Public Education in Rational Drug Use: A Global Survey - EDM Research Series No. 024
(1997; 106 pages) [Spanish] Voir le document au format PDF
Table des matières
Afficher le documentAcknowledgements
Afficher le documentExecutive summary
Ouvrir ce répertoire et afficher son contenu1. Introduction
Ouvrir ce répertoire et afficher son contenu2. Background to the Survey
Fermer ce répertoire3. Methodology
Afficher le document3.1 Study design
Afficher le document3.2 Identification of projects
Afficher le document3.3 Study period
Afficher le document3.4 Data management
Afficher le document3.5 Methodological concerns/cautions
Ouvrir ce répertoire et afficher son contenu4. Findings
Ouvrir ce répertoire et afficher son contenu5. Discussion
Ouvrir ce répertoire et afficher son contenu6. Conclusions and recommendations
Afficher le documentReferences
Ouvrir ce répertoire et afficher son contenuAnnexes
 

3.1 Study design

The study is predominately descriptive. The study instrument - a questionnaire - contains closed and multiple-choice questions. The instrument was pretested, and produced in three languages (English, French and Spanish) (Annex 3). It covered the general project characteristics (type of implementing organization, duration, location); project planning, development and rationale; target groups and expected behaviour changes; materials developed and on what basis; pretesting; channels of communication; implementers; evaluation of reach and impact; facilitating and constraining factors; problems experienced and lessons learned; financing sources; and follow-up.

In planning research, there is a tension between the need to gather sufficient and accurate data, and the risk of developing an overwhelmingly long questionnaire. To address this tension, the study questionnaire was designed with a combination of closed and open-ended questions. Closed questions, with limited possible answers, were used wherever feasible to help generate precise information. For ease of response, the number of open questions was kept to a minimum. Nevertheless, open questions allow the respondent a chance to describe issues, problems, successes, and lessons learned in their own words, and are essential to the quality of the data collected. They were therefore included despite predictable problems of subjectivity and comparability.

vers la section précédente vers la section suivante
 

Dernière mise à jour: le 3 mai 2013