Questionnaire design. CUSC-CCREU surveys run on a three-year cycle, targeting a different group of undergraduate Baccalaureate students each year. Starting in 2014, CUSC-CCREU redesigned the surveys with a core set of questions that are common to all three surveys and questions that are specific to each group of students. The final questionnaire for the 2016 First-Year Student Survey can be found in Appendix A.
Questionnaire design. A Qualtrics1 survey was used to collect participant responses. It is comprised of three tasks in which the children were pre- sented short recordings of read speech and asked to assess the intelligibility, reading accuracy, and identify problematic words for the speakers, respectively. The survey was presented to the children as a fun listening exercise. We framed it in this was as the children were complet- ing an unrelated reading task in the same session as the survey, and we wanted to reduce the chance of the children becoming self-conscious of their own reading skills.
Questionnaire design. Questionnaires are designed from a base of general questions followed by more specific questions. In this way the respondent should better understand the purpose and the aim of the research. The questions are mostly closed form to allow the respondent to give a clear definitive response. Moreover, as Bell states “the more structured a question, the easier it will be to analyse” (Xxxx, 2005, p137). Other advantages of closed questions are that they are easy to process, time-efficient and increase the validity of the information (since it reduces the variability in recording the answers) (Xxxxxx, 2004, p148). At the same time, the benefit of open-ended questions is taken into account in terms of capturing information not expected by the
Questionnaire design. The Contractor shall offer advice on questionnaire design.
Questionnaire design. CUSC-CCREU surveys run on a three-year cycle, targeting a different group of undergraduate Baccalaureate students each year. Starting in 2014, CUSC-CCREU redesigned the surveys with a core set of questions that is common to all three surveys and questions that are specific to each group of students. The questions for the new 2014 Survey of Middle-Years Students were tested by PRA in focus groups with university students in December 2013 to determine areas where students had difficulty answering questions or did not interpret the question correctly or consistently. This resulted in wording and scale changes to several questions. The final questionnaire for the 2014 Survey of Middle-Years Students can be found in Appendix A. A summary of question topics by survey year can be found in Appendix B.
Questionnaire design. To measure the clinicians‟ perception of the EMR alerting service, a user perception questionnaire was created. It will be an important way to measure whether and to what extent the EMR alerting service prototype meet stakeholders‟ objectives. The whole EMR alerting team, including team leader, technical leader, project manager, and system developer, were engaged to create and modify the content and expression of the questionnaire. In addition, suggestions and comments of persons who have experience in questionnaire design, as well as some clinicians who may have similar medical backgrounds as our intended users were received. The design started with detailed questions or statements, measuring clinicians‟ perception of each project objective. Nineteen questions were firstly created. The modification process helped to update the questionnaire to be more meaningful for evaluation objectives and more relevant to potential responders. Many questions or statements were deleted because it may not relate to clinicians, such as “Alerts have helped me identify public health events” and “The alert system disseminated public health information more efficiently than regular approaches”. Or, they were deleted because respondents may not be the best reviewer of the characteristic of the system and some more objective measures may be better, such as “How often was an alert relevant” and “Alerts have helped to improve health care quality”. Moreover, the respondents‟ perceptions about the statements or questions should be measurable or answerable. For example, “How many minutes did you spend on checking the alert” may be difficult to answer. In addition, many questions or statements were modified because they may not be appropriate. For example, “I find the public health alerts that EMR system provided were helpful,” is not appropriate because the EMR alerting system will be integrated with the clinical decision supporting system, and what a clinician will view will be an “alerts available” icon and several alerts instead of a new EMR alerting system. In this case, the statement that “I find the public health alerts that EMR system provided were helpful,” will be much better as it describes exactly the situation. The final version (table 3) consists of two parts: (1) nine fixed-choice questions; (2) one open response question. Nine questions will be used to measure clinicians' perception in six aspects: overall usability, integration with workflow, relevance, informativene...
