data presentation in research methods

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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Skills for Learning : Research Skills

Data analysis is an ongoing process that should occur throughout your research project. Suitable data-analysis methods must be selected when you write your research proposal. The nature of your data (i.e. quantitative or qualitative) will be influenced by your research design and purpose. The data will also influence the analysis methods selected.

We run interactive workshops to help you develop skills related to doing research, such as data analysis, writing literature reviews and preparing for dissertations. Find out more on the Skills for Learning Workshops page.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

Quantitative data analysis

Broadly speaking, 'statistics' refers to methods, tools and techniques used to collect, organise and interpret data. The goal of statistics is to gain understanding from data. Therefore, you need to know how to:

• Produce data – for example, by handing out a questionnaire or doing an experiment.
• Organise, summarise, present and analyse data.
• Draw valid conclusions from findings.

There are a number of statistical methods you can use to analyse data. Choosing an appropriate statistical method should follow naturally, however, from your research design. Therefore, you should think about data analysis at the early stages of your study design. You may need to consult a statistician for help with this.

Tips for working with statistical data

• Plan so that the data you get has a good chance of successfully tackling the research problem. This will involve reading literature on your subject, as well as on what makes a good study.
• To reach useful conclusions, you need to reduce uncertainties or 'noise'. Thus, you will need a sufficiently large data sample. A large sample will improve precision. However, this must be balanced against the 'costs' (time and money) of collection.
• Consider the logistics. Will there be problems in obtaining sufficient high-quality data? Think about accuracy, trustworthiness and completeness.
• Statistics are based on random samples. Consider whether your sample will be suited to this sort of analysis. Might there be biases to think about?
• How will you deal with missing values (any data that is not recorded for some reason)? These can result from gaps in a record or whole records being missed out.
• When analysing data, start by looking at each variable separately. Conduct initial/exploratory data analysis using graphical displays. Do this before looking at variables in conjunction or anything more complicated. This process can help locate errors in the data and also gives you a 'feel' for the data.
• Look out for patterns of 'missingness'. They are likely to alert you if there’s a problem. If the 'missingness' is not random, then it will have an impact on the results.
• Be vigilant and think through what you are doing at all times. Think critically. Statistics are not just mathematical tricks that a computer sorts out. Rather, analysing statistical data is a process that the human mind must interpret!

Top tips! Try inventing or generating the sort of data you might get and see if you can analyse it. Make sure that your process works before gathering actual data. Think what the output of an analytic procedure will look like before doing it for real.

(Note: it is actually difficult to generate realistic data. There are fraud-detection methods in place to identify data that has been fabricated. So, remember to get rid of your practice data before analysing the real stuff!)

Statistical software packages

Software packages can be used to analyse and present data. The most widely used ones are SPSS and NVivo.

SPSS is a statistical-analysis and data-management package for quantitative data analysis. Click on ‘ How do I install SPSS? ’ to learn how to download SPSS to your personal device. SPSS can perform a wide variety of statistical procedures. Some examples are:

• Data management (i.e. creating subsets of data or transforming data).
• Summarising, describing or presenting data (i.e. mean, median and frequency).
• Looking at the distribution of data (i.e. standard deviation).
• Comparing groups for significant differences using parametric (i.e. t-test) and non-parametric (i.e. Chi-square) tests.
• Identifying significant relationships between variables (i.e. correlation).

NVivo can be used for qualitative data analysis. It is suitable for use with a wide range of methodologies. Click on ‘ How do I access NVivo ’ to learn how to download NVivo to your personal device. NVivo supports grounded theory, survey data, case studies, focus groups, phenomenology, field research and action research.

• Process data such as interview transcripts, literature or media extracts, and historical documents.
• Code data on screen and explore all coding and documents interactively.
• Rearrange, restructure, extend and edit text, coding and coding relationships.
• Search imported text for words, phrases or patterns, and automatically code the results.

Qualitative data analysis

Miles and Huberman (1994) point out that there are diverse approaches to qualitative research and analysis. They suggest, however, that it is possible to identify 'a fairly classic set of analytic moves arranged in sequence'. This involves:

• Affixing codes to a set of field notes drawn from observation or interviews.
• Noting reflections or other remarks in the margins.
• Sorting/sifting through these materials to identify: a) similar phrases, relationships between variables, patterns and themes and b) distinct differences between subgroups and common sequences.
• Isolating these patterns/processes and commonalties/differences. Then, taking them out to the field in the next wave of data collection.
• Highlighting generalisations and relating them to your original research themes.
• Taking the generalisations and analysing them in relation to theoretical perspectives.

        (Miles and Huberman, 1994.)

Patterns and generalisations are usually arrived at through a process of analytic induction (see above points 5 and 6). Qualitative analysis rarely involves statistical analysis of relationships between variables. Qualitative analysis aims to gain in-depth understanding of concepts, opinions or experiences.

Presenting information

There are a number of different ways of presenting and communicating information. The particular format you use is dependent upon the type of data generated from the methods you have employed.

Here are some appropriate ways of presenting information for different types of data:

Bar charts: These   may be useful for comparing relative sizes. However, they tend to use a large amount of ink to display a relatively small amount of information. Consider a simple line chart as an alternative.

Pie charts: These have the benefit of indicating that the data must add up to 100%. However, they make it difficult for viewers to distinguish relative sizes, especially if two slices have a difference of less than 10%.

Other examples of presenting data in graphical form include line charts and  scatter plots .

Qualitative data is more likely to be presented in text form. For example, using quotations from interviews or field diaries.

• Plan ahead, thinking carefully about how you will analyse and present your data.
• Think through possible restrictions to resources you may encounter and plan accordingly.
• Find out about the different IT packages available for analysing your data and select the most appropriate.
• If necessary, allow time to attend an introductory course on a particular computer package. You can book SPSS and NVivo workshops via MyHub .
• Code your data appropriately, assigning conceptual or numerical codes as suitable.
• Organise your data so it can be analysed and presented easily.
• Choose the most suitable way of presenting your information, according to the type of data collected. This will allow your information to be understood and interpreted better.

Primary, secondary and tertiary sources

Information sources are sometimes categorised as primary, secondary or tertiary sources depending on whether or not they are ‘original’ materials or data. For some research projects, you may need to use primary sources as well as secondary or tertiary sources. However the distinction between primary and secondary sources is not always clear and depends on the context. For example, a newspaper article might usually be categorised as a secondary source. But it could also be regarded as a primary source if it were an article giving a first-hand account of a historical event written close to the time it occurred.

• Primary sources
• Secondary sources
• Tertiary sources
• Grey literature

Primary sources are original sources of information that provide first-hand accounts of what is being experienced or researched. They enable you to get as close to the actual event or research as possible. They are useful for getting the most contemporary information about a topic.

Examples include diary entries, newspaper articles, census data, journal articles with original reports of research, letters, email or other correspondence, original manuscripts and archives, interviews, research data and reports, statistics, autobiographies, exhibitions, films, and artists' writings.

Some information will be available on an Open Access basis, freely accessible online. However, many academic sources are paywalled, and you may need to login as a Leeds Beckett student to access them. Where Leeds Beckett does not have access to a source, you can use our  Request It! Service .

Secondary sources interpret, evaluate or analyse primary sources. They're useful for providing background information on a topic, or for looking back at an event from a current perspective. The majority of your literature searching will probably be done to find secondary sources on your topic.

Examples include journal articles which review or interpret original findings, popular magazine articles commenting on more serious research, textbooks and biographies.

The term tertiary sources isn't used a great deal. There's overlap between what might be considered a secondary source and a tertiary source. One definition is that a tertiary source brings together secondary sources.

Examples include almanacs, fact books, bibliographies, dictionaries and encyclopaedias, directories, indexes and abstracts. They can be useful for introductory information or an overview of a topic in the early stages of research.

Depending on your subject of study, grey literature may be another source you need to use. Grey literature includes technical or research reports, theses and dissertations, conference papers, government documents, white papers, and so on.

Artificial intelligence tools

Before using any generative artificial intelligence or paraphrasing tools in your assessments, you should check if this is permitted on your course.

If their use is permitted on your course, you must  acknowledge any use of generative artificial intelligence tools  such as ChatGPT or paraphrasing tools (e.g., Grammarly, Quillbot, etc.), even if you have only used them to generate ideas for your assessments or for proofreading.

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Data Presentation

Josée Dupuis, PhD, Professor of Biostatistics, Boston University School of Public Health

Wayne LaMorte, MD, PhD, MPH, Professor of Epidemiology, Boston University School of Public Health

Introduction

While graphical summaries of data can certainly be powerful ways of communicating results clearly and unambiguously in a way that facilitates our ability to think about the information, poorly designed graphical displays can be ambiguous, confusing, and downright misleading. The keys to excellence in graphical design and communication are much like the keys to good writing. Adhere to fundamental principles of style and communicate as logically, accurately, and clearly as possible. Excellence in writing is generally achieved by avoiding unnecessary words and paragraphs; it is efficient. In a similar fashion, excellence in graphical presentation is generally achieved by efficient designs that avoid unnecessary ink.

Excellence in graphical presentation depends on:

• Choosing the best medium for presenting the information
• Designing the components of the graph in a way that communicates the information as clearly and accurately as possible.

Table or Graph?

• Tables are generally best if you want to be able to look up specific information or if the values must be reported precisely.
• Graphics are best for illustrating trends and making comparisons

The side by side illustrations below show the same information, first in table form and then in graphical form. While the information in the table is precise, the real goal is to compare a series of clinical outcomes in subjects taking either a drug or a placebo. The graphical presentation on the right makes it possible to quickly see that for each of the outcomes evaluated, the drug produced relief in a great proportion of subjects. Moreover, the viewer gets a clear sense of the magnitude of improvement, and the error bars provided a sense of the uncertainty in the data.

Principles for Table Display

• Sort table rows in a meaningful way
• Avoid alphabetical listing!
• Use rates, proportions or ratios in addition (or instead of) totals
• Show more than two time points if available
• Multiple time points may be better presented in a Figure
• Similar data should go down columns
• Highlight important comparisons
• Show the source of the data

Consider the data in the table below from http://www.cancer.gov/cancertopics/types/commoncancers

Our ability to quickly understand the relative frequency of these cancers is hampered by presenting them in alphabetical order. It is much easier for the reader to grasp the relative frequency by listing them from most frequent to least frequent as in the next table.

However, the same information might be presented more effectively with a dot plot, as shown below.

Data from http://www.cancer.gov/cancertopics/types/commoncancers

Principles of Graphical Excellence from E.R. Tufte

Pattern perception.

Pattern perception is done by

• Detection: recognition of geometry encoding physical values
• Assembly: grouping of detected symbol elements; discerning overall patterns in data
• Estimation: assessment of relative magnitudes of two physical values

Geographic Variation in Cancer

As an example, Tufte offers a series of maps that summarize the age-adjusted mortality rates for various types of cancer in the 3,056 counties in the United States. The maps showing the geographic variation in stomach cancer are shown below.

These maps summarize an enormous amount of information and present it efficiently, coherently, and effectively.in a way that invites the viewer to make comparisons and to think about the substance of the findings. Consider, for example, that the region to the west of the Great Lakes was settled largely by immigrants from Germany and Scand anavia, where traditional methods of preserving food included pickling and curing of fish by smoking. Could these methods be associated with an increased risk of stomach cancer?

John Snow's Spot Map of Cholera Cases

Consider also the spot map that John Snow presented after the cholera outbreak in the Broad Street section of London in September 1854. Snow ascertained the place of residence or work of the victims and represented them on a map of the area using a small black disk to represent each victim and stacking them when more than one occurred at a particular location. Snow reasoned that cholera was probably caused by something that was ingested, because of the intense diarrhea and vomiting of the victims, and he noted that the vast majority of cholera deaths occurred in people who lived or worked in the immediate vicinity of the broad street pump (shown with a red dot that we added for clarity). He further ascertained that most of the victims drank water from the Broad Street pump, and it was this evidence that persuaded the authorities to remove the handle from the pump in order to prevent more deaths.

Humans can readily perceive differences like this when presented effectively as in the two previous examples. However, humans are not good at estimating differences without directly seeing them (especially for steep curves), and we are particularly bad at perceiving relative angles (the principal perception task used in a pie chart).

The use of pie charts is generally discouraged. Consider the pie chart on the left below. It is difficult to accurately assess the relative size of the components in the pie chart, because the human eye has difficulty judging angles. The dot plot on the right shows the same data, but it is much easier to quickly assess the relative size of the components and how they changed from Fiscal Year 2000 to Fiscal Year 2007.

Consider the information in the two pie charts below (showing the same information).The 3-dimensional pie chart on the left distorts the relative proportions. In contrast the 2-dimensional pie chart on the right makes it much easier to compare the relative size of the varies components..

More Principles of Graphical Excellence

Exclude unneeded dimensions.

These 3-dimensional techniques distort the data and actually interfere with our ability to make accurate comparisons. The distortion caused by 3-dimensional elements can be particularly severe when the graphic is slanted at an angle or when the viewer tends to compare ends up unwittingly comparing the areas of the ink rather than the heights of the bars.

It is much easier to make comparisons with a chart like the one below.

Source: Huang, C, Guo C, Nichols C, Chen S, Martorell R. Elevated levels of protein in urine in adulthood after exposure to

the Chinese famine of 1959–61 during gestation and the early postnatal period. Int. J. Epidemiol. (2014) 43 (6): 1806-1814 .

Omit "Chart Junk"

Consider these two examples.

Here is a simple enumeration of the number of pets in a neighborhood. There is absolutely no reason to connect these counts with lines. This is, in fact, confusing and inappropriate and nothing more than "chart junk."

Source: http://www.go-education.com/free-graph-maker.html

Moiré Vibration

Moiré effects are sometimes used in modern art to produce the appearance of vibration and movement. However, when these effects are applied to statistical presentations, they are distracting and add clutter because the visual noise interferes with the interpretation of the data.

Tufte presents the example shown below from Instituto de Expansao Commercial, Brasil, Graphicos Estatisticas (Rio de Janeiro, 1929, p. 15).

 While the intention is to present quantitative information about the textile industry, the moiré effects do not add anything, and they are distracting, if not visually annoying.

Present Data to Facilitate Comparisons

Here is an attempt to compare catches of cod fish and crab across regions and to relate the variation to changes in water temperature. The problem here is that the Y-axes are vastly different, making it hard to sort out what's really going on. Even the Y-axes for temperature are vastly different.

http://seananderson.ca/courses/11-multipanel/multipanel.pdf1

The ability to make comparisons is greatly facilitated by using the same scales for axes, as illustrated below.

Data source: Dawber TR, Meadors GF, Moore FE Jr. Epidemiological approaches to heart disease:

the Framingham Study. Am J Public Health Nations Health. 1951;41(3):279-81. PMID: 14819398

It is also important to avoid distorting the X-axis. Note in the example below that the space between 0.05 to 0.1 is the same as space between 0.1 and 0.2.

Source: Park JH, Gail MH, Weinberg CR, et al. Distribution of allele frequencies and effect sizes and

their interrelationships for common genetic susceptibility variants. Proc Natl Acad Sci U S A. 2011; 108:18026-31.

Consider the range of the Y-axis. In the examples below there is no relevant information below $40,000, so it is not necessary to begin the Y-axis at 0. The graph on the right makes more sense.

Also, consider using a log scale. this can be particularly useful when presenting ratios as in the example below.

Source: Broman KW, Murray JC, Sheffield VC, White RL, Weber JL (1998) Comprehensive human genetic maps:

Individual and sex-specific variation in recombination. American Journal of Human Genetics 63:861-869, Figure 1

We noted earlier that pie charts make it difficult to see differences within a single pie chart, but this is particularly difficult when data is presented with multiple pie charts, as in the example below.

Source: Bell ML, et al. (2007) Spatial and temporal variation in PM2.5 chemical composition in the United States

for health effects studies. Environmental Health Perspectives 115:989-995, Figure 3

When multiple comparisons are being made, it is essential to use colors and symbols in a consistent way, as in this example.

Source: Manning AK, LaValley M, Liu CT, et al.  Meta-Analysis of Gene-Environment Interaction:

Joint Estimation of SNP and SNP x Environment Regression Coefficients.  Genet Epidemiol 2011, 35(1):11-8.

Avoid putting too many lines on the same chart. In the example below, the only thing that is readily apparent is that 1980 was a very hot summer.

Data from National Weather Service Weather Forecast Office at

http://www.srh.noaa.gov/tsa/?n=climo_tulyeartemp

Make Efficient Use of Space

Reduce the ratio of ink to information.

This isn't efficient, because this graphic is totally uninformative.

Source: Mykland P, Tierney L, Yu B (1995) Regeneration in Markov chain samplers.  Journal of the American Statistical Association 90:233-241, Figure 1

Bar graphs add ink without conveying any additional information, and they are distracting. The graph below on the left inappropriately uses bars which clutter the graph without adding anything. The graph on the right displays the same data, by does so more clearly and with less clutter.

Multiple Types of Information on the Same Figure

Choosing the best graph type, bar charts, error bars and dot plots.

As noted previously, bar charts can be problematic. Here is another one presenting means and error bars, but the error bars are misleading because they only extend in one direction. A better alternative would have been to to use full error bars with a scatter plot, as illustrated previously (right).

Consider the four graphs below presenting the incidence of cancer by type. The upper left graph unnecessary uses bars, which take up a lot of ink. This layout also ends up making the fonts for the types of cancer too small. Small font is also a problem for the dot plot at the upper right, and this one also has unnecessary grid lines across the entire width.

The graph at the lower left has more readable labels and uses a simple dot plot, but the rank order is difficult to figure out.

The graph at the lower right is clearly the best, since the labels are readable, the magnitude of incidence is shown clearly by the dot plots, and the cancers are sorted by frequency.

Single Continuous Numeric Variable

In this situation a cumulative distribution function conveys the most information and requires no grouping of the variable. A box plot will show selected quantiles effectively, and box plots are especially useful when stratifying by multiple categories of another variable.

Histograms are also possible. Consider the examples below.

Two Variables

 The two graphs below summarize BMI (Body Mass Index) measurements in four categories, i.e., younger and older men and women. The graph on the left shows the means and 95% confidence interval for the mean in each of the four groups. This is easy to interpret, but the viewer cannot see that the data is actually quite skewed. The graph on the right shows the same information presented as a box plot. With this presentation method one gets a better understanding of the skewed distribution and how the groups compare.

The next example is a scatter plot with a superimposed smoothed line of prediction. The shaded region embracing the blue line is a representation of the 95% confidence limits for the estimated prediction. This was created using "ggplot" in the R programming language.

Source: Frank E. Harrell Jr. on graphics:  http://biostat.mc.vanderbilt.edu/twiki/pub/Main/StatGraphCourse/graphscourse.pdf (page 121)

Multivariate Data

The example below shows the use of multiple panels.

Source: Cleveland S. The Elements of Graphing Data. Hobart Press, Summit, NJ, 1994.

Displaying Uncertainty

• Error bars showing confidence limits
• Confidence bands drawn using two lines
• Shaded confidence bands
• Bayesian credible intervals
• Bayesian posterior densities

Confidence Limits

Shaded Confidence Bands

Source: Frank E. Harrell Jr. on graphics:  http://biostat.mc.vanderbilt.edu/twiki/pub/Main/StatGraphCourse/graphscourse.pdf

Source: Tweedie RL and Mengersen KL. (1992) Br. J. Cancer 66: 700-705

Forest Plot

This is a Forest plot summarizing 26 studies of cigarette smoke exposure on risk of lung cancer. The sizes of the black boxes indicating the estimated odds ratio are proportional to the sample size in each study.

Data from Tweedie RL and Mengersen KL. (1992) Br. J. Cancer 66: 700-705

Summary Recommendations

• In general, avoid bar plots
• Avoid chart junk and the use of too much ink relative to the information you are displaying. Keep it simple and clear.
• Avoid pie charts, because humans have difficulty perceiving relative angles.
• Pay attention to scale, and make scales consistent.
• Explore several ways to display the data!

12 Tips on How to Display Data Badly

Adapted from Wainer H.  How to Display Data Badly.  The American Statistician 1984; 38: 137-147. 

• Show as few data as possible
• Hide what data you do show; minimize the data-ink ratio
• Ignore the visual metaphor altogether
• Only order matters
• Graph data out of context
• Change scales in mid-axis
• Emphasize the trivial;  ignore the important
• Jiggle the baseline
• Alphabetize everything.
• Make your labels illegible, incomplete, incorrect, and ambiguous.
• More is murkier: use a lot of decimal places and make your graphs three dimensional whenever possible.
• If it has been done well in the past, think of another way to do it

Additional Resources

• Stephen Few: Designing Effective Tables and Graphs. http://www.perceptualedge.com/images/Effective_Chart_Design.pdf
• Gary Klaas: Presenting Data: Tabular and graphic display of social indicators. Illinois State University, 2002. http://lilt.ilstu.edu/gmklass/pos138/datadisplay/sections/goodcharts.htm (Note: The web site will be discontinued to be replaced by the Just Plain Data Analysis site).

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4 Presenting Data

• Published: July 2009
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Data presentation can greatly influence audiences. This chapter reviews principles and approaches for presenting data, focusing on whether data needs to be used. Data can presented using words alone (e.g., metaphors or narratives), numbers (e.g., tables), symbols (e.g., bar charts or line graphs), or some combination that integrates these methods. Although new software packages and advanced techniques are available, visual symbols that can most readily and effectively communicate public health data are pie charts, bar charts, line graphs, icons/icon arrays, visual scales, and maps. Perceptual cues, especially proximity, continuation, and closure, influence how people process information. Contextual cues help enhance meaning by providing sufficient context to help audiences better understand data. Effective data presentation depends upon articulating the purpose for communicating, understanding audiences and context, and developing storylines to be communicated, taking into account the need to present data ethically and in a manner easily understood.

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Methodology

• Data Collection | Definition, Methods & Examples

Data Collection | Definition, Methods & Examples

Published on June 5, 2020 by Pritha Bhandari . Revised on June 21, 2023.

Data collection is a systematic process of gathering observations or measurements. Whether you are performing research for business, governmental or academic purposes, data collection allows you to gain first-hand knowledge and original insights into your research problem .

While methods and aims may differ between fields, the overall process of data collection remains largely the same. Before you begin collecting data, you need to consider:

• The  aim of the research
• The type of data that you will collect
• The methods and procedures you will use to collect, store, and process the data

To collect high-quality data that is relevant to your purposes, follow these four steps.

Table of contents

Step 1: define the aim of your research, step 2: choose your data collection method, step 3: plan your data collection procedures, step 4: collect the data, other interesting articles, frequently asked questions about data collection.

Before you start the process of data collection, you need to identify exactly what you want to achieve. You can start by writing a problem statement : what is the practical or scientific issue that you want to address and why does it matter?

Next, formulate one or more research questions that precisely define what you want to find out. Depending on your research questions, you might need to collect quantitative or qualitative data :

• Quantitative data is expressed in numbers and graphs and is analyzed through statistical methods .
• Qualitative data is expressed in words and analyzed through interpretations and categorizations.

If your aim is to test a hypothesis , measure something precisely, or gain large-scale statistical insights, collect quantitative data. If your aim is to explore ideas, understand experiences, or gain detailed insights into a specific context, collect qualitative data. If you have several aims, you can use a mixed methods approach that collects both types of data.

• Your first aim is to assess whether there are significant differences in perceptions of managers across different departments and office locations.
• Your second aim is to gather meaningful feedback from employees to explore new ideas for how managers can improve.

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Based on the data you want to collect, decide which method is best suited for your research.

• Experimental research is primarily a quantitative method.
• Interviews , focus groups , and ethnographies are qualitative methods.
• Surveys , observations, archival research and secondary data collection can be quantitative or qualitative methods.

Carefully consider what method you will use to gather data that helps you directly answer your research questions.

When you know which method(s) you are using, you need to plan exactly how you will implement them. What procedures will you follow to make accurate observations or measurements of the variables you are interested in?

For instance, if you’re conducting surveys or interviews, decide what form the questions will take; if you’re conducting an experiment, make decisions about your experimental design (e.g., determine inclusion and exclusion criteria ).

Operationalization

Sometimes your variables can be measured directly: for example, you can collect data on the average age of employees simply by asking for dates of birth. However, often you’ll be interested in collecting data on more abstract concepts or variables that can’t be directly observed.

Operationalization means turning abstract conceptual ideas into measurable observations. When planning how you will collect data, you need to translate the conceptual definition of what you want to study into the operational definition of what you will actually measure.

• You ask managers to rate their own leadership skills on 5-point scales assessing the ability to delegate, decisiveness and dependability.
• You ask their direct employees to provide anonymous feedback on the managers regarding the same topics.

You may need to develop a sampling plan to obtain data systematically. This involves defining a population , the group you want to draw conclusions about, and a sample, the group you will actually collect data from.

Your sampling method will determine how you recruit participants or obtain measurements for your study. To decide on a sampling method you will need to consider factors like the required sample size, accessibility of the sample, and timeframe of the data collection.

Standardizing procedures

If multiple researchers are involved, write a detailed manual to standardize data collection procedures in your study.

This means laying out specific step-by-step instructions so that everyone in your research team collects data in a consistent way – for example, by conducting experiments under the same conditions and using objective criteria to record and categorize observations. This helps you avoid common research biases like omitted variable bias or information bias .

This helps ensure the reliability of your data, and you can also use it to replicate the study in the future.

Creating a data management plan

Before beginning data collection, you should also decide how you will organize and store your data.

• If you are collecting data from people, you will likely need to anonymize and safeguard the data to prevent leaks of sensitive information (e.g. names or identity numbers).
• If you are collecting data via interviews or pencil-and-paper formats, you will need to perform transcriptions or data entry in systematic ways to minimize distortion.
• You can prevent loss of data by having an organization system that is routinely backed up.

Finally, you can implement your chosen methods to measure or observe the variables you are interested in.

The closed-ended questions ask participants to rate their manager’s leadership skills on scales from 1–5. The data produced is numerical and can be statistically analyzed for averages and patterns.

To ensure that high quality data is recorded in a systematic way, here are some best practices:

• Record all relevant information as and when you obtain data. For example, note down whether or how lab equipment is recalibrated during an experimental study.
• Double-check manual data entry for errors.
• If you collect quantitative data, you can assess the reliability and validity to get an indication of your data quality.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Student’s  t -distribution
• Normal distribution
• Null and Alternative Hypotheses
• Chi square tests
• Confidence interval
• Cluster sampling
• Stratified sampling
• Data cleansing
• Reproducibility vs Replicability
• Peer review
• Likert scale

Research bias

• Implicit bias
• Framing effect
• Cognitive bias
• Placebo effect
• Hawthorne effect
• Hindsight bias
• Affect heuristic

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organizations.

When conducting research, collecting original data has significant advantages:

• You can tailor data collection to your specific research aims (e.g. understanding the needs of your consumers or user testing your website)
• You can control and standardize the process for high reliability and validity (e.g. choosing appropriate measurements and sampling methods )

However, there are also some drawbacks: data collection can be time-consuming, labor-intensive and expensive. In some cases, it’s more efficient to use secondary data that has already been collected by someone else, but the data might be less reliable.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

Reliability and validity are both about how well a method measures something:

• Reliability refers to the  consistency of a measure (whether the results can be reproduced under the same conditions).
• Validity   refers to the  accuracy of a measure (whether the results really do represent what they are supposed to measure).

If you are doing experimental research, you also have to consider the internal and external validity of your experiment.

Operationalization means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioral avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalize the variables that you want to measure.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

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Chapter 20. Presentations

Introduction.

If a tree falls in a forest, and no one is around to hear it, does it make a sound? If a qualitative study is conducted, but it is not presented (in words or text), did it really happen? Perhaps not. Findings from qualitative research are inextricably tied up with the way those findings are presented. These presentations do not always need to be in writing, but they need to happen. Think of ethnographies, for example, and their thick descriptions of a particular culture. Witnessing a culture, taking fieldnotes, talking to people—none of those things in and of themselves convey the culture. Or think about an interview-based phenomenological study. Boxes of interview transcripts might be interesting to read through, but they are not a completed study without the intervention of hours of analysis and careful selection of exemplary quotes to illustrate key themes and final arguments and theories. And unlike much quantitative research in the social sciences, where the final write-up neatly reports the results of analyses, the way the “write-up” happens is an integral part of the analysis in qualitative research. Once again, we come back to the messiness and stubborn unlinearity of qualitative research. From the very beginning, when designing the study, imagining the form of its ultimate presentation is helpful.

Because qualitative researchers are motivated by understanding and conveying meaning, effective communication is not only an essential skill but a fundamental facet of the entire research project. Ethnographers must be able to convey a certain sense of verisimilitude, the appearance of true reality. Those employing interviews must faithfully depict the key meanings of the people they interviewed in a way that rings true to those people, even if the end result surprises them. And all researchers must strive for clarity in their publications so that various audiences can understand what was found and why it is important. This chapter will address how to organize various kinds of presentations for different audiences so that your results can be appreciated and understood.

In the world of academic science, social or otherwise, the primary audience for a study’s results is usually the academic community, and the primary venue for communicating to this audience is the academic journal. Journal articles are typically fifteen to thirty pages in length (8,000 to 12,000 words). Although qualitative researchers often write and publish journal articles—indeed, there are several journals dedicated entirely to qualitative research [1] —the best writing by qualitative researchers often shows up in books. This is because books, running from 80,000 to 150,000 words in length, allow the researcher to develop the material fully. You have probably read some of these in various courses you have taken, not realizing what they are. I have used examples of such books throughout this text, beginning with the three profiles in the introductory chapter. In some instances, the chapters in these books began as articles in academic journals (another indication that the journal article format somewhat limits what can be said about the study overall).

While the article and the book are “final” products of qualitative research, there are actually a few other presentation formats that are used along the way. At the very beginning of a research study, it is often important to have a written research proposal not just to clarify to yourself what you will be doing and when but also to justify your research to an outside agency, such as an institutional review board (IRB; see chapter 12), or to a potential funder, which might be your home institution, a government funder (such as the National Science Foundation, or NSF), or a private foundation (such as the Gates Foundation). As you get your research underway, opportunities will arise to present preliminary findings to audiences, usually through presentations at academic conferences. These presentations can provide important feedback as you complete your analyses. Finally, if you are completing a degree and looking to find an academic job, you will be asked to provide a “job talk,” usually about your research. These job talks are similar to conference presentations but can run significantly longer.

All the presentations mentioned so far are (mostly) for academic audiences. But qualitative research is also unique in that many of its practitioners don’t want to confine their presentation only to other academics. Qualitative researchers who study particular contexts or cultures might want to report back to the people and places they observed. Those working in the critical tradition might want to raise awareness of a particular issue to as large an audience as possible. Many others simply want everyday, nonacademic people to read their work, because they think it is interesting and important. To reach a wide audience, the final product can look like almost anything—it can be a poem, a blog, a podcast, even a science fiction short story. And if you are very lucky, it can even be a national or international bestseller.

In this chapter, we are going to stick with the more basic quotidian presentations—the academic paper / research proposal, the conference slideshow presentation / job talk, and the conference poster. We’ll also spend a bit of time on incorporating universal design into your presentations and how to create some especially attractive and impactful visual displays.

Researcher Note

What is the best piece of advice you’ve ever been given about conducting qualitative research?

The best advice I’ve received came from my adviser, Alford Young Jr. He told me to find the “Jessi Streib” answer to my research question, not the “Pierre Bourdieu” answer to my research question. In other words, don’t just say how a famous theorist would answer your question; say something original, something coming from you.

—Jessi Streib, author of The Power of the Past and Privilege Lost 

Writing about Your Research

The journal article and the research proposal.

Although the research proposal is written before you have actually done your research and the article is written after all data collection and analysis is complete, there are actually many similarities between the two in terms of organization and purpose. The final article will (probably—depends on how much the research question and focus have shifted during the research itself) incorporate a great deal of what was included in a preliminary research proposal. The average lengths of both a proposal and an article are quite similar, with the “front sections” of the article abbreviated to make space for the findings, discussion of findings, and conclusion.

Figure 20.1 shows one model for what to include in an article or research proposal, comparing the elements of each with a default word count for each section. Please note that you will want to follow whatever specific guidelines you have been provided by the venue you are submitting the article/proposal to: the IRB, the NSF, the Journal of Qualitative Research . In fact, I encourage you to adapt the default model as needed by swapping out expected word counts for each section and adding or varying the sections to match expectations for your particular publication venue. [2]

You will notice a few things about the default model guidelines. First, while half of the proposal is spent discussing the research design, this section is shortened (but still included) for the article. There are a few elements that only show up in the proposal (e.g., the limitations section is in the introductory section here—it will be more fully developed in the conclusory section in the article). Obviously, you don’t have findings in the proposal, so this is an entirely new section for the article. Note that the article does not include a data management plan or a timeline—two aspects that most proposals require.

It might be helpful to find and maintain examples of successfully written sections that you can use as models for your own writing. I have included a few of these throughout the textbook and have included a few more at the end of this chapter.

Make an Argument

Some qualitative researchers, particularly those engaged in deep ethnographic research, focus their attention primarily if not exclusively on describing the data. They might even eschew the notion that they should make an “argument” about the data, preferring instead to use thick descriptions to convey interpretations. Bracketing the contrast between interpretation and argument for the moment, most readers will expect you to provide an argument about your data, and this argument will be in answer to whatever research question you eventually articulate (remember, research questions are allowed to shift as you get further into data collection and analysis). It can be frustrating to read a well-developed study with clear and elegant descriptions and no argument. The argument is the point of the research, and if you do not have one, 99 percent of the time, you are not finished with your analysis. Calarco ( 2020 ) suggests you imagine a pyramid, with all of your data forming the basis and all of your findings forming the middle section; the top/point of the pyramid is your argument, “what the patterns in your data tell us about how the world works or ought to work” ( 181 ).

The academic community to which you belong will be looking for an argument that relates to or develops theory. This is the theoretical generalizability promise of qualitative research. An academic audience will want to know how your findings relate to previous findings, theories, and concepts (the literature review; see chapter 9). It is thus vitally important that you go back to your literature review (or develop a new one) and draw those connections in your discussion and/or conclusion. When writing to other audiences, you will still want an argument, although it may not be written as a theoretical one. What do I mean by that? Even if you are not referring to previous literature or developing new theories or adapting older ones, a simple description of your findings is like dumping a lot of leaves in the lap of your audience. They still deserve to know about the shape of the forest. Maybe provide them a road map through it. Do this by telling a clear and cogent story about the data. What is the primary theme, and why is it important? What is the point of your research? [3]

A beautifully written piece of research based on participant observation [and/or] interviews brings people to life, and helps the reader understand the challenges people face. You are trying to use vivid, detailed and compelling words to help the reader really understand the lives of the people you studied. And you are trying to connect the lived experiences of these people to a broader conceptual point—so that the reader can understand why it matters. ( Lareau 2021:259 )

Do not hide your argument. Make it the focal point of your introductory section, and repeat it as often as needed to ensure the reader remembers it. I am always impressed when I see researchers do this well (see, e.g., Zelizer 1996 ).

Here are a few other suggestions for writing your article: Be brief. Do not overwhelm the reader with too many words; make every word count. Academics are particularly prone to “overwriting” as a way of demonstrating proficiency. Don’t. When writing your methods section, think about it as a “recipe for your work” that allows other researchers to replicate if they so wish ( Calarco 2020:186 ). Convey all the necessary information clearly, succinctly, and accurately. No more, no less. [4] Do not try to write from “beginning to end” in that order. Certain sections, like the introductory section, may be the last ones you write. I find the methods section the easiest, so I often begin there. Calarco ( 2020 ) begins with an outline of the analysis and results section and then works backward from there to outline the contribution she is making, then the full introduction that serves as a road map for the writing of all sections. She leaves the abstract for the very end. Find what order best works for you.

Presenting at Conferences and Job Talks

Students and faculty are primarily called upon to publicly present their research in two distinct contexts—the academic conference and the “job talk.” By convention, conference presentations usually run about fifteen minutes and, at least in sociology and other social sciences, rely primarily on the use of a slideshow (PowerPoint Presentation or PPT) presentation. You are usually one of three or four presenters scheduled on the same “panel,” so it is an important point of etiquette to ensure that your presentation falls within the allotted time and does not crowd into that of the other presenters. Job talks, on the other hand, conventionally require a forty- to forty-five-minute presentation with a fifteen- to twenty-minute question and answer (Q&A) session following it. You are the only person presenting, so if you run over your allotted time, it means less time for the Q&A, which can disturb some audience members who have been waiting for a chance to ask you something. It is sometimes possible to incorporate questions during your presentation, which allows you to take the entire hour, but you might end up shorting your presentation this way if the questions are numerous. It’s best for beginners to stick to the “ask me at the end” format (unless there is a simple clarifying question that can easily be addressed and makes the presentation run more smoothly, as in the case where you simply forgot to include information on the number of interviews you conducted).

For slideshows, you should allot two or even three minutes for each slide, never less than one minute. And those slides should be clear, concise, and limited. Most of what you say should not be on those slides at all. The slides are simply the main points or a clear image of what you are speaking about. Include bulleted points (words, short phrases), not full sentences. The exception is illustrative quotations from transcripts or fieldnotes. In those cases, keep to one illustrative quote per slide, and if it is long, bold or otherwise, highlight the words or passages that are most important for the audience to notice. [5]

Figure 20.2 provides a possible model for sections to include in either a conference presentation or a job talk, with approximate times and approximate numbers of slides. Note the importance (in amount of time spent) of both the research design and the findings/results sections, both of which have been helpfully starred for you. Although you don’t want to short any of the sections, these two sections are the heart of your presentation.

Fig 20.2. Suggested Slideshow Times and Number of Slides

Should you write out your script to read along with your presentation? I have seen this work well, as it prevents presenters from straying off topic and keeps them to the time allotted. On the other hand, these presentations can seem stiff and wooden. Personally, although I have a general script in advance, I like to speak a little more informally and engagingly with each slide, sometimes making connections with previous panelists if I am at a conference. This means I have to pay attention to the time, and I sometimes end up breezing through one section more quickly than I would like. Whatever approach you take, practice in advance. Many times. With an audience. Ask for feedback, and pay attention to any presentation issues that arise (e.g., Do you speak too fast? Are you hard to hear? Do you stumble over a particular word or name?).

Even though there are rules and guidelines for what to include, you will still want to make your presentation as engaging as possible in the little amount of time you have. Calarco ( 2020:274 ) recommends trying one of three story structures to frame your presentation: (1) the uncertain explanation , where you introduce a phenomenon that has not yet been fully explained and then describe how your research is tackling this; (2) the uncertain outcome , where you introduce a phenomenon where the consequences have been unclear and then you reveal those consequences with your research; and (3) the evocative example , where you start with some interesting example from your research (a quote from the interview transcripts, for example) or the real world and then explain how that example illustrates the larger patterns you found in your research. Notice that each of these is a framing story. Framing stories are essential regardless of format!

A Word on Universal Design

Please consider accessibility issues during your presentation, and incorporate elements of universal design into your slideshow. The basic idea behind universal design in presentations is that to the greatest extent possible, all people should be able to view, hear, or otherwise take in your presentation without needing special individual adaptations. If you can make your presentation accessible to people with visual impairment or hearing loss, why not do so? For example, one in twelve men is color-blind, unable to differentiate between certain colors, red/green being the most common problem. So if you design a graphic that relies on red and green bars, some of your audience members may not be able to properly identify which bar means what. Simple contrasts of black and white are much more likely to be visible to all members of your audience. There are many other elements of good universal design, but the basic foundation of all of them is that you consider how to make your presentation as accessible as possible at the outset. For example, include captions whenever possible, both as descriptions on slides and as images on slides and for any audio or video clips you are including; keep font sizes large enough to read from the back of the room; and face the audience when you are.

Poster Design

Undergraduate students who present at conferences are often encouraged to present at “poster sessions.” This usually means setting up a poster version of your research in a large hall or convention space at a set period of time—ninety minutes is common. Your poster will be one of dozens, and conference-goers will wander through the space, stopping intermittently at posters that attract them. Those who stop by might ask you questions about your research, and you are expected to be able to talk intelligently for two or three minutes. It’s a fairly easy way to practice presenting at conferences, which is why so many organizations hold these special poster sessions.

A good poster design will be immediately attractive to passersby and clearly and succinctly describe your research methods, findings, and conclusions. Some students have simply shrunk down their research papers to manageable sizes and then pasted them on a poster, all twelve to fifteen pages of them. Don’t do that! Here are some better suggestions: State the main conclusion of your research in large bold print at the top of your poster, on brightly colored (contrasting) paper, and paste in a QR code that links to your full paper online ( Calarco 2020:280 ). Use the rest of the poster board to provide a couple of highlights and details of the study. For an interview-based study, for example, you will want to put in some details about your sample (including number of interviews) and setting and then perhaps one or two key quotes, also distinguished by contrasting color background.

Incorporating Visual Design in Your Presentations

In addition to ensuring that your presentation is accessible to as large an audience as possible, you also want to think about how to display your data in general, particularly how to use charts and graphs and figures. [6] The first piece of advice is, use them! As the saying goes, a picture is worth a thousand words. If you can cut to the chase with a visually stunning display, do so. But there are visual displays that are stunning, and then there are the tired, hard-to-see visual displays that predominate at conferences. You can do better than most presenters by simply paying attention here and committing yourself to a good design. As with model section passages, keep a file of visual displays that work as models for your own presentations. Find a good guidebook to presenting data effectively (Evergreen 2018 , 2019 ; Schwabisch 2021) , and refer to it often.

Let me make a few suggestions here to get you started. First, test every visual display on a friend or colleague to find out how quickly they can understand the point you are trying to convey. As with reading passages aloud to ensure that your writing works, showing someone your display is the quickest way to find out if it works. Second, put the point in the title of the display! When writing for an academic journal, there will be specific conventions of what to include in the title (full description including methods of analysis, sample, dates), but in a public presentation, there are no limiting rules. So you are free to write as your title “Working-Class College Students Are Three Times as Likely as Their Peers to Drop Out of College,” if that is the point of the graphic display. It certainly helps the communicative aspect. Third, use the themes available to you in Excel for creating graphic displays, but alter them to better fit your needs . Consider adding dark borders to bars and columns, for example, so that they appear crisper for your audience. Include data callouts and labels, and enlarge them so they are clearly visible. When duplicative or otherwise unnecessary, drop distracting gridlines and labels on the y-axis (the vertical one). Don’t go crazy adding different fonts, however—keep things simple and clear. Sans serif fonts (those without the little hooks on the ends of letters) read better from a distance. Try to use the same color scheme throughout, even if this means manually changing the colors of bars and columns. For example, when reporting on working-class college students, I use blue bars, while I reserve green bars for wealthy students and yellow bars for students in the middle. I repeat these colors throughout my presentations and incorporate different colors when talking about other items or factors. You can also try using simple grayscale throughout, with pops of color to indicate a bar or column or line that is of the most interest. These are just some suggestions. The point is to take presentation seriously and to pay attention to visual displays you are using to ensure they effectively communicate what you want them to communicate. I’ve included a data visualization checklist from Evergreen ( 2018 ) here.

Ethics of Presentation and Reliability

Until now, all the data you have collected have been yours alone. Once you present the data, however, you are sharing sometimes very intimate information about people with a broader public. You will find yourself balancing between protecting the privacy of those you’ve interviewed and observed and needing to demonstrate the reliability of the study. The more information you provide to your audience, the more they can understand and appreciate what you have found, but this also may pose risks to your participants. There is no one correct way to go about finding the right balance. As always, you have a duty to consider what you are doing and must make some hard decisions.

The most obvious place we see this paradox emerge is when you mask your data to protect the privacy of your participants. It is standard practice to provide pseudonyms, for example. It is such standard practice that you should always assume you are being given a pseudonym when reading a book or article based on qualitative research. When I was a graduate student, I tried to find information on how best to construct pseudonyms but found little guidance. There are some ethical issues here, I think. [7] Do you create a name that has the same kind of resonance as the original name? If the person goes by a nickname, should you use a nickname as a pseudonym? What about names that are ethnically marked (as in, almost all of them)? Is there something unethical about reracializing a person? (Yes!) In her study of adolescent subcultures, Wilkins ( 2008 ) noted, “Because many of the goths used creative, alternative names rather than their given names, I did my best to reproduce the spirit of their chosen names” ( 24 ).

Your reader or audience will want to know all the details about your participants so that they can gauge both your credibility and the reliability of your findings. But how many details are too many? What if you change the name but otherwise retain all the personal pieces of information about where they grew up, and how old they were when they got married, and how many children they have, and whether they made a splash in the news cycle that time they were stalked by their ex-boyfriend? At some point, those details are going to tip over into the zone of potential unmasking. When you are doing research at one particular field site that may be easily ascertained (as when you interview college students, probably at the institution at which you are a student yourself), it is even more important to be wary of providing too many details. You also need to think that your participants might read what you have written, know things about the site or the population from which you drew your interviews, and figure out whom you are talking about. This can all get very messy if you don’t do more than simply pseudonymize the people you interviewed or observed.

There are some ways to do this. One, you can design a study with all of these risks in mind. That might mean choosing to conduct interviews or observations at multiple sites so that no one person can be easily identified. Another is to alter some basic details about your participants to protect their identity or to refuse to provide all the information when selecting quotes . Let’s say you have an interviewee named “Anna” (a pseudonym), and she is a twenty-four-year-old Latina studying to be an engineer. You want to use a quote from Anna about racial discrimination in her graduate program. Instead of attributing the quote to Anna (whom your reader knows, because you’ve already told them, is a twenty-four-year-old Latina studying engineering), you might simply attribute the quote to “Latina student in STEM.” Taking this a step further, you might leave the quote unattributed, providing a list of quotes about racial discrimination by “various students.”

The problem with masking all the identifiers, of course, is that you lose some of the analytical heft of those attributes. If it mattered that Anna was twenty-four (not thirty-four) and that she was a Latina and that she was studying engineering, taking out any of those aspects of her identity might weaken your analysis. This is one of those “hard choices” you will be called on to make! A rather radical and controversial solution to this dilemma is to create composite characters , characters based on the reality of the interviews but fully masked because they are not identifiable with any one person. My students are often very queasy about this when I explain it to them. The more positivistic your approach and the more you see individuals rather than social relationships/structure as the “object” of your study, the more employing composites will seem like a really bad idea. But composites “allow researchers to present complex, situated accounts from individuals” without disclosing personal identities ( Willis 2019 ), and they can be effective ways of presenting theory narratively ( Hurst 2019 ). Ironically, composites permit you more latitude when including “dirty laundry” or stories that could harm individuals if their identities became known. Rather than squeezing out details that could identify a participant, the identities are permanently removed from the details. Great difficulty remains, however, in clearly explaining the theoretical use of composites to your audience and providing sufficient information on the reliability of the underlying data.

There are a host of other ethical issues that emerge as you write and present your data. This is where being reflective throughout the process will help. How and what you share of what you have learned will depend on the social relationships you have built, the audiences you are writing or speaking to, and the underlying animating goals of your study. Be conscious about all of your decisions, and then be able to explain them fully, both to yourself and to those who ask.

Our research is often close to us. As a Black woman who is a first-generation college student and a professional with a poverty/working-class origin, each of these pieces of my identity creates nuances in how I engage in my research, including how I share it out. Because of this, it’s important for us to have people in our lives who we trust who can help us, particularly, when we are trying to share our findings. As researchers, we have been steeped in our work, so we know all the details and nuances. Sometimes we take this for granted, and we might not have shared those nuances in conversation or writing or taken some of this information for granted. As I share my research with trusted friends and colleagues, I pay attention to the questions they ask me or the feedback they give when we talk or when they read drafts.

—Kim McAloney, PhD, College Student Services Administration Ecampus coordinator and instructor

Final Comments: Preparing for Being Challenged

Once you put your work out there, you must be ready to be challenged. Science is a collective enterprise and depends on a healthy give and take among researchers. This can be both novel and difficult as you get started, but the more you understand the importance of these challenges, the easier it will be to develop the kind of thick skin necessary for success in academia. Scientists’ authority rests on both the inherent strength of their findings and their ability to convince other scientists of the reliability and validity and value of those findings. So be prepared to be challenged, and recognize this as simply another important aspect of conducting research!

Considering what challenges might be made as you design and conduct your study will help you when you get to the writing and presentation stage. Address probable challenges in your final article, and have a planned response to probable questions in a conference presentation or job talk. The following is a list of common challenges of qualitative research and how you might best address them:

• Questions about generalizability . Although qualitative research is not statistically generalizable (and be prepared to explain why), qualitative research is theoretically generalizable. Discuss why your findings here might tell us something about related phenomena or contexts.
• Questions about reliability . You probably took steps to ensure the reliability of your findings. Discuss them! This includes explaining the use and value of multiple data sources and defending your sampling and case selections. It also means being transparent about your own position as researcher and explaining steps you took to ensure that what you were seeing was really there.
• Questions about replicability. Although qualitative research cannot strictly be replicated because the circumstances and contexts will necessarily be different (if only because the point in time is different), you should be able to provide as much detail as possible about how the study was conducted so that another researcher could attempt to confirm or disconfirm your findings. Also, be very clear about the limitations of your study, as this allows other researchers insight into what future research might be warranted.

None of this is easy, of course. Writing beautifully and presenting clearly and cogently require skill and practice. If you take anything from this chapter, it is to remember that presentation is an important and essential part of the research process and to allocate time for this as you plan your research.

Data Visualization Checklist for Slideshow (PPT) Presentations

Adapted from Evergreen ( 2018 )

Text checklist

• Short catchy, descriptive titles (e.g., “Working-class students are three times as likely to drop out of college”) summarize the point of the visual display
• Subtitled and annotations provide additional information (e.g., “note: male students also more likely to drop out”)
• Text size is hierarchical and readable (titles are largest; axes labels smallest, which should be at least 20points)
• Text is horizontal. Audience members cannot read vertical text!
• All data labeled directly and clearly: get rid of those “legends” and embed the data in your graphic display
• Labels are used sparingly; avoid redundancy (e.g., do not include both a number axis and a number label)

Arrangement checklist

• Proportions are accurate; bar charts should always start at zero; don’t mislead the audience!
• Data are intentionally ordered (e.g., by frequency counts). Do not leave ragged alphabetized bar graphs!
• Axis intervals are equidistant: spaces between axis intervals should be the same unit
• Graph is two-dimensional. Three-dimensional and “bevelled” displays are confusing
• There is no unwanted decoration (especially the kind that comes automatically through the PPT “theme”). This wastes your space and confuses.

Color checklist

• There is an intentional color scheme (do not use default theme)
• Color is used to identify key patterns (e.g., highlight one bar in red against six others in greyscale if this is the bar you want the audience to notice)
• Color is still legible when printed in black and white
• Color is legible for people with color blindness (do not use red/green or yellow/blue combinations)
• There is sufficient contrast between text and background (black text on white background works best; be careful of white on dark!)

Lines checklist

• Be wary of using gridlines; if you do, mute them (grey, not black)
• Allow graph to bleed into surroundings (don’t use border lines)
• Remove axis lines unless absolutely necessary (better to label directly)

Overall design checklist

• The display highlights a significant finding or conclusion that your audience can ‘”see” relatively quickly
• The type of graph (e.g., bar chart, pie chart, line graph) is appropriate for the data. Avoid pie charts with more than three slices!
• Graph has appropriate level of precision; if you don’t need decimal places
• All the chart elements work together to reinforce the main message

Universal Design Checklist for Slideshow (PPT) Presentations

• Include both verbal and written descriptions (e.g., captions on slides); consider providing a hand-out to accompany the presentation
• Microphone available (ask audience in back if they can clearly hear)
• Face audience; allow people to read your lips
• Turn on captions when presenting audio or video clips
• Adjust light settings for visibility
• Speak slowly and clearly; practice articulation; don’t mutter or speak under your breath (even if you have something humorous to say – say it loud!)
• Use Black/White contrasts for easy visibility; or use color contrasts that are real contrasts (do not rely on people being able to differentiate red from green, for example)
• Use easy to read font styles and avoid too small font sizes: think about what an audience member in the back row will be able to see and read.
• Keep your slides simple: do not overclutter them; if you are including quotes from your interviews, take short evocative snippets only, and bold key words and passages. You should also read aloud each passage, preferably with feeling!

Supplement: Models of Written Sections for Future Reference

Data collection section example.

Interviews were semi structured, lasted between one and three hours, and took place at a location chosen by the interviewee. Discussions centered on four general topics: (1) knowledge of their parent’s immigration experiences; (2) relationship with their parents; (3) understanding of family labor, including language-brokering experiences; and (4) experiences with school and peers, including any future life plans. While conducting interviews, I paid close attention to respondents’ nonverbal cues, as well as their use of metaphors and jokes. I conducted interviews until I reached a point of saturation, as indicated by encountering repeated themes in new interviews (Glaser and Strauss 1967). Interviews were audio recorded, transcribed with each interviewee’s permission, and conducted in accordance with IRB protocols. Minors received permission from their parents before participation in the interview. ( Kwon 2022:1832 )

Justification of Case Selection / Sample Description Section Example

Looking at one profession within one organization and in one geographic area does impose limitations on the generalizability of our findings. However, it also has advantages. We eliminate the problem of interorganizational heterogeneity. If multiple organizations are studied simultaneously, it can make it difficult to discern the mechanisms that contribute to racial inequalities. Even with a single occupation there is considerable heterogeneity, which may make understanding how organizational structure impacts worker outcomes difficult. By using the case of one group of professionals in one religious denomination in one geographic region of the United States, we clarify how individuals’ perceptions and experiences of occupational inequality unfold in relation to a variety of observed and unobserved occupational and contextual factors that might be obscured in a larger-scale study. Focusing on a specific group of professionals allows us to explore and identify ways that formal organizational rules combine with informal processes to contribute to the persistence of racial inequality. ( Eagle and Mueller 2022:1510–1511 )

Ethics Section Example

I asked everyone who was willing to sit for a formal interview to speak only for themselves and offered each of them a prepaid Visa Card worth $25–40. I also offered everyone the opportunity to keep the card and erase the tape completely at any time they were dissatisfied with the interview in any way. No one asked for the tape to be erased; rather, people remarked on the interview being a really good experience because they felt heard. Each interview was professionally transcribed and for the most part the excerpts are literal transcriptions. In a few places, the excerpts have been edited to reduce colloquial features of speech (e.g., you know, like, um) and some recursive elements common to spoken language. A few excerpts were placed into standard English for clarity. I made this choice for the benefit of readers who might otherwise find the insights and ideas harder to parse in the original. However, I have to acknowledge this as an act of class-based violence. I tried to keep the original phrasing whenever possible. ( Pascale 2021:235 )

Further Readings

Calarco, Jessica McCrory. 2020. A Field Guide to Grad School: Uncovering the Hidden Curriculum . Princeton, NJ: Princeton University Press. Don’t let the unassuming title mislead you—there is a wealth of helpful information on writing and presenting data included here in a highly accessible manner. Every graduate student should have a copy of this book.

Edwards, Mark. 2012. Writing in Sociology . Thousand Oaks, CA: SAGE. An excellent guide to writing and presenting sociological research by an Oregon State University professor. Geared toward undergraduates and useful for writing about either quantitative or qualitative research or both.

Evergreen, Stephanie D. H. 2018. Presenting Data Effectively: Communicating Your Findings for Maximum Impact . Thousand Oaks, CA: SAGE. This is one of my very favorite books, and I recommend it highly for everyone who wants their presentations and publications to communicate more effectively than the boring black-and-white, ragged-edge tables and figures academics are used to seeing.

Evergreen, Stephanie D. H. 2019. Effective Data Visualization 2 . Thousand Oaks, CA: SAGE. This is an advanced primer for presenting clean and clear data using graphs, tables, color, font, and so on. Start with Evergreen (2018), and if you graduate from that text, move on to this one.

Schwabisch, Jonathan. 2021. Better Data Visualizations: A Guide for Scholars, Researchers, and Wonks . New York: Columbia University Press. Where Evergreen’s (2018, 2019) focus is on how to make the best visual displays possible for effective communication, this book is specifically geared toward visual displays of academic data, both quantitative and qualitative. If you want to know when it is appropriate to use a pie chart instead of a stacked bar chart, this is the reference to use.

• Some examples: Qualitative Inquiry , Qualitative Research , American Journal of Qualitative Research , Ethnography , Journal of Ethnographic and Qualitative Research , Qualitative Report , Qualitative Sociology , and Qualitative Studies . ↵
• This is something I do with every article I write: using Excel, I write each element of the expected article in a separate row, with one column for “expected word count” and another column for “actual word count.” I fill in the actual word count as I write. I add a third column for “comments to myself”—how things are progressing, what I still need to do, and so on. I then use the “sum” function below each of the first two columns to keep a running count of my progress relative to the final word count. ↵
• And this is true, I would argue, even when your primary goal is to leave space for the voices of those who don’t usually get a chance to be part of the conversation. You will still want to put those voices in some kind of choir, with a clear direction (song) to be sung. The worst thing you can do is overwhelm your audience with random quotes or long passages with no key to understanding them. Yes, a lot of metaphors—qualitative researchers love metaphors! ↵
• To take Calarco’s recipe analogy further, do not write like those food bloggers who spend more time discussing the color of their kitchen or the experiences they had at the market than they do the actual cooking; similarly, do not write recipes that omit crucial details like the amount of flour or the size of the baking pan used or the temperature of the oven. ↵
• The exception is the “compare and contrast” of two or more quotes, but use caution here. None of the quotes should be very long at all (a sentence or two each). ↵
• Although this section is geared toward presentations, many of the suggestions could also be useful when writing about your data. Don’t be afraid to use charts and graphs and figures when writing your proposal, article, thesis, or dissertation. At the very least, you should incorporate a tabular display of the participants, sites, or documents used. ↵
• I was so puzzled by these kinds of questions that I wrote one of my very first articles on it ( Hurst 2008 ). ↵

The visual presentation of data or information through graphics such as charts, graphs, plots, infographics, maps, and animation.  Recall the best documentary you ever viewed, and there were probably excellent examples of good data visualization there (for me, this was An Inconvenient Truth , Al Gore’s film about climate change).  Good data visualization allows more effective communication of findings of research, particularly in public presentations (e.g., slideshows).

Introduction to Qualitative Research Methods Copyright © 2023 by Allison Hurst is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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How To Present Research Data?

Tong seng fah.

MMed (FamMed UKM), Department of Family Medicine, Universiti Kebangsaan Malaysia

Aznida Firzah Abdul Aziz

Introduction.

The result section of an original research paper provides answer to this question “What was found?” The amount of findings generated in a typical research project is often much more than what medical journal can accommodate in one article. So, the first thing the author needs to do is to make a selection of what is worth presenting. Having decided that, he/she will need to convey the message effectively using a mixture of text, tables and graphics. The level of details required depends a great deal on the target audience of the paper. Hence it is important to check the requirement of journal we intend to send the paper to (e.g. the Uniform Requirements for Manuscripts Submitted to Medical Journals 1 ). This article condenses some common general rules on the presentation of research data that we find useful.

SOME GENERAL RULES

• Keep it simple. This golden rule seems obvious but authors who have immersed in their data sometime fail to realise that readers are lost in the mass of data they are a little too keen to present. Present too much information tends to cloud the most pertinent facts that we wish to convey.
• First general, then specific. Start with response rate and description of research participants (these information give the readers an idea of the representativeness of the research data), then the key findings and relevant statistical analyses.
• Data should answer the research questions identified earlier.
• Leave the process of data collection to the methods section. Do not include any discussion. These errors are surprising quite common.
• Always use past tense in describing results.
• Text, tables or graphics? These complement each other in providing clear reporting of research findings. Do not repeat the same information in more than one format. Select the best method to convey the message.

Consider these two lines:

• Mean baseline HbA 1c of 73 diabetic patients before intervention was 8.9% and mean HbA 1c after intervention was 7.8%.
• Mean HbA 1c of 73 of diabetic patients decreased from 8.9% to 7.8% after an intervention.

In line 1, the author presents only the data (i.e. what exactly was found in a study) but the reader is forced to analyse and draw their own conclusion (“mean HbA 1c decreased”) thus making the result more difficult to read. In line 2, the preferred way of writing, the data was presented together with its interpretation.

• Data, which often are numbers and figures, are better presented in tables and graphics, while the interpretation are better stated in text. By doing so, we do not need to repeat the values of HbA 1c in the text (which will be illustrated in tables or graphics), and we can interpret the data for the readers. However, if there are too few variables, the data can be easily described in a simple sentence including its interpretation. For example, the majority of diabetic patients enrolled in the study were male (80%) compare to female (20%).
• Using qualitative words to attract the readers’ attention is not helpful. Such words like “remarkably” decreased, “extremely” different and “obviously” higher are redundant. The exact values in the data will show just how remarkable, how extreme and how obvious the findings are.

“It is clearly evident from Figure 1B that there was significant different (p=0.001) in HbA 1c level at 6, 12 and 18 months after diabetic self-management program between 96 patients in intervention group and 101 patients in control group, but no difference seen from 24 months onwards.” [Too wordy]

Changes of HbA 1c level after diabetic self-management program.

The above can be rewritten as:

“Statistical significant difference was only observed at 6, 12 and 18 months after diabetic self-management program between intervention and control group (Fig 1B)”. [The p values and numbers of patients are already presented in Figure 1B and need not be repeated.]

• Avoid redundant words and information. Do not repeat the result within the text, tables and figures. Well-constructed tables and graphics should be self-explanatory, thus detailed explanation in the text is not required. Only important points and results need to be highlighted in the text.

Tables are useful to highlight precise numerical values; proportions or trends are better illustrated with charts or graphics. Tables summarise large amounts of related data clearly and allow comparison to be made among groups of variables. Generally, well-constructed tables should be self explanatory with four main parts: title, columns, rows and footnotes.

• Title. Keep it brief and relate clearly the content of the table. Words in the title should represent and summarise variables used in the columns and rows rather than repeating the columns and rows’ titles. For example, “Comparing full blood count results among different races” is clearer and simpler than “Comparing haemoglobin, platelet count, and total white cell count among Malays, Chinese and Indians”.

*WC, waist circumference (in cm)

†SBP, systolic blood pressure (in mmHg)

‡DBP, diastolic blood pressure (in mmHg)

£LDL-cholesterol (in mmol/L)

*Odds ratio (95% confidence interval)

†p=0.04

‡p=0.01

• Footnotes. These add clarity to the data presented. They are listed at the bottom of tables. Their use is to define unconventional abbreviation, symbols, statistical analysis and acknowledgement (if the table is adapted from a published table). Generally the font size is smaller in the footnotes and follows a sequence of foot note signs (*, †, ‡, §, ‖, ¶, **, ††, # ). 1 These symbols and abbreviation should be standardised in all tables to avoid confusion and unnecessary long list of footnotes. Proper use of footnotes will reduce the need for multiple columns (e.g. replacing a list of p values) and the width of columns (abbreviating waist circumference to WC as in table 1B )
• Consistent use of units and its decimal places. The data on systolic blood pressure in Table 1B is neater than the similar data in Table 1A .
• Arrange date and timing from left to the right.
• Round off the numbers to fewest decimal places possible to convey meaningful precision. Mean systolic blood pressure of 165.1mmHg (as in Table 1B ) does not add much precision compared to 165mmHg. Furthermore, 0.1mmHg does not add any clinical importance. Hence blood pressure is best to round off to nearest 1mmHg.
• Avoid listing numerous zeros, which made comparison incomprehensible. For example total white cell count is best represented with 11.3 ×10 6 /L rather than 11,300,000/L. This way, we only need to write 11.3 in the cell of the table.
• Avoid too many lines in a table. Often it is sufficient to just have three horizontal lines in a table; one below the title; one dividing the column titles and data; one dividing the data and footnotes. Vertical lines are not necessary. It will only make a table more difficult to read (compare Tables 1A and ​ and1B 1B ).
• Standard deviation can be added to show precision of the data in our table. Placement of standard deviation can be difficult to decide. If we place the standard deviation at the side of our data, it allows clear comparison when we read down ( Table 1B ). On the other hand, if we place the standard deviation below our data, it makes comparison across columns easier. Hence, we should decide what we want the readers to compare.
• It is neater and space-saving if we highlight statistically significant finding with an asterisk (*) or other symbols instead of listing down all the p values ( Table 2 ). It is not necessary to add an extra column to report the detail of student-t test or chi-square values.

Graphics are particularly good for demonstrating a trend in the data that would not be apparent in tables. It provides visual emphasis and avoids lengthy text description. However, presenting numerical data in the form of graphs will lose details of its precise values which tables are able to provide. The authors have to decide the best format of getting the intended message across. Is it for data precision or emphasis on a particular trend and pattern? Likewise, if the data is easily described in text, than text will be the preferred method, as it is more costly to print graphics than text. For example, having a nicely drawn age histogram is take up lots of space but carries little extra information. It is better to summarise it as mean ±SD or median depends on whether the age is normally distributed or skewed. Since graphics should be self-explanatory, all information provided has to be clear. Briefly, a well-constructed graphic should have a title, figure legend and footnotes along with the figure. As with the tables, titles should contain words that describe the data succinctly. Define symbols and lines used in legends clearly.

Some general guides to graphic presentation are:

• Bar charts, either horizontal or column bars, are used to display categorical data. Strictly speaking, bar charts with continuous data should be drawn as histograms or line graphs. Usually, data presented in bar charts are better illustrated in tables unless there are important pattern or trends need to be emphasised.

• Line graphs are most appropriate in tracking changing values between variables over a period of time or when the changing values are continuous data. Independent variables (e.g. time) are usually on the X-axis and dependant variables (for example, HbA 1c ) are usually on the Y-axis. The trend of HbA 1c changes is much more apparent with Figure 1B than Figure 1A , and HbA 1c level at any time after intervention can be accurately read in Figure 1B .
• Pie charts should not be used often as any data in a pie chart is better represented in bar charts (if there are specific data trend to be emphasised) or simple text description (if there are only a few variables). A common error is presenting sex distribution of study subjects in a pie chart. It is simpler by just stating % of male or female in text form.
• Patients’ identity in all illustrations, for example pictures of the patients, x-ray films, and investigation results should remain confidential. Use patient’s initials instead of their real names. Cover or blackout the eyes whenever possible. Obtain consent if pictures are used. Highlight and label areas in the illustration, which need emphasis. Do not let the readers search for details in the illustration, which may result in misinterpretation. Remember, we write to avoid misunderstanding whilst maintaining clarity of data.

Papers are often rejected because wrong statistical tests are used or interpreted incorrectly. A simple approach is to consult the statistician early. Bearing in mind that most readers are not statisticians, the reporting of any statistical tests should aim to be understandable by the average audience but sufficiently rigorous to withstand the critique of experts.

• Simple statistic such as mean and standard deviation, median, normality testing is better reported in text. For example, age of group A subjects was normally distributed with mean of 45.4 years old kg (SD=5.6). More complicated statistical tests involving many variables are better illustrated in tables or graphs with their interpretation by text. (See section on Tables).
• We should quote and interpret p value correctly. It is preferable to quote the exact p value, since it is now easily obtained from standard statistical software. This is more so if the p value is statistically not significant, rather just quoting p>0.05 or p=ns. It is not necessary to report the exact p value that is smaller than 0.001 (quoting p<0.001 is sufficient); it is incorrect to report p=0.0000 (as some software apt to report for very small p value).
• We should refrain from reporting such statement: “mean systolic blood pressure for group A (135mmHg, SD=12.5) was higher than group B (130mmHg, SD= 9.8) but did not reach statistical significance (t=4.5, p=0.56).” When p did not show statistical significance (it might be >0.01 or >0.05, depending on which level you would take), it simply means no difference among groups.
• Confidence intervals. It is now preferable to report the 95% confidence intervals (95%CI) together with p value, especially if a hypothesis testing has been performed.

The main core of the result section consists of text, tables and graphics. As a general rule, text provides narration and interpretation of the data presented. Simple data with few categories is better presented in text form. Tables are useful in summarising large amounts of data systemically and graphics should be used to highlight evidence and trends in the data presented. The content of the data presented must match the research questions and objectives of the study in order to give meaning to the data presented. Keep the data and its statistical analyses as simple as possible to give the readers maximal clarity.

Contributor Information

Tong Seng Fah, MMed (FamMed UKM), Department of Family Medicine, Universiti Kebangsaan Malaysia.

Aznida Firzah Abdul Aziz, MMed (FamMed UKM), Department of Family Medicine, Universiti Kebangsaan Malaysia.

FURTHER READINGS

Data and Data Presentation

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Planning is a process that designs a plan of action or evaluates the impact of a proposed action to achieve a desirable future. During this process planners often obtain the necessary data from different sources, analyze them efficiently and comprehensively, and present the results in easily understandable forms. The rationale for such a process is that public policy and decision makers derive their decisions based on the anticipated future from knowledge about the present and the past of a community. The three-step procedure—data collection, analysis, and presentation has the goal of accurately presenting the information to reflect what has happened and what may happen.

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• Published: 13 April 2024

Inflammatory bowel disease patients’ perspectives of non-medical needs

• Narges Norouzkhani 1 ,
• Mahbobeh Faramarzi 2 ,
• Ali Bahari 3 ,
• Javad Shokri Shirvani 4 ,
• Saeid Eslami 1 &
• Hamed Tabesh 1  

BMC Gastroenterology volume  24 , Article number:  134 ( 2024 ) Cite this article

Metrics details

Inflammatory bowel disease (IBD) imposes a huge burden on the healthcare systems and greatly declines the patient’s quality of life. However, there is a paucity of detailed data regarding information and supportive needs as well as sources and methods of obtaining information to control different aspects of the disease from the perspectives of the patients themselves. This study aimed to establish the IBD patients’ preferences of informational and supportive needs through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).

IBD patients were recruited from different centers. Considering inclusion and exclusion criteria, 521 participants were filled a predefined questionnaire. This questionnaire was prepared through literature review of the recent well-known guidelines on the needs of IBD patients, which was further approved by the experts of IBD area in three rounds of Delphi consensus. It includes 56 items in four sections of informational needs (25), supportive needs (15), sources of information (7), and methods of obtaining information (9).

In particular, EFA was used to apply data reduction and structure detection. Given that this study tries to identify patterns, structures as well as inter-relationships and classification of the variables, EFA was utilized to simplify presentation of the variables in a way that large amounts of observations transform into fewer ones. Accordingly, the EFA identified five factors out of 25 items in the information needs section, three factors out of 15 items in the supportive needs section, two factors out of 7 items in the information sources section, and two factors out of 9 items in the information presentation methods. Through the CFA, all 4 models were supported by Root Mean Squared Error of Approximation (RMSEA); Incremental Fit Index (IFI); Comparative Fit Index (CFI); Tucker-Lewis Index (TLI); and SRMR. These values were within acceptable ranges, indicating that the twelve factors achieved from EFA were validated.

Conclusions

This study introduced a reliable 12-factor model as an efficient tool to comprehensively identify preferences of IBD patients in informational and supportive needs along with sources and methods of obtaining information. An in-depth understanding of the needs of IBD patients facilitates informing and supporting health service provision. It also assists patients in a fundamental way to improve adaptation and increase the quality of life. We suggest that health care providers consider the use of this tool in clinical settings in order to precisely assess its efficacy.

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Introduction

Inflammatory bowel disease (IBD) is known as one of the major chronic and recurrent intestinal disorder that is manifested in two main forms of ulcerative colitis (UC) and Crohn’s disease (CD). They are followed by a wide variety of complications in developed countries and its incidence rate is rising in developing regions [ 1 , 2 ]. UC causes superficial mucosal inflammation in the colon that leads to ulcerations, toxic mega colon, profuse bleeding, and acute severe colitis (ASC). On the other hand, CD affects all parts of the digestive tract often discontinuously, and is characterized by transmural inflammation, which results in certain problems like abscesses, fibrotic strictures, and fistulas [ 3 ]. North America, Europe, and Asian industrialized countries have a higher prevalence rate of UC [ 4 ]. Moreover, people over 30 years old are at higher risk of developing UC [ 5 ]. In contrast, nearly one-fourth of CD diagnosis occurs during adolescence [ 6 ].

Patients with IBD suffer from a wide range of symptoms such as abdominal pain, fatigue, weight loss, diarrhea, and bloody stools or rectorrhagia [ 7 , 8 ]. The vastness of such kind of problems causes psychological and social impairments that severely disrupts the patient’s normal life [ 9 ]. Subsequently, patients experience reduced quality of life because of low self-esteem, poor body image, difficulty in intimate relationships, and decreased productivity [ 10 ]. In such circumstances, it is necessary that patients and their caregivers receive adequate and appropriate information and training to deal with the disease and control its sequels [ 9 ]. Furthermore, IBD patients are usually on long-term use of medications and invasive interventions. This condition exacerbates the need for extra support and information [ 11 ].

Previous studies have shown that the majority of IBD patients prefer to receive their required information through gastroenterologists and the Internet [ 12 , 13 ]. However, half of the patients have perceived deficiencies in the received information, and thereby, look for more reliable sources [ 14 ]. Also, limited data is currently available regarding preferences of IBD patients for different types of needs. Therefore, the present study aimed to establish the preferences of IBD patients for informational and supportive needs besides sources of obtaining information via Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA).

Participants and sampling

IBD patients were recruited through different ways. A phone call was made with those patients whose information was recorded in national registries. Also, volunteer patients were participated via announcements in social media. IBD patients in their periodic visits at defined Gastroenterology and Hepatology clinics in different cities (Mashhad, Babol, Amol, Tehran, and Shiraz) were invited too. Inclusion criteria were as the follows: IBD must has been diagnosed in the participants according to the international guideline at least six months prior to the onset of the study, age of ≥ 18 years, ability to communicate in native language with the study team members, and providing written informed consent. Those who were not adhere to the study requirements or unwillingness to keep participation were excluded. Out of 644 included patients, 521 individuals remained in the study. They filled the questionnaire via either paper or online form. Data was recorded in a web-based platform.

Based on the questionnaire’s item count (1:10) and the 15% non-participation rate of patients, the sample size was calculated. A total of 521 patients completed the study instrument, representing a response rate of 80.90%. According to the study of Fincham, “A response rate of approximately 60% should be the goal of researchers for most research“ [ 15 ]. Therefore, the response rate is acceptable in quantitative research.

Ethical consideration

This study was started after obtaining ethical approval from the university and participation was voluntary. Finally, the compiled questionnaire was distributed among qualified patients after the approval of the specialized ethics committee in biomedical research of Mashhad University of medical sciences (IR.MUMS.REC.1400.230) and after obtaining written informed consent.

Data collection

Data were collected by a structured questionnaire between May 2022 and September 2022. The primary items of this questionnaire items, based on scoping review study [ 16 , 17 ], guidelines of the American Gastroenterological Association, American College of Gastroenterology, Crohn’s & Colitis Foundation, European Crohn’s and Colitis Organization as well as British Society of Gastroenterology consensus guidelines, on our previous work were scrutinized. A list containing vital needs in informational (56 items) and supportive (36 items) needs besides information sources (19 items) and methods of obtaining information (17 items) was prepared. These 128 items were transformed into corresponding questions and were subjected to three rounds of Delphi consensus to have the experts’ opinions in this regard [ 18 ]. In this way, 75 items including 37 information needs, 20 supportive needs, 9 sources of information, and 9 methods of obtaining information were found fundamental by the experts. On this basis, the new questionnaire, which became shortened after checking validity and reliability, was delivered to the IBD patients to acquire their opinions in different sections. We inevitably decided to work on this version in order to not lose any important item. The instrument containing 13 demographic and disease-related questions (sex; age; marital status; ethnicity; education level; employment status; type of disease; duration of disease; patient’s age at the time of diagnosis; current disease status; factors affecting the incidence, recurrence, or exacerbation of the disease from the patient’s point of view; the history of IBD in the family; and the history of GI surgery) and three other sections. These three sections include 56 items and 4 open questions as follows (Supplement Tables  1 , 2 , 3 and 4 ): information needs of patients with IBD (25 questions), supportive needs of patients with IBD (15 questions), and information sources and information presentation methods on patients with IBD (16 questions). The questions are ranked on a 5-point Likert scale (0-no need and 4-strong need). This questionnaire also evaluates the acceptance of patients from the information sources and presentation of Information methods to patients with IBD using a 5-point scale (0-non-acceptance of the source and 4-full acceptance of the source). Fifteen experts in the fields of gastrointestinal and liver diseases in adults, psychiatrists or clinical psychologists, and members of the nursing and health information technology faculty reviewed the items to confirm the content validity of the research instrument and to ensure that the purpose of the study was consistent with it.

The process was governed by Davis’s four suggested processes for the instrument development for this study: [ 1 ] concept identification using literature; [ 2 ] item design by deciding on the readability, blueprint, item authoring, format, and scoring; [ 3 ] validity of the tool by expert review; factor analysis (CFA and EFA); and [ 4 ] instrument reliability [ 19 ].

Data analysis

Data analysis was performed using SPSS V26 for EFA, and Amos V26 was applied for the CFA. Design requirements of the study and preferred statistical analyses were founded on the basis of COSMIN checklist [ 20 ] and we used the STROBE cross sectional checklist when writing our report [ 21 ]. We followed the methods of Alexis Harerimana et al. 2020 [ 22 ] for data analyses. Factor analysis (FA) is one of the most extremely useful methods to psychometrically test instruments in methodological studies, which is conducted via two methods: EFA and CFA [ 23 , 24 ].In the present study, EFA and CFA were applied to construct validity and identify the preferences of patients with IBD for their important needs. Specifically, EFA was performed as a pre-test to assess the construct validity of the items within the questionnaire as well as reducing its dimension. At the first stage, the standard normal distribution was assessed by verification of the kurtosis (-7 to + 7) and skewness (‐2 to + 2) that should be within the acceptable range [ 25 ]. In the primary EFA phase, data screening was done using Bartlett’s sphericity test (0.05) and Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy (> 0.5) [ 26 ]. The parallel analysis (PA) in terms of Principal Component Analysis (PCA) was carried out to indicate the number of factors that is maintained in the model [ 27 ]. Fifty-six items with a 15% non-participation rate and a sample size of 644 were considered. A total of 644 questionnaires were delivered to the IBD patients. Among them, 616 questionnaires were filled. Number of questionnaires that was omitted due to lack of cooperation and/or incompleteness was 95 resulting to a net 521 complete questionnaires (response rate = 80.90%).

Also, factors with Eigenvalue of more than one were examined. EFA was proceeded relying on the 12 identified factors [ 27 ]. The CFA method was conducted to validate the factors associated with the information needs, supportive needs, information sources, and information presentation methods, and some indices were applied to indicate the extent of the model fitness.

The conditions for the best fitness was selected from the relevant indices [ 28 ]. In our research, the goodness of model was assessed using indices such as comparative fit index (CFI ≥ 0.90); Chi-square/Degree of Freedom (CMIN/DF ≤ 5); Turker-Lewis Index (TLI ≥ 0.90); the incremental index of fit (IFI, > 0.090); Standardized Root Mean Square Residual (SRMR ≤ 0.08), Root Mean Squared Error of Approximation (RMSEA, ≤ 0.08), and Goodness of Fit Index (GFI ≥ 0.90). Based on EFA results, all remained variables in EFA models were regarded in generating CFA models. It should be noted that some changes were implemented based on the fitness indices, and factor loading for each item was also examined. CFA and EFA were performed on the same data [ 29 , 30 ].

Biographical details of participants

As shown in Supplement Table  5 , a total of 521 patients with IBD participated in this study with a mean age of 37.57 years (SD = 11.54) and 69.87% were female. Also, 66.99% of them were married. The average duration of their disease was 8.99 (SD = 7.04) years. Among the participants, 67.37% had UC, and 59.69% had inactive disease. Also, 62.19% had no history of IBD in the family and 85.60% had no history of GI surgery.

Descriptive statistics of the items

For the whole questions within the questionnaire, Cronbach’s alpha and McDonald’s Omega were respectively 0.928 and 0.917. While the former was higher than the minimum acceptable reliability of 0.70 [ 31 ] and shows high reliability of the instrument, the latter indeed reinforces high reliability between variables. Specifically, McDonald’s Omega was calculated for each section of informational needs (0.928), supportive needs (0.92), sources of information (0.88), and methods of obtaining information (0.862). Similarly, Interclass Correlation Coefficient was calculated through Two-way random approach for the whole questionnaire (0.928) as well as for the informational Sect. (0.931), supportive Sect. (0.920), sources of information (0.888), and methods of obtaining information (0.862). Fifty-six items were assessed using the skewness, kurtosis, mean, and standard deviation. The total mean was 3.99 (S.D = 1.05), ranging from 3.69 to 4.33. The skewness (< 2) and ranged from − 1.23 to -0.31, and the kurtosis (< 7) ranged from − 1.19 to 1.33 (Supplement Table  6 ).

Exploratory factor analysis (EFA)

EFA was done through the data obtained from the 521 cases using the PCA, the Rotation Method being Oblimin with Kaiser Normalization. The KMO index of 0.60 is considered acceptable for factor analysis [ 24 , 32 ]. In this study, as shown in Table  1 , in all 4 indicators, the value of KMO was greater than 0.6 and the results of Bartlett’s test of Sphericity were significant for all 4 indicators. Therefore, the sample size of the study was appropriate and the implementation of exploratory factor analysis was allowed, suggesting a powerful relationship among the variables and the appropriateness of data to conduct an EFA. Using PA, twelve factors with Eigenvalues > 1 were obtained, as suggested by Horn [ 33 ], which is a recommended method to assess the number of factors. The twelve factors were obtained as follows:

Information needs

As shown in Table  2 , based on the eigenvalues, five factors were extracted in this section. These five factors explained 66.44% of the total variance. The five factors were named as follows: Factor 1:Self-management information (A1) with eight items with a factor loading between 0.764 and 0.837. Factor 2: Preventive and supportive care information (A2) with six items and factor loading between 0.667 and 0.781. Factor 3: Life-style and risky behaviors information (A3) with five items and factor loading between 0.604 and 0.752. Factor 4: Medical information (A4) with four items the factor loading between 0.613 and 0.713.Factor 5: Healthcare provider team information (A5) with two items and the factor loading between 0.821 and 0.836. Cronbach’s alpha ensured the reliability of the factors; factors > 0.70, indicated a good reliability (factor 1 = 0.941; factor 2 = 0.893; factor three = 0.801; factor four = 0.705; factor five = 0.822).

Information sources

As shown in Table  3 , based on the eigenvalues, two factors were extracted in this section. These two factors explained 75.04% of the total variance. The two factors were named as follows: Factor 1: Scientific resources and support services (B1) with four items with a factor loading between 0.664 and 0.858. Factor 2: Healthcare provider team (B2) with three items and factor loading between 0.752 and 0.899. Cronbach’s alpha ensured the reliability of the factors; factors > 0.70 indicated good reliability (factor one = 0.858; factor 2 = 0.879).

Information presentation methods

Two factors were extracted in this section. These factors explained 59.28% of the total variance. The two factors were named as follows: Factor 1: educational Media (C1) with four items with a factor loading between 0.674 and 0.799. Factor 2: Social Media and telephone information service (C2) with five items and factor loading between 0.516 and 0.782 (Table  4 ). Cronbach’s alpha ensured the reliability of the factors; factors > 0.70, indicated a good reliability (factor 1 = 0.799; factor 2 = 0.801).

Supportive needs

Three factors were extracted in this section. These factors explained 70.13% of the total variance. The three factors were named as follows: Factor 1: Patient-Physician Communication needs (D1) with six items with a factor loading between 0.739 and 0.811. Factor 2: Psychosocial needs (D2) with five items and factor loading between 0.756 and 0.818.Factor 3: Facility’s needs (D3) with four items and factor loading between 0.764 and 0.813 (Table  5 ). Cronbach’s alpha ensured the reliability of the factors; factors > 0.70 indicated good reliability (factor 1 = 0.899; factor 2 = 0.901; factor 3 = 0.871).

Confirmatory factor analysis (CFA)

Measurement model.

Validation of the identified twelve factors of the IBD patient’s needs CFA was conducted. For cross-validation of the found factors CFA was performed, and multicollinearity was found as independent variables (Five factors for information needs, two for information sources, two for information presentation methods, and two for supportive needs).

A positive correlation was found between the factors, with estimates being between r  = 0.147 and r  = 0.44 for information needs, from r  = 0.374 for information sources, from r  = 0.47 for information presentation methods, and r  = 0.23 to r  = 0.44 for supportive needs. Moreover, a significant relationship was detected among the factors ( p  < 0.05 and p  < 0.01), which showed independent variables. Regarding information needs, information sources, information presentation methods, and supportive needs, the results for standardized estimates were from β = 0.522 to β = 0.89, β = 0.68 to β = 0.963, β = 0.568 to β = 0.774, and β = 0.68 to β = 0.857, respectively with p  < 0.001. The Chi-square goodness of fit test was not significant although the Chi-square test tends to be a statistically significant test, it is highly sensitive against model fit and rejects the model when the model or sample is large [ 34 , 35 , 36 ]. Figures  1 , 2 , 3 and 4 indicate latent variables as well as their relevant observational variables of the final models.

CFA Model for the IBD patients’ preferences for information needs (with standardized estimates). Chi-square goodness of fit ((χ2 / d.f = 1.94)); CFI = 0.972 (> 0.90); IFI = 0.97 (> 0.90); TLI = 0.968 (> 0.90); RMSEA = 0.043 (< 0.080); SRMR = 0.033 (< 0.08)

CFA Model for the IBD patients’ preferences information sources needs (with standardized estimates). Chi-square goodness of fit ((χ2 / d.f = 5.1)); CFI = 0.970 (> 0.90); IFI = 0.97 (> 0.90); TLI = 0.943 (> 0.90); RMSEA = 0.087 (< 0.080); SRMR = 0.047 (< 0.08)

CFA Model for the IBD patients’ preferences for information presentation methods (with standardized estimates). Chi-square goodness of fit ((χ2 / d.f = 2.07)); CFI = 0.987 (> 0.90); IFI = 0.987 (> 0.90); TLI = 0.98 (> 0.90); RMSEA = 0.045 (< 0.080); SRMR = 0.036 (< 0.08)

CFA Model for the IBD patients’ preferences for supportive needs (with standardized estimates). Chi-square goodness of fit ((χ2 / d.f = 4.17)); CFI = 0.944 (> 0.90); IFI = 0.94 (> 0.90); TLI = 0.93 (> 0.90); RMSEA = 0.078 (< 0.080); SRMR = 0.046 (< 0.08)

Assessment of measurement model: model fit indicators

Based on Figs.  1 , 2 , 3 and 4 , all of the items showed strong factor loadings (above 0.5) with their corresponding latent constructs. Due to the limitations of the Chi-square, other multiple indices including GFI; CFI; IFI; TLI; RMSEA, were used to assess the model fit. Figures  1 , 2 , 3 and 4 show the values of the fit indices for each factor and are within acceptable ranges for all indices, which indicated that factors obtained from the EFA were validated so that the model efficiency is verified.

IBD, a chronic immune-mediated illness of the gastrointestinal tract, adversely modifies the mental and physical health of the affected patients [ 37 ]. The chronic nature of IBD and the complexities in managing the disease make it essential to provide support and necessary information in different required aspects such as treatment options, symptom improvement, safe medication use, and maximum comfort [ 38 , 39 , 40 ]. Patients with IBD use different resources and have various preferences to meet such needs [ 41 , 42 ]. Exploratory and confirmatory analysis determine those important needs and preferences of IBD patients. In the present study, a model was established based on 12 important factors identified by EFA: five factors in the information needs section including self-management information (factor 1), preventive and supportive care information (factor 2), lifestyle and risky behavior information (factor 3), medical information (factor 4), and health care provider information (factor 5); two factors in the information source section including scientific resources and support service (factor 1) and health care provider team (factor 2); two factors in the methods of information’s presentation section including educational media (factor 1), social Media and telephone information service (factor 2); and finally, three factors in the supportive needs section including patient-communication needs (factor 1), psychosocial support (factor 2), and facilities supports (factor 3). The aforementioned factors in the model have explained at least 60% of the total variance. Also, the confirmatory factor analyses approved the current model as the general one for different needs of patients with IBD.

Several studies have acknowledged that informational needs are the top priority ones in IBD patients [ 12 , 42 , 43 ]. From the patients’ point of view, information is needed in various areas including, but not limited to, medical, self-management, receiving care (preventive or supportive), and communication with the health care team. Unfortunately, such information is either lacking or not received properly to the patients [ 41 , 44 ]. To overcome these challenges, health policymakers should take regular measures in order to improve the methods of receiving acceptable information to the patients by implementing innovative ways.

Majority of the patients eagerly seek to establish a consistent patient-physician communication in order to meet their informational needs [ 12 , 41 ]. Having sufficient amounts of information improves self-management in IBD patients [ 12 ]. Easy access to proper information has a positive impact on therapeutic outcomes and quality of life, and is related to emotional adjustment [ 45 , 46 , 47 ]. Information can be presented to the patients in various formats via books, brochures, social media, and direct contact with specialists through phone or email [ 48 ].

Supportive needs are also of critical importance since they help patients to deal with the illness and its consequences [ 49 ]. IBD patients face with different financial, psychological, and social problems, which shows the value of supportive needs. For instance, many patients with IBD have lost their jobs due to disease sequels such as depression and anxiety [ 50 , 51 ], and supportive help of psychiatrists is effective in reducing the upcoming financial burden imposed to IBD patients [ 52 ]. Hence, patients need to receive pertinent support from insurance and health organizations, and psychosocial support from their relatives and healthcare providers.

In one study, patients’ experiences of living with IBD were studied with a focus on information and support needs. Patients were frustrated about prolonged diagnosis process, which becomes exacerbated by misdiagnosis and negative impact on quality of life. Loss of trust between healthcare professionals and increased feelings of fear results from lack of information that causes negative effects on patients’ self-management of the disease. Also, the study highlighted the importance of emotional and practical support from partners and family members. Moreover, support that was provided from nurses and surgeons was considered as the highly valued ones. Patients declared that access to information and support improves their life and helps to regain trust in healthcare practitioners [ 14 ].

In a recent study, initial medical unmet needs were explored in UC patients. Out of 18, four needs were attributed to inability to lead a normal life. It was declared that better understanding of patients’ view is essential for handling the impact of UC on the life. A further three of them related to the importance of early diagnostic and therapeutic approaches. Another three needs were about new treatment alternatives in these patients. Seven unmet needs dealt with drawbacks of current treatments. Other remaining needs have focused on education of healthcare practitioners and raising awareness regarding development, publication, and dissemination of scientific research for different treatment options. At the end, the authors stated that there are considerable number of critical problems for management of UC that need to be addressed in future research [ 53 ].

In another study, challenges of patients with IBD for living and managing of the disease were investigated. Physical symptoms like pain, frequency of bowel motions, urgency, and diarrhea were identified as the one of the major challenges. Accordingly, subsequent impacts of these challenges on different aspects of patients’ life such as social isolation, psychological fragility, and reduced educational and professional opportunities were noted. Also, findings revealed that patients experienced the absence of meaningful support as a serious life challenge mainly from family and friends, not that from healthcare professionals. However, further researches were needed for elucidation of support interventions from healthcare providers and the effect of such helps on self-management of the challenges [ 54 ].

Limitations of this study should be acknowledged too. One of the inherent limitations of such studies, self-report assessment, is reporting bias. However, high response rate attenuates this weakness and promotes this notion that the sample population is a good representative of the overall IBD patients. Furthermore, only IBD patients who agreed to fill the questionnaire were included, and this may cause selection bias. Generalizability of the findings may be restrained by unique characteristics of the population. Needs, preferences, and beliefs of one population are not similar to other peers from other countries, societies, and cultures. As the questionnaire of the study was filled through online system other than manually, some difficulties and errors may be occurred for the users in terms of fidelity and careful responding to the items.

Needs and preferences of IBD patients that have been identified in this study should be evaluated with regard to effectiveness of information resources and presentation methods. Future investigations should be focused on how factor structure of the needs and preferences identified in the current study can be extended to other populations. Needs and preferences of IBD patients in younger age or under the legal age of 18 could be also the subject of future studies.

This study generated a model based on 12 factors for measuring the needs of IBD patients in four subscales of information and supportive needs besides sources and methods of providing information. The findings can be applied for preparing the healthcare professional teams to properly meet the needs and efficiently decrease the psychological burden on the patients and their caregivers.

Data availability

The original data presented in the study are included in the article. The data that support the findings of this study are available from [Narges Norouzkhani] but restrictions apply to the availability of these data, which were used under license for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of [Hamed Tabesh and Narges Norouzkhani].

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Acknowledgements

The authors would like to thank all the experts, data managers, and administrative nurses who have worked in this study.

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Narges Norouzkhani, Saeid Eslami & Hamed Tabesh

Population, Family and Spiritual Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran

Mahbobeh Faramarzi

Department of Internal Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, 13944- 91388, Iran

Department of Internal Medicine, Babol University of Medical Sciences, Babol, 47176-47754, Iran

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Contributions

H.T: Statistical analysis; design and planning of the study; Approval of the final version of the manuscript. N: design and planning of the study; collection, analysis, and interpretation of data; drafting and editing of the manuscript. M.F: design and planning of the study; drafting and editing of the manuscript. A.B: effective participation in research orientation; critical review of the literature; patient inclusion. J.SH: effective participation in research orientation; critical review of the literature; patient inclusion. S.E: effective participation in research orientation; critical review of the manuscript. All authors contributed to the article and approved the submitted version.

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Correspondence to Hamed Tabesh .

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The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Ethics Committee of Mashhad Faculty of Medical Sciences in November 2021 (protocol code: IR.MUMS.REC.1400.230 and date of approval: November 2021).

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Contribution of the paper

•The paper uses an exploratory and confirmatory factor analysis to detect the informational and supportive needs in patients with inflammatory bowel diseases.

•The paper focuses the aspects of the patients’ preferences of informational and supportive needs.

•The methodology used in this study would guide future researches in the development and validating the research tools.

•The thirteen-factor model would be a beneficial tool to determine the preferences of patients with inflammatory bowel diseases.

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Norouzkhani, N., Faramarzi, M., Bahari, A. et al. Inflammatory bowel disease patients’ perspectives of non-medical needs. BMC Gastroenterol 24 , 134 (2024). https://doi.org/10.1186/s12876-024-03214-x

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DOI : https://doi.org/10.1186/s12876-024-03214-x

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