Workload hours	Type of teaching	Media implementation	Concretization
37	Lecture	Presence	-
8	Learning in groups / Coaching of groups	Presence	-
8	Seminar	Presence	-
Lecturer independent learning
Workload hours	Type of teaching	Media implementation	Concretization
20	Study of literature		-
57	Preparation/follow-up for course work		-
20	Exam preparation		-

Graded examination

Multiple choise written examination or
Presentation or
Written examination

Remark on the assessment methods

K1/AWV1/PR tests knowledge and skills from the teaching units:

"Quantitative Research Methodology", "Quantitative Research Instruments and Research Designs", "Foundation Qualitative Research Methodology".

Exam duration and scope

Written examinations (K/AWV): in accordance with the valid study regulations
Presentation: approx. 20-40 minutes

The requirements are specified in the relevant class.

Recommended prior knowledge

The module builds on basic knowledge of the empirical research process, techniques of scientific work, principles of quantitative research, descriptive statistics, principles of qualitative research, and qualitative data collection procedures.

Students who wish to refresh their knowledge and skills before starting the module are recommended to read the following basic literature:

D?ring, N. & Bortz, J. (2015): Forschungsmethoden und Evaluation in den Human- und Sozialwissenschaften (5. Aufl.). Heidelberg: Springer.

Portney LG, Watkins MP. (2009) Foundations of clinical research: applications to practice. Vol 892: Pearson/Prentice Hall Upper Saddle River, NJ

Knowledge Broadening

The students know and explain the basics, methods, and areas of application of quantitative data analysis in health research.

Students will explain the basics and quality criteria of quantitative research instruments and research designs.

Students describe selected methods of qualitative data analysis in health research.

The students know the basic concepts of qualitative empirical research and can use them appropriately in relation to a qualitative approach.

Knowledge deepening

The students deepen their knowledge of quantitative social research.

They know possible applications, quality criteria and methods of quantitative research.

Students select different types of analysis depending on the nature of the clinical/research question.

Students interpret the results of various statistical tests based on different objectives

Students will document statistical results in written form for a research report

Have a foundation knowledge of major qualitative survey and evaluation instruments. They know possible applications, quality criteria and methods of qualitative research.

Based on the theoretical knowledge, the students select the appropriate research method for an issue in the therapeutic context.

Knowledge Understanding

Students use quantitative methods to address a research question.

They create a research design and apply quantitative data collection, analysis, and evaluation methods.

They use computer-based statistical programs to collect, analyze, and present data.

Students use qualitative methods to generate hypotheses.

They are able to independently formulate a small qualitative investigation using these tools (especially qualitative interviews).

Application and Transfer

Students evaluate the suitability of qualitative and quantitative research methods for use in a therapeutic work context and in a research context.

Students will use computer-based programs to collect, analyze, and present data

Academic Innovation

Students identify problems in the field of therapy science and formulate scientific questions.

Students evaluate the fit of problems, research questions, and methodological approaches with regard to their own scientific practice project.

Communication and Cooperation

Students systematically assess studies and present the assessment result.

They can justify the design of research projects and their analysis strategies.

The students critically discuss the design of the methodological procedure of therapy-scientific studies.

The students communicate in a collegial exchange about the benefit and use of research results in therapeutic practice.

Academic Self-Conception / Professionalism

Students critically evaluate research findings.

They assess the fit of problem definition, research question and selected methods of data collection. They consider legal and ethical aspects in the development of research designs.

They reflect on the importance of standardized and non-standardized examination procedures as well as empirical research for their therapeutic professionalism

Literature

Armijo-Olivo S, de Castro-Carletti EM, Calixtre LB, de Oliveira-Souza AIS, Mohamad N, Fuentes J. Understanding Clinical Significance in Rehabilitation: A Primer for Researchers and Clinicians. Am J Phys Med Rehabil. Jan 1 2022;101(1):64-77.

Atteslander, P. (2010): Methoden der empirischen Sozialforschung. Berlin: Erich Schmidt Verlag.

Ball, M. J., Müller, N. & Nelson, R. L. (eds.) (2014): Handbook of Qualitative Research in Communication Disorders. New York, London: Psychology Press.

Bortz, J. & Schuster, C. (2010): Statistik für Human- und Sozialwissenschaftler. 7. Aufl. Heidelberg: Springer.

Breuer, F. (2010): Reflexive Grounded Theory. Eine Einführung für die Forschungspraxis. 2. Aufl. Wiesbaden: VS Verlag.

Creswell, J.W. & Poth, C.N. (2018): Qualitative Inquiry and Research Design Choosing among Five Approaches (4th ed.). Thousand Oaks: Sage.

Coggon, D. (2007): Statistik. Einführung für Gesundheitsberufe. Bern: Verlag Hans Huber

DePoy, E. & Gitlin, L.N. (2020). Introduction to Research. Understanding and Applying Multiple Strategies (6th ed.). St. Louis: Elsevier Mosby.

De Vet HC, Terwee CB, Mokkink LB, Knol DL. Measurement in medicine: a practical guide. Cambridge university press; 2011.

Domholdt E. (2005) Rehabilitation research : principles and applications. St. Louis, Mo.: Elsevier Saunders; 2005.

D?ring, N. & Bortz, J. (2015): Forschungsmethoden und Evaluation in den Human- und Sozialwissenschaften (5. Aufl.). Heidelberg: Springer

Field A.(2018) Discovering statistics using IBM SPSS statistics

Flick, U. (2016): Qualitative Sozialforschung. Eine Einführung. 7. Auflage. Reinbek bei Hamburg: Rowohlt.

Katz MH (2010). Evaluating clinical and public health interventions: A practical guide to study design and statistics. Cambridge University Press.

Koller, M.M. (2014): Statistik für Pflege- und Gesundheitsberufe. Wien: Facultas.

Kuckartz, U. (2018): Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. 4. Auflage. Weinheim: Beltz-Verlag.

Kuckartz, U. (2014): Mixed Methods. Methodologie, Forschungsdesigns und Analyseverfahren. Wiesbaden: Springer VS.

Mayer, H. & van Hilten, E. (2007): Einführung in die Physiotherapieforschung. Wien: Facultas.

Herbert R. (2011) Practical evidence-based physiotherapy. Edinburgh: Elsevier/Churchill Livingstone; 2011.

Pocock SJ, McMurray JJ, Collier TJ (2015). Making Sense of Statistics in Clinical Trial Reports: Part 1 of a 4-Part Series on Statistics for Clinical Trials. J Am Coll Cardiol. Dec 8 2015;66(22):2536-2549.

Portney LG, Watkins MP. (2009)Foundations of clinical research: applications to practice. Vol 892: Pearson/Prentice Hall Upper Saddle River, NJ

Rothman KJ, Greenland S, Lash TL (2008). Modern epidemiology. Philadelphia: Wolters Kluwer / Lippincott Williams & Wilkins.

Scherfer, E. & Bossmann, T. (2011): Forschung verstehen. Ein Grundkurs in evidenzbasierter Praxis. 2. Aufl. München: Pflaum.

Schnell, R., Hill, P.B. & Esser, E. (2011): Methoden der empirischen Sozialforschung. 9. Aufl., Oldenbourg Wissenschaftsverlag.

Schreier, M. (2012): Qualitative Content Analysis in Practice. Los Angeles: Sage. Stokes, E. (2011). Rehabilitation outcome measures. Edinburgh: Churchill Livingstone.

Strauss, A.L. & Corbin, J. (1996): Grounded Theory: Grundlagen Qualitativer Sozialforschung. Weinheim: Psychologie Verlags Union.

Linkage to other modules

-This module is directly related to the following modules:

1) Introduction to Empirical Research forTherapy Professions
2) Quantitative and Qualitative Research Methods for Health Professions-Consolidation and Study Design-Physiotherapy

The basic knowledge that precedes this course is covered in the module called: "Introduction to Empirical Research forTherapy Professions" . The content of this module is complemented and deepened in the module named: "Quantitative and Qualitative Research Methods for Health Professions - Consolidation and Study Design".

Applicability in study programs

Occupational Therapy, Physiotherapy (dual programme)

Occupational Therapy, Physiotherapy (dual programme)

Person responsible for the module

Armijo-Olivo, Susan

Teachers

Armijo-Olivo, Susan