2. At the end of session, learner should be
able to
Define questionnaire
Describe types of questionnaire
Describe the steps involved
Describe types of questions
Describe guidelines for constructing the
questions & prepare questionnaire
Describe validation procedure.
3.
4. Self-administered (by mail or personal
contact)
Investigator administered-
In person (face-to-face)
Telephone interviews
5. Write aim of the study
Identify broad areas of information to be
obtained ( either individually or after
FGD)
Break it into one idea per statement
Construct questions and the model
questionnaire
Validate the questionnaire
6. Write aim of the study
Identify broad areas of information to be
obtained ( either individually or after
FGD)
Break it into one idea per statement
Construct questions and the model
questionnaire
Validate the questionnaire
7. Write the aim of your study
To study the perceptions of students about
your teaching
8. Write aim of the study
Identify broad areas of information to be
obtained ( either individually or after
FGD)
Break it into one idea per statement
Construct questions and the model
questionnaire
Validate the questionnaire
9. Identify broad areas of information to be
obtained
1.Theory classes
2. Practical demonstrations
3.Tools used for teaching
4. Methods of assessment
10. Write aim of the study
Identify broad areas of information to be
obtained ( either individually or after
FGD)
Break it into one idea per statement
Construct questions and the model
questionnaire
Validate the questionnaire
11. Break each broad area into smaller
components with one theme in one
component
Theory classes
1. Punctuality
2. use of blackboard/ppt
3. individual attention
12. Write aim of the study
Identify broad areas of information to be
obtained ( either individually or after
FGD)
Break it into one idea per statement
Construct questions and the model
questionnaire
Validate the questionnaire
14. Close ended -
The respondent has to choose the answer
from the options given
Advantages:
• Simple and quick
• Reduces discrimination against less
literate
• Easy to code, record, analyze
• Easy to compare
• Easy to report results
15. Two option responses –
No-yes, agree- disagree, false –true
e.g. Do you attend my classes on a regular
basis?
a) Yes
b) No
16. • What is your age in years?
___ years
• What is your sex (gender)?
Male
Female
17. Checklist
Which of the following teaching
activities did you attend in the last 3
months?
Theory
Practical
Class tests
Revision classes
18. Rating scale
To what extent did you attend following
teaching activities in the last 3 months ?
Always Sometimes Seldom Never
Theory
Practicals
Class tests
19. Rating scale
Numerical
How useful do you think that information gained through
the teaching activities would be?
(please circle)
1 2 3 4 5 6 7
Not at all useful Very useful
Analogue
How useful do you think that information gained
through the teaching activities would be?
(put the tick on the line)
0 10
20. The PPTs used for theory lectures are very
informative and have adequate content.
No, I strongly disagree
No, I disagree quite a lot
No, I disagree just a little
I’m not sure about this
Yes, I agree just a little
Yes, I agree quite a lot
Yes, I strongly agree
21. Be relevant/specific
Avoid confusion
Use appropriate scales
Avoid bias
Avoid double negatives
Avoid two ideas in one item
22. Different Domains of Questions:
Behaviour, Beliefs, and Evaluation
Has teaching activities helped you to
learn more about the subject?
23. Behaviour :
What is your overall attendance
percentage in a clinical posting?
Belief:
At the end of 3 months of posting, I am
able to take case history of a patient.
Evaluation:
How many patients did you assess in the
last 3 months?
24. While framing the questions, care should
be taken to check if the words mean
same to both –investigator as well as the
participant.
25. Do you like Grey’s Anatomy?
Do you like the reference book of Anatomy,
Grey’s Anatomy?
•
26. While using the response formats in the
form of scales, appropriate scale should
be chosen which matches with the
purpose of a question.
27. To what extent did you enjoy the practical
demonstration on OSPE?
1 2 3 4 5 6 7
Not at all Very much
Vs.
To what extent did you enjoy the practical demonstration
on OSPE?
Not at all
A little
Somewhat
Very much
28. The questions or statements should be
free of presumptions.
Should be neutral and
should not lead the respondent in one
direction.
29. Statement should not be biased towards
any one item in the study.
Was the session on Questionnaire design
better as compared to session on OSCE?
30. The statements or questions should not
have two negative words which may
further confuse the respondent .
32. Each questions should have one central
theme.
Two themes or ideas should not be
combined in one question.
A respondent may have a different
response to both items.
33. The PPTs used for theory lectures are very
informative and have adequate content.
35. E.g. what is your opinion about my
teaching style?
Vs
Write any two positive points about my
teaching, in your opinion.
Write any two Negative points about my
teaching, in your opinion.
36. A brief outline about the project, its
purpose, efforts taken to maintain
anonymity (if desired), its future use
should be provided to the participants.
37. 1. Begin with Non-sensitive demographic
questions along with instructions.
2. Items of major interest to the research
study should be placed next.
3. Sensitive items that cover controversial
topics should be placed last.
4. Items on the same topic should be
grouped together.
38. 5.Items with similar response formats
should be grouped together when
several different response formats are
being used within a questionnaire.
6. Section titles should be used to help
the respondent focus on the area of
interest.
39. 7. Ideal questionnaire should have a
combination of open and closed ended
questions.
8. Length of the questionnaire should be
appropriate.
40. Write aim of the study
Identify broad areas of information to be
obtained ( either individually or after
FGD)
Break it into one idea per statement
Construct questions and the model
questionnaire
Validate the questionnaire
41. Purpose –
to check framing of questions.
To check feasibility of the questionnaire.
to obtain further information on open-
ended questions with a view to
redesigning.
42. Select a small pilot sample of respondents
that covers the full range of characteristics
of the target population.
Administer
Analyse
Refine ( if needed )
Finalise.