1 / 21

Survey Design: Sharing What We ’ re Learning

Survey Design: Sharing What We ’ re Learning. SOM. UVA. VPSA. DPM. ESHC. DPNbS. ODOS. OHP. Gordie-CASE. CASE. ISAS. Health Promotion Survey (HPS). Health Behavior Survey (HBS). Both Surveys. Used for over 10 years Stratified random samples of undergrads

clayton
Download Presentation

Survey Design: Sharing What We ’ re Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Survey Design:Sharing What We’re Learning

  2. SOM UVA VPSA DPM ESHC DPNbS ODOS OHP Gordie-CASE CASE ISAS Health Promotion Survey (HPS) Health Behavior Survey (HBS)

  3. Both Surveys • Used for over 10 years • Stratified random samples of undergrads • Over-sampled first years & minority students • Web-based • Spring time • Alcohol use focus

  4. Problems Duplication of content, population, timing, uses  Response rates  Survey requests to students, especially of minority students  Other surveys: • NCHA every three years • eChug for first-year students: baseline & follow-up • smaller surveys related to celebratory drinking events: • Halloween ● Last home football game • Spring break ● Foxfield

  5. The Charge Merge the HPS and HBS into a single survey

  6. The Team • Jennifer Bauerle • Susie Bruce • Adrienne Keller • Jason Shaffer

  7. Question Everything • What is the primary purpose of this survey? • What do we need to know to accomplish that purpose? • What kind of survey will best accomplish our purpose? • How does each question contribute to accomplishing the purpose?

  8. Primary Purpose To guide and evaluate social norms alcohol education interventions of OHP and CASE. • Is there change? • What changed? • Who changed? • Is change related to exposure to the interventions?

  9. What We Need to Know • Demographics • Drinking Behaviors and Attitudes • Perception of Drinking Behaviors and Attitudes • Exposure to Education • Outcome Measures • Over time!

  10. Over time! • Both HPS and HBS are REPEATED CROSS-SECTIONAL • Annual • New sample each year • Can examine POPULATION change but not INDIVIDUAL change • New Survey: LONGITUDINAL COHORT • Annual • Each participant receives the survey(s) for 4 years • Can examine INDIVIDUAL and POPULATION change Enroll Graduate

  11. What We Want • Longitudinal cohort study: Follow a random sample of students through their undergraduate career at UVa • Online • Multiple survey points each year: • Yearly baseline: early Fall • Early December: survey focused on Halloween & “4th year 5th” • Late spring: survey focused on Spring Break and Foxfield

  12. Behaviors Behaviors Perceptions Perceptions Negative Consequences Negative Consequences Population Periodic follow-up for 4 years Sample Exposure Relevant characteristics Problems Intervention Outcomes

  13. ?? Questioning Everything ??How will we use the information? • Do we want to compare to national trends? • Example: alcohol consumption • Do we want to compare to institutional data? • Example: race/ethnicity • What have we learned from past surveys? • Example: perception–reality gap • How do we assess exposure? • Penetration and saturation measures

  14. ?? Questioning Everything ?? • What do we need for publication? • Example: Stages of change measurement • What do we need for stakeholders? • Example: institution-specific events • What answer options do we want? • Categories, Menu of choices, Open-ended • How long will this take to complete? • “The one with the most data wins” vs • “The one with the smallest sample loses”

  15. Design Process • Create a “map” • Collate existing survey questions into the map • Frequent team meetings • Examine data from previous surveys • Review relevant literature • Cross-check with other surveys • Focus groups with audience members • Create online: SurveyMonkey or institutional ITC • Revise, revise, revise

  16. Our “Map” Purpose: Guide & Evaluate Social Norms Alcohol Educational Interventions of OHP/CASE Is there change? Who changed? Where is exposure the greatest? Critical data for quant. analysis INDIVIDUAL CHANGE OVER TIME Matching code (1) DEMOGRAPHICS 1 Gender 1 Ethnicity 1 Year 1 Age 1 International 1-4 Greek/Athlete 1-4 Family history (2) DRINKING BEHAVIORS & ATTITUDES Attitudes Behaviors Quantity Frequency BAC – weight Celebratory drinking (3) PERCEPTION OF DRINKING B&A - Attitudes -- Acceptable - Behaviors -- Quantity -- Frequency (4) EXPOSURE TO EDUCATION - Intervention frequency? Y/N? - List intervention -- SSJ -- G-wide -- ADAPT -- PHE -- AA… 2,3 (5) OUTCOME MEASURES - Protect. Behaviors - Neg. Consequences Other comments… ?’s - Stages of change? - Most effective way to measure Q F - Reference Alcohol Wise & NCHA Don’t - Involvement - Leadership - Drugs/Tobacco - Drinking since winter break - Where drinking happens ? - 2nd hand effects - Others drinking  NCHA - Fake ID

  17. Some Social Norms Specific Issues • Perception questions: • “Typical student” or “Most students” • The “gap”: what do we need to know • Wording for injunctive norms: • “I believe that…” • “I think that most students believe that…”

  18. Getting to Go • NIH Certificate of Confidentiality • IRB approval • VPSA approval • Sampling frame • Unexpected road blocks

  19. Going, Going…GONE • Timing • Online • Response Rates • Incentives • Length of time it’s open • Reminders

  20. 2010 Survey Response Pattern WEEK: 1 2 3 4 5

  21. Questions, Comments, Differences?

More Related