Planteamiento del problema de un proyecto de investigación: escritura y formulación en ciencias de la salud

El planteamiento del problema de investigación es el punto de partida de toda investigación científica y es de suma importancia que se realice adecuadamente. Por esta razón, es fundamental tener claro que el desarrollo de un adecuado problema de investigación es un proceso complejo y está compuesto por cinco partes. En primer lugar, se debe definir la condición clínica de interés y tener total claridad sobre ella; se recomienda escribir una pequeña descripción de la enfermedad que sirva como marco de referencia para el problema. Posteriormente, se debe expresar el problema en términos de una situación adversa o negativa (morbilidad, mortalidad, costos, entre otros), bien sea para el paciente, su familia, el sistema de salud o la sociedad. En tercer lugar, el problema de investigación implica que haya un vacío o discrepancia en el conocimiento sobre dicha situación negativa; para identificarlo es necesario llevar a cabo una revisión completa y precisa de la literatura, idealmente una revisión sistemática, con el fin de tener presente las respuestas encontradas en investigaciones previas. Luego, se deben estimar las implicaciones o beneficios prácticos que pueda traer el resolver dicho problema. Finalmente, el problema de investigación se debe concretar de forma justificada y estructurada, dando lugar a la pregunta de investigación. Además, el investigador debe determinar si su pregunta de investigación cumple con los elementos necesarios para ser adecuada, los cuales se resumen en la mnemotecnia FINER (factible, interesante, novedosa, ética y relevante).

The research problem statement is the starting point of all scientific research, and it is crucially important that this step is carried out correctly. For this reason, it is essential to be aware that the development of a suitable research problem is a complex process that has five parts. First, the clinical condition of interest must be defined, and it is essential to have total clarity about it; it is recommended to write a short description of the disease that serves as a frame of reference for the problem. Subsequently, the problem must be expressed regarding an adverse situation (morbidity, mortality, costs, among others), either for the patient, family, the health system, or society. Third, the research problem implies that there's a gap or discrepancy in current knowledge about said negative situation; to identify it, it is necessary to carry out a comprehensive review of the literature to consider the answers found in previous research. Then, the practical implications or benefits of solving said problem must be estimated. Finally, the research problem must be specified in a justified and structured manner giving place to the research question. In addition, the researcher must be able to determine if his research question meets the necessary elements to be adequate, which are summarized in the mnemonic FINER (feasible, interesting, novel, ethical and relevant).

Efectos de un entrenamiento correctivo en la elaboración y fundamentación de preguntas de investigación / Effects of corrective training in the identification and development of research questions / Efeitos de um treinamento corretivo na elaboração e fundamentação de perguntas de pesquisa

Se analizaron los efectos de un entrenamiento correctivo en la identificación y elaboración de algunos elementos de artículos empíricos (enmarcados en el Análisis Experimental de la Conducta), en el que se estudiaron los efectos de la retroalimentación y las instrucciones en tareas de discriminación condicional, con el objetivo de registrar si ello promovía el ejercicio de habilidades para elaborar y fundamentar preguntas de investigación. Participaron 20 estudiantes de psicología de una universidad pública mexicana, con edades entre los 20 y 22 años, asignados al azar a dos grupos: experimental y control. Ambos grupos fueron expuestos a una Línea Base (LB), a dos fases de entrenamiento (excepto el control) y a una sesión de evaluación. En la LB y en la evaluación los participantes debían leer dos artículos experimentales y elaborar y justificar una pregunta de investigación novedosa derivada de estos. El grupo experimental fue expuesto a un entrenamiento correctivo en la identificación (ejercicio 1) y la elaboración (ejercicio 2) de diversos elementos de artículos científicos que tenían como objetivo auspiciar desempeños en niveles intrasituacional y extrasituacional, respectivamente. Los resultados mostraron que la mayoría de los participantes del grupo experimental lograron una drástica mejoría en sus puntajes de aciertos de la LB a la evaluación, y que seis de los diez participantes fueran capaces de escribir y fundamentar sus preguntas de investigación en un nivel extrasituacional, lo que no ocurrió con los del grupo control en ningún aspecto. Los datos se discuten en términos de la importancia que tiene identificar estrategias efectivas para la formación de nuevos investigadores, sobre todo en lo relativo al desarrollo de habilidades lectoescritoras.

The effects of corrective training in the identification and development of some elements of empirical articles (framed within the Experimental Analysis of Behavior) were analyzed. The impact of feedback and instructions on conditional discrimination tasks were studied with the aim of determining whether this would promote the development of skills to elaborate and substantiate research questions. Twenty psychology students from a Mexican public university aged between 20 and 22 years were randomly assigned to the experimental and control groups. Both groups were exposed to a baseline, two training phases (except the control group) and to an assessment session. During baseline and assessment, participants read two experimental articles and formulated and justified a new research question derived from them. The experimental group was exposed to a corrective training in identifying (exercise 1) and developing (exercise 2) the various elements of scientific articles that were intended to improve reading and writing technical materials at extrasituational and intrasituational levels. Results showed that for most participants in the experimental group, correct answers increased in comparison to baseline and that six of the ten participants were able to write and justify their research questions at an extrasituational level. The control group failed on both counts. Data are discussed in terms of the importance of identifying effective strategies for training new researchers, especially regarding the development of reading and writing skills.

Analisaram-se os efeitos de um treinamento corretivo na identificação e elaboração de alguns elementos de artigos empíricos (dentro da Análise Experimental da Conduta), em que se analisavam os efeitos da retroalimentação e das instruções em tarefas de discriminação condicional, com o objetivo de registrar se isso promovia o exercício de habilidades para elaborar e fundamentar perguntas de pesquisa. Participaram 20 estudantes de psicologia de uma universidade pública mexicana, com idade entre 20 e 22 anos, divididos aleatoriamente em dois grupos: experimental o controle. Ambos grupos foram expostos a uma Linha Base (LB), a duas fases de treinamento (exceto o controle) e a uma sessão de avaliação. Na LB e na avaliação os participantes deviam ler dois artigos experimentais e elaborar e justificar uma pergunta de pesquisa inovadora derivada dos mesmos. O grupo experimental foi exposto a um treinamento corretivo na identificação (exercício 1) e na elaboração (exercício 2) de diversos elementos de artigos científicos que tinham como objetivo estimular desempenhos em níveis intrasituacionais e extrasituacionais, respectivamente. Os resultados mostraram que a maioria dos participantes do grupo experimental conseguiram uma drástica melhoria em suas pontuações de acertos da LB à avaliação, e que seis dos dez participantes foram capazes de escrever e fundamentar suas perguntas de pesquisa em um nível extrasituacional, o que não aconteceu com os do grupo controle em nenhum aspecto. Os dados discutem-se em termos da importância que possuem para identificar estratégias efetivas para a formação de novos pesquisadores, sobretudo no relativo ao desenvolvimento de habilidades lecto-escritoras.

EVIDENCE: CREATE, COMMUNICATE AND UTILIZE / 体力科学

EBM is the integration of best research evidence with clinical expertise and patient values. EBM has been extending to “evidence-based healthcare/practice” with wider perspectives. When considering healthcare-related evidence, it is useful to distinguish three aspects. Namely, they are “create”, “communicate”and “utilize”. At first, “clinical questions” are generated in real clinical settings. To create clinical evidence, “clinical questions” need to be refined as “research questions”. Concerning the aspect of communication, there are lots of proposals and statements to improve the reporting of research findings. The Uniform Requirements for Manuscripts Submitted to Biomedical Journals proposed by the International Committee of Medical Journal Editors has been evolved since 1979 and has become the global standard for scientific authors and editors. Concerning the aspect of “utilize”, there are two problems, that is, overuse and underuse of evidence. The former is related with the problem of evidence-practice gap. Appropriate use of clinical practice guidelines are expected to reduce these gaps. The latter is linked with the confusion that evidence equals EBM. Evidence is merely evidence even if the level is high in scientific and general meaning. When clinicians make individual decisions, they are required to do them comprehensively balancing the three factors such as evidence, value and resource.