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Journal Recommended Guidelines for Survey-Based Research

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Title:	Journal Recommended Guidelines for Survey-Based Research
Language:	English
Authors:	Adam B. Wilson (ORCID 0000-0002-1221-5602), Boon Huat Bay, Jessica N. Byram (ORCID 0000-0001-7097-8352), Melissa A. Carroll, Gabrielle M. Finn (ORCID 0000-0002-0419-694X), Niels Hammer (ORCID 0000-0001-8230-9383), Sabine Hildebrandt (ORCID 0000-0002-7257-9440), Claudia Krebs, Jonathan J. Wisco (ORCID 0000-0003-3689-5937), Jason M. Organ (ORCID 0000-0001-8462-0271)
Source:	Anatomical Sciences Education. 2024 17(7):1389-1391.
Availability:	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed:	Y
Page Count:	3
Publication Date:	2024
Document Type:	Journal Articles Reports - Descriptive Guides - Non-Classroom
Descriptors:	Surveys, Research Methodology, Guidelines, Validity, Quality Assurance, Credibility, Reprography
DOI:	10.1002/ase.2499
ISSN:	1935-9772 1935-9780
Abstract:	Survey-based research is vital in education and social sciences, offering insights into human behaviors and perceptions. The prevalence of such studies in medical education has risen by 33% over the past decade. Despite this growth, the utility of survey findings depends on the study design quality and measure validity. Many manuscripts are rejected due to poor planning and lack of validity evidence. These guidelines aim to improve the rigor and reporting of survey-based research, ensuring credibility and reproducibility. They apply to various survey tools and evaluations, setting a standard for manuscript quality and informing the review process for "Anatomical Science Education."
Abstractor:	As Provided
Entry Date:	2024
Accession Number:	EJ1441499
Database:	ERIC
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FullText	Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHsV8g8m9yM6wsn5FY51eFwAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDHjv4kCMpeIKDieX7AIBEICBmuOv1_WQMr7dHSS3hPc7rX58LygLY_HLSa_tm4uxloANj2N5Bkc5m2REE7oNYrPosYHb38gsdRxD1ZgNRLo3hq151uOSiMpoYqELbqGmrqCS8ZfomgpRz0RoaVmWOKwzeIdnjIyXrVT47eYYQfzOut1-Rliepm14XV1bZSpcjLQzD7YJEyQrb6Mgltx_Y5frboJ6XaIhwOEcWtc= Text: Availability: 1 Value: <anid>AN0180044591;[8z8k]01oct.24;2024Oct04.07:22;v2.2.500</anid> <title id="AN0180044591-1">Journal recommended guidelines for survey‐based research </title> <p>Survey‐based research is vital in education and social sciences, offering insights into human behaviors and perceptions. The prevalence of such studies in medical education has risen by 33% over the past decade. Despite this growth, the utility of survey findings depends on the study design quality and measure validity. Many manuscripts are rejected due to poor planning and lack of validity evidence. These guidelines aim to improve the rigor and reporting of survey‐based research, ensuring credibility and reproducibility. They apply to various survey tools and evaluations, setting a standard for manuscript quality and informing the review process for Anatomical Science Education.</p> <p>Keywords: anatomical sciences/medical education; anatomy education; education</p> <hd id="AN0180044591-2">STATEMENT OF PURPOSE AND INTENT</hd> <p>Survey‐based research is a cornerstone of empirical inquiry across education and social science disciplines, providing insights into human behaviors, attitudes, perceptions, and experiences. Compared to a decade ago, the number of studies listed on PubMed containing the terms "survey" and "medical education" has increased by 33% (i.e., 1506 articles were published in 2014 compared with 2007 in 2023). Survey‐based inquiries aim to produce actionable data that will inform and advance educational practices, policies, and future research.[<reflink idref="bib1" id="ref1">1</reflink>] However, the practical utility of survey‐based outcomes hinges largely on study design quality and the validity evidence of the measures employed. Often, worthwhile manuscripts are not ready for publication due to suboptimal study planning, missing information, and/or a lack of validity evidence. These guidelines aim to enhance the methodological rigor and outcomes reporting of survey‐based inquiries. Enacting and adhering to these guidelines ensures credibility, reliability, and cohesiveness/comparability for survey‐focused publications and facilitates increased transparency, reproducibility, and generalizability of research findings.</p> <p>The following guidelines for survey‐based research apply to questionnaires, inventories, psychological scales, and evaluations of entities (e.g., programs, courses) and individuals (e.g., students, faculty). These guidelines were developed based on the current literature[[<reflink idref="bib1" id="ref2">1</reflink>], [<reflink idref="bib3" id="ref3">3</reflink>], [<reflink idref="bib5" id="ref4">5</reflink>], [<reflink idref="bib7" id="ref5">7</reflink>]] and serve as a fundamental standard for appraising the quality of manuscript submissions that entail survey‐based research. Manuscripts that incorporate the essential elements of survey‐based research will be given full consideration for publication. Manuscripts not adhering to these guidelines are more likely to receive desk rejection. The <emph>Anatomical Science Education</emph> editorial board oversees the development, dissemination, and revisions of these guidelines.</p> <hd id="AN0180044591-3">HOW TO USE THESE GUIDELINES</hd> <p>Mark the checkboxes below to confirm the manuscript adheres to the specified content. Contributors are responsible for providing reasonable justification when one or more of the following elements are absent. Some guidelines may not apply to unique study designs. Manuscripts' contents should be arranged in a clear, logical, and cohesive manner. The ordering of content elements under the major headings below may vary and is not prescriptive.</p> <hd id="AN0180044591-4">INTRODUCTION TO STUDY</hd> <p></p> <p> <ephtml> &lt;table&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633; Follow the "problem, gap, hook" method to write the introduction's narrative while citing the most relevant and current literature.&lt;/p&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Problem: What problem does the research aim to solve, and what is the context surrounding that problem?&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Gap: Establish a gap in the current knowledge or thinking about the problem and clearly demonstrate how the research meaningfully fills the identified gap.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Hook: Hook readers by convincing them that filling the gap is of consequence. Emphasize the relevance and significance of the research, including its potential implications.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Describe the theoretical framework or underpinnings used, if applicable.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Present clear, focused, and specific research question(s).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0180044591-5">DOCUMENTING SURVEY CONTEXT, METHODS, AND VALIDITY EVIDENCE</hd> <p></p> <p> <ephtml> &lt;table&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Provide an ethics/Institutional Review Board (IRB) statement (with an IRB protocol number). Report any secondary ethical/cultural approvals (e.g., M&amp;#227;ori committees or similar). If the study was not eligible for ethics/IRB approval (e.g., department, program, or institutional&amp;#8208;level surveys), specify this information.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify the population surveyed and the primary unit of analysis (e.g., courses, individuals, etc.).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify all inclusion/exclusion criteria for survey participation/recruitment.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify whether the survey was associated with a course, workshop, learning module, or other form of learning intervention.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Describe or define the voluntary nature of the survey. See examples below.&lt;/p&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Truly voluntary: Participants had no known ties to the survey distributor(s). Surveys distributed to students from teachers or institutions are best classified as either quasi&amp;#8208;voluntary or required (see below).&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Quasi&amp;#8208;voluntary: Participants may have felt obligated to complete the survey due to possible/known ties to the survey distributor(s). Most learner/trainee&amp;#8208;focused surveys are quasi&amp;#8208;voluntary.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Required: Participants were required to complete the survey (e.g., as part of their studies or course).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify how survey invitations were distributed/advertised to participants (e.g., via email, list servs, message board, conference attendance, course communications/learning management system, etc.). Specify the number of survey reminders sent.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Describe all survey incentives, if applicable. Otherwise, state, "No survey incentives were offered."&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Report whether a professional society, organization, or industry partner sponsored the survey.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Summarize the survey's primary purpose and the disciplines/fields to which the research is intended to pertain. Indicate all constructs (latent variables) the survey intends to measure.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify the platform or mechanism used to collect survey data (e.g., Qualtrics, Survey Monkey, etc.).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Describe the survey data collection procedure. See examples below.&lt;/p&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Single measure collection: A "one&amp;#8208;off" survey where data were collected from a single time point for a given population, with no follow&amp;#8208;up.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Repeated measures collection: Data were collected from the same study cohort longitudinally over time (e.g., pre/postsurvey).&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Multigroup/multi&amp;#8208;time point collection: The same survey was administered simultaneously to multiple unique populations or at a given time interval (e.g., yearly) to different study cohorts.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify the total maximum number of survey items. This includes conditional items that utilize branching and/or skip logic.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify all survey item types used and briefly summarize the essential information collected by each item type. See examples below.&lt;/p&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Categorical items: For example, demographic responses where the ordering of the categories is irrelevant.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Scalar items: For example, Likert&amp;#8208;scale items. Indicate the scale range and define the anchors.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Sliding analog scales: A slider indicates a response according to specified anchors. Specify the scale range and define all extreme and intermediate anchors.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Free response items: An open&amp;#8208;ended item requiring respondents to enter a text&amp;#8208;based response.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Other: For example, ranking items, matching items. Specify and describe as needed.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Specify how response biases were minimized (e.g., indicate how participant eligibility was verified and the measures taken to ensure only target audience members responded once).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Describe the extent of survey piloting before full&amp;#8208;scale distribution.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Summarize the survey's existing validity evidence based on the literature and specify all validity evidence reported in the present study. Validity evidence includes reliability values (e.g., Cronbach's alpha), content validity (e.g., expert judgments from pilot testing), response process validity, internal structure (e.g., dimensionality testing through factor analyses; item congruence testing via Kendall's tau&amp;#8208;b analysis), relations to other variables, and consequences of testing. See the Standards for Educational and Psychological Testing for more information on the sources of validity evidence.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Include the complete survey as a Supplemental Appendix.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Clearly articulate how all data were statistically or qualitatively analyzed. Note: Analyzing a survey's free&amp;#8208;text (open&amp;#8208;ended) responses often does not qualify as robust qualitative research. As such, the combined reporting of quantitative and open&amp;#8208;ended outcomes does not constitute a true mixed&amp;#8208;methods design.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0180044591-6">REPORTING SURVEY OUTCOMES</hd> <p></p> <p> <ephtml> &lt;table&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633; Report the survey response rate (preferably as an absolute response rate) by indicating the response rate numerator, denominator, and percentage.&lt;/p&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Absolute response rate: Total no. of survey respondents/total no. of INVITED participants.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Relative response rate: Total no. of survey respondents/total no. of INCLUDED participants.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Report survey responses as percentages and numerical values. Round percentages to the nearest whole value (e.g., "In total, 69% (75/108) of respondents..."). When outcomes are presented graphically (e.g., as horizontally stacked bar charts), also use percentages, especially for scaled survey items. Report respondent demographics in table format.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;In the body of the text, summarize and report findings for the highest yield outcomes. Rely on tables or figures to convey additional, more granular outcomes. Demographic outcomes are often best reported in a table.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Avoid listing all survey percentages or findings in the body of the text. Use the survey's most salient outcomes to convey a clear, concise, and coherent narrative that answers the study's research question(s).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0180044591-7">DISCUSSION AND CONCLUSIONS</hd> <p></p> <p> <ephtml> &lt;table&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Within the first paragraph of the DISCUSSION section, provide a succinct, high&amp;#8208;level overview of the study's purpose and, as relevant, highlight one or two of the study's most important findings.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Reflect on the principles, relationships, inferences, and generalizations that emerged from interpreting the results. Discuss any unsettled points. Avoid introducing new ideas outside of the context of the research questions. Write the discussion in a logical sequence and support all claims with convincing evidence from the related literature. Describe how the results and interpretations agree or contrast with published works by considering all counterevidence. The discussion should not recapitulate the Results section.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Present implications for practice and/or clinical applications with a discussion of their importance.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Acknowledge and explain the study's limitations. Designate a clear subheading for this section.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Summarize future research opportunities or directions and explain how the study significantly contributes to future research. Designate a clear subheading for this section.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#9633;Under the CONCLUSIONS section, summarize the most salient conclusions in a manner that is clear, concise, and appropriate given the presented evidence.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <ref id="AN0180044591-8"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> [Correction added on August 29, 2024: Adam B. Wilson's departmental affiliation has been updated.]</bibtext> </blist> </ref> <ref id="AN0180044591-9"> <title> REFERENCES </title> <blist> <bibtext> Toy S, Daly Guris R. How to conduct survey‐based research. Anaesthesia. 2023 ; 78 (7): 902 – 905.</bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> Wilson AB, Brooks WS, Edwards DN, Deaver J, Surd JA, Pirlo OJ, et al. Survey response rates in health sciences education research: a 10‐year meta‐analysis. Anat Sci Educ. 2024 ; 17 (1): 11 – 23.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Halbesleben JR, Whitman MV. Evaluating survey quality in health services research: a decision framework for assessing nonresponse bias. Health Serv Res. 2013 ; 48 (3): 913 – 930.</bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> Phillips AW, Friedman BT, Durning SJ. How to calculate a survey response rate: best practices. Acad Med. 2017 ; 92 (2): 269.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref4" type="bt">5</bibl> <bibtext> Phillips AW, Friedman BT, Utrankar A, Ta AQ, Reddy ST, Durning SJ. Surveys of health professions trainees: prevalence, response rates, and predictive factors to guide researchers. Acad Med. 2017 ; 92 (2): 222 – 228.</bibtext> </blist> <blist> <bibl id="bib6" type="bt">6</bibl> <bibtext> Taherdoost H. Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. Int J Acad Res Manag. 2016 ; 5.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref5" type="bt">7</bibl> <bibtext> Wu M‐J, Zhao K, Fils‐Aime F. Response rates of online surveys in published research: a meta‐analysis. Comput Hum Behav Rep. 2022 ; 7 : 100206.</bibtext> </blist> <blist> <bibl id="bib8" type="bt">8</bibl> <bibtext> Yan T, Fricker S, Tsai S. Response Burden: What Is It and What Predicts It?. In Advances in Questionnaire Design, Development, Evaluation and Testing (eds P. Beatty, D. Collins, L. Kaye, J.L. Padilla, G. Willis and A. Wilmot).</bibtext> </blist> </ref> <aug> <p>By Adam B. Wilson; Boon Huat Bay; Jessica N. Byram; Melissa A. Carroll; Gabrielle M. Finn; Niels Hammer; Sabine Hildebrandt; Claudia Krebs; Jonathan J. Wisco and Jason M. Organ</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author; Author; Author</p> </aug>
Header	DbId: eric DbLabel: ERIC An: EJ1441499 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: Journal Recommended Guidelines for Survey-Based Research – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Adam+B%2E+Wilson%22">Adam B. Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1221-5602">0000-0002-1221-5602</externalLink>)<br /><searchLink fieldCode="AR" term="%22Boon+Huat+Bay%22">Boon Huat Bay</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+N%2E+Byram%22">Jessica N. Byram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7097-8352">0000-0001-7097-8352</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+A%2E+Carroll%22">Melissa A. Carroll</searchLink><br /><searchLink fieldCode="AR" term="%22Gabrielle+M%2E+Finn%22">Gabrielle M. Finn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0419-694X">0000-0002-0419-694X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Niels+Hammer%22">Niels Hammer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8230-9383">0000-0001-8230-9383</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sabine+Hildebrandt%22">Sabine Hildebrandt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7257-9440">0000-0002-7257-9440</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claudia+Krebs%22">Claudia Krebs</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+J%2E+Wisco%22">Jonathan J. Wisco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3689-5937">0000-0003-3689-5937</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+M%2E+Organ%22">Jason M. Organ</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8462-0271">0000-0001-8462-0271</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2024 17(7):1389-1391. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 3 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive<br />Guides - Non-Classroom – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+Assurance%22">Quality Assurance</searchLink><br /><searchLink fieldCode="DE" term="%22Credibility%22">Credibility</searchLink><br /><searchLink fieldCode="DE" term="%22Reprography%22">Reprography</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/ase.2499 – Name: ISSN Label: ISSN Group: ISSN Data: 1935-9772<br />1935-9780 – Name: Abstract Label: Abstract Group: Ab Data: Survey-based research is vital in education and social sciences, offering insights into human behaviors and perceptions. The prevalence of such studies in medical education has risen by 33% over the past decade. Despite this growth, the utility of survey findings depends on the study design quality and measure validity. Many manuscripts are rejected due to poor planning and lack of validity evidence. These guidelines aim to improve the rigor and reporting of survey-based research, ensuring credibility and reproducibility. They apply to various survey tools and evaluations, setting a standard for manuscript quality and informing the review process for "Anatomical Science Education." – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1441499
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/ase.2499 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 3 StartPage: 1389 Subjects: – SubjectFull: Surveys Type: general – SubjectFull: Research Methodology Type: general – SubjectFull: Guidelines Type: general – SubjectFull: Validity Type: general – SubjectFull: Quality Assurance Type: general – SubjectFull: Credibility Type: general – SubjectFull: Reprography Type: general Titles: – TitleFull: Journal Recommended Guidelines for Survey-Based Research Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adam B. Wilson – PersonEntity: Name: NameFull: Boon Huat Bay – PersonEntity: Name: NameFull: Jessica N. Byram – PersonEntity: Name: NameFull: Melissa A. Carroll – PersonEntity: Name: NameFull: Gabrielle M. Finn – PersonEntity: Name: NameFull: Niels Hammer – PersonEntity: Name: NameFull: Sabine Hildebrandt – PersonEntity: Name: NameFull: Claudia Krebs – PersonEntity: Name: NameFull: Jonathan J. Wisco – PersonEntity: Name: NameFull: Jason M. Organ IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1935-9772 – Type: issn-electronic Value: 1935-9780 Numbering: – Type: volume Value: 17 – Type: issue Value: 7 Titles: – TitleFull: Anatomical Sciences Education Type: main
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