Research methodology vs. research methods
The research methodology or design is the overall strategy and rationale that you used to carry out the research. Whereas, research methods are the specific tools and processes you use to gather and understand the data you need to test your hypothesis.
To further understand research methodology, let’s explore some examples of research methodology:
a. Qualitative research methodology example: A study exploring the impact of author branding on author popularity might utilize in-depth interviews to gather personal experiences and perspectives.
b. Quantitative research methodology example: A research project investigating the effects of a book promotion technique on book sales could employ a statistical analysis of profit margins and sales before and after the implementation of the method.
c. Mixed-Methods research methodology example: A study examining the relationship between social media use and academic performance might combine both qualitative and quantitative approaches. It could include surveys to quantitatively assess the frequency of social media usage and its correlation with grades, alongside focus groups or interviews to qualitatively explore students’ perceptions and experiences regarding how social media affects their study habits and academic engagement.
These examples highlight the meaning of methodology in research and how it guides the research process, from data collection to analysis, ensuring the study’s objectives are met efficiently.
When it comes to writing your study, the methodology in research papers or a dissertation plays a pivotal role. A well-crafted methodology section of a research paper or thesis not only enhances the credibility of your research but also provides a roadmap for others to replicate or build upon your work.
Wondering how to write the research methodology section? Follow these steps to create a strong methods chapter:
At the start of a research paper , you would have provided the background of your research and stated your hypothesis or research problem. In this section, you will elaborate on your research strategy.
Begin by restating your research question and proceed to explain what type of research you opted for to test it. Depending on your research, here are some questions you can consider:
a. Did you use qualitative or quantitative data to test the hypothesis?
b. Did you perform an experiment where you collected data or are you writing a dissertation that is descriptive/theoretical without data collection?
c. Did you use primary data that you collected or analyze secondary research data or existing data as part of your study?
These questions will help you establish the rationale for your study on a broader level, which you will follow by elaborating on the specific methods you used to collect and understand your data.
Now that you have told your reader what type of research you’ve undertaken for the dissertation, it’s time to dig into specifics. State what specific methods you used and explain the conditions and variables involved. Explain what the theoretical framework behind the method was, what samples you used for testing it, and what tools and materials you used to collect the data.
Once you have explained the data collection process, explain how you analyzed and studied the data. Here, your focus is simply to explain the methods of analysis rather than the results of the study.
Here are some questions you can answer at this stage:
a. What tools or software did you use to analyze your results?
b. What parameters or variables did you consider while understanding and studying the data you’ve collected?
c. Was your analysis based on a theoretical framework?
Your mode of analysis will change depending on whether you used a quantitative or qualitative research methodology in your study. If you’re working within the hard sciences or physical sciences, you are likely to use a quantitative research methodology (relying on numbers and hard data). If you’re doing a qualitative study, in the social sciences or humanities, your analysis may rely on understanding language and socio-political contexts around your topic. This is why it’s important to establish what kind of study you’re undertaking at the onset.
Now that you have gone through your research process in detail, you’ll also have to make a case for it. Justify your choice of methodology and methods, explaining why it is the best choice for your research question. This is especially important if you have chosen an unconventional approach or you’ve simply chosen to study an existing research problem from a different perspective. Compare it with other methodologies, especially ones attempted by previous researchers, and discuss what contributions using your methodology makes.
No matter how thorough a methodology is, it doesn’t come without its hurdles. This is a natural part of scientific research that is important to document so that your peers and future researchers are aware of it. Writing in a research paper about this aspect of your research process also tells your evaluator that you have actively worked to overcome the pitfalls that came your way and you have refined the research process.
1. Remember who you are writing for. Keeping sight of the reader/evaluator will help you know what to elaborate on and what information they are already likely to have. You’re condensing months’ work of research in just a few pages, so you should omit basic definitions and information about general phenomena people already know.
2. Do not give an overly elaborate explanation of every single condition in your study.
3. Skip details and findings irrelevant to the results.
4. Cite references that back your claim and choice of methodology.
5. Consistently emphasize the relationship between your research question and the methodology you adopted to study it.
To sum it up, what is methodology in research? It’s the blueprint of your research, essential for ensuring that your study is systematic, rigorous, and credible. Whether your focus is on qualitative research methodology, quantitative research methodology, or a combination of both, understanding and clearly defining your methodology is key to the success of your research.
Once you write the research methodology and complete writing the entire research paper, the next step is to edit your paper. As experts in research paper editing and proofreading services , we’d love to help you perfect your paper!
Here are some other articles that you might find useful:
What does research methodology mean, what types of research methodologies are there, what is qualitative research methodology, how to determine sample size in research methodology, what is action research methodology.
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This is very simplified and direct. Very helpful to understand the research methodology section of a dissertation
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I f you’re new to formal academic research, it’s quite likely that you’re feeling a little overwhelmed by all the technical lingo that gets thrown around. And who could blame you – “research methodology”, “research methods”, “sampling strategies”… it all seems never-ending!
In this post, we’ll demystify the landscape with plain-language explanations and loads of examples (including easy-to-follow videos), so that you can approach your dissertation, thesis or research project with confidence. Let’s get started.
Research methodology simply refers to the practical “how” of a research study. More specifically, it’s about how a researcher systematically designs a study to ensure valid and reliable results that address the research aims, objectives and research questions . Specifically, how the researcher went about deciding:
Within any formal piece of academic research (be it a dissertation, thesis or journal article), you’ll find a research methodology chapter or section which covers the aspects mentioned above. Importantly, a good methodology chapter explains not just what methodological choices were made, but also explains why they were made. In other words, the methodology chapter should justify the design choices, by showing that the chosen methods and techniques are the best fit for the research aims, objectives and research questions.
So, it’s the same as research design?
Not quite. As we mentioned, research methodology refers to the collection of practical decisions regarding what data you’ll collect, from who, how you’ll collect it and how you’ll analyse it. Research design, on the other hand, is more about the overall strategy you’ll adopt in your study. For example, whether you’ll use an experimental design in which you manipulate one variable while controlling others. You can learn more about research design and the various design types here .
Qualitative, quantitative and mixed-methods are different types of methodological approaches, distinguished by their focus on words , numbers or both . This is a bit of an oversimplification, but its a good starting point for understanding.
Let’s take a closer look.
Qualitative research refers to research which focuses on collecting and analysing words (written or spoken) and textual or visual data, whereas quantitative research focuses on measurement and testing using numerical data . Qualitative analysis can also focus on other “softer” data points, such as body language or visual elements.
It’s quite common for a qualitative methodology to be used when the research aims and research questions are exploratory in nature. For example, a qualitative methodology might be used to understand peoples’ perceptions about an event that took place, or a political candidate running for president.
Contrasted to this, a quantitative methodology is typically used when the research aims and research questions are confirmatory in nature. For example, a quantitative methodology might be used to measure the relationship between two variables (e.g. personality type and likelihood to commit a crime) or to test a set of hypotheses .
As you’ve probably guessed, the mixed-method methodology attempts to combine the best of both qualitative and quantitative methodologies to integrate perspectives and create a rich picture. If you’d like to learn more about these three methodological approaches, be sure to watch our explainer video below.
Simply put, sampling is about deciding who (or where) you’re going to collect your data from . Why does this matter? Well, generally it’s not possible to collect data from every single person in your group of interest (this is called the “population”), so you’ll need to engage a smaller portion of that group that’s accessible and manageable (this is called the “sample”).
How you go about selecting the sample (i.e., your sampling strategy) will have a major impact on your study. There are many different sampling methods you can choose from, but the two overarching categories are probability sampling and non-probability sampling .
Probability sampling involves using a completely random sample from the group of people you’re interested in. This is comparable to throwing the names all potential participants into a hat, shaking it up, and picking out the “winners”. By using a completely random sample, you’ll minimise the risk of selection bias and the results of your study will be more generalisable to the entire population.
Non-probability sampling , on the other hand, doesn’t use a random sample . For example, it might involve using a convenience sample, which means you’d only interview or survey people that you have access to (perhaps your friends, family or work colleagues), rather than a truly random sample. With non-probability sampling, the results are typically not generalisable .
To learn more about sampling methods, be sure to check out the video below.
As the name suggests, data collection methods simply refers to the way in which you go about collecting the data for your study. Some of the most common data collection methods include:
The choice of which data collection method to use depends on your overall research aims and research questions , as well as practicalities and resource constraints. For example, if your research is exploratory in nature, qualitative methods such as interviews and focus groups would likely be a good fit. Conversely, if your research aims to measure specific variables or test hypotheses, large-scale surveys that produce large volumes of numerical data would likely be a better fit.
Data analysis methods refer to the methods and techniques that you’ll use to make sense of your data. These can be grouped according to whether the research is qualitative (words-based) or quantitative (numbers-based).
Popular data analysis methods in qualitative research include:
Qualitative data analysis all begins with data coding , after which an analysis method is applied. In some cases, more than one analysis method is used, depending on the research aims and research questions . In the video below, we explore some common qualitative analysis methods, along with practical examples.
As you’ve probably picked up by now, your research aims and objectives have a major influence on the research methodology . So, the starting point for developing your research methodology is to take a step back and look at the big picture of your research, before you make methodology decisions. The first question you need to ask yourself is whether your research is exploratory or confirmatory in nature.
If your research aims and objectives are primarily exploratory in nature, your research will likely be qualitative and therefore you might consider qualitative data collection methods (e.g. interviews) and analysis methods (e.g. qualitative content analysis).
Conversely, if your research aims and objective are looking to measure or test something (i.e. they’re confirmatory), then your research will quite likely be quantitative in nature, and you might consider quantitative data collection methods (e.g. surveys) and analyses (e.g. statistical analysis).
Designing your research and working out your methodology is a large topic, which we cover extensively on the blog . For now, however, the key takeaway is that you should always start with your research aims, objectives and research questions (the golden thread). Every methodological choice you make needs align with those three components.
In the video below, we provide a detailed walkthrough of a research methodology from an actual dissertation, as well as an overview of our free methodology template .
Triangulation is one of the best ways to enhance the credibility of your research. Learn about the different options here.
Learn everything you need to know about research limitations (AKA limitations of the study). Includes practical examples from real studies.
Learn about in vivo coding, a popular qualitative coding technique ideal for studies where the nuances of language are central to the aims.
Learn about process coding, a popular qualitative coding technique ideal for studies exploring processes, actions and changes over time.
Inductive, Deductive & Abductive Coding Qualitative Coding Approaches Explained...
📄 FREE TEMPLATES
Research Topic Ideation
Proposal Writing
Literature Review
Methodology & Analysis
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Referencing & Citing
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Thank you for this simple yet comprehensive and easy to digest presentation. God Bless!
You’re most welcome, Leo. Best of luck with your research!
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I am writing a APA Format paper . I using questionnaire with 120 STDs teacher for my participant. Can you write me mthology for this research. Send it through email sent. Just need a sample as an example please. My topic is ” impacts of overcrowding on students learning
Thanks for your comment.
We can’t write your methodology for you. If you’re looking for samples, you should be able to find some sample methodologies on Google. Alternatively, you can download some previous dissertations from a dissertation directory and have a look at the methodology chapters therein.
All the best with your research.
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Thank you, Derek and Kerryn, for making this simple to understand. I’m currently at the inception stage of my research.
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I am currently doing my dissertation proposal and I am sure that I will do quantitative research. Thank you very much it was extremely helpful.
Very interesting and informative yet I would like to know about examples of Research Questions as well, if possible.
I’m about to submit a research presentation, I have come to understand from your simplification on understanding research methodology. My research will be mixed methodology, qualitative as well as quantitative. So aim and objective of mixed method would be both exploratory and confirmatory. Thanks you very much for your guidance.
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I’m going to write synopsis which will be quantitative research method and I don’t know how to frame my topic, can I kindly get some ideas..
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Great to hear that, Hyacinth. Best of luck with your research!
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Thanks for the feedback, Matobela. Good luck with your research methodology.
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You’re very welcome, Elie. Good luck with your research methodology.
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This is a very helpful site especially for young researchers at college. It provides sufficient information to guide students and equip them with the necessary foundation to ask any other questions aimed at deepening their understanding.
Thanks for the kind words, Edward. Good luck with your research!
Thank you. I have learned a lot.
Great to hear that, Ngwisa. Good luck with your research methodology!
Thank you for keeping your presentation simples and short and covering key information for research methodology. My key takeaway: Start with defining your research objective the other will depend on the aims of your research question.
My name is Zanele I would like to be assisted with my research , and the topic is shortage of nursing staff globally want are the causes , effects on health, patients and community and also globally
Thanks for making it simple and clear. It greatly helped in understanding research methodology. Regards.
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Thank you Dr
I was given an assignment to research 2 publications and describe their research methodology? I don’t know how to start this task can someone help me?
Sure. You’re welcome to book an initial consultation with one of our Research Coaches to discuss how we can assist – https://gradcoach.com/book/new/ .
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I’m very much grateful Dr Derek. I’m planning to pursue one of the careers that really needs one to be very much eager to know. There’s a lot of research to do and everything, but since I’ve gotten this information I will use it to the best of my potential.
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I would like to be assisted with my research topic : Literature Review and research methodologies. My topic is : what is the relationship between unemployment and economic growth?
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I’m currently working on my Ph.D. thesis. Thanks a lot, Derek and Kerryn, Well-organized sequences, facilitate the readers’ following.
great article for someone who does not have any background can even understand
I am a bit confused about research design and methodology. Are they the same? If not, what are the differences and how are they related?
Thanks in advance.
concise and informative.
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Very well written piece that afforded better understanding of the concept. Thank you!
Am a new researcher trying to learn how best to write a research proposal. I find your article spot on and want to download the free template but finding difficulties. Can u kindly send it to my email, the free download entitled, “Free Download: Research Proposal Template (with Examples)”.
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how do i reference this?
MLA Jansen, Derek, and Kerryn Warren. “What (Exactly) Is Research Methodology?” Grad Coach, June 2021, gradcoach.com/what-is-research-methodology/.
APA Jansen, D., & Warren, K. (2021, June). What (Exactly) Is Research Methodology? Grad Coach. https://gradcoach.com/what-is-research-methodology/
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Research methodology involves a systematic and well-structured approach to conducting scholarly or scientific inquiries. Knowing the significance of research methodology and its different components is crucial as it serves as the basis for any study.
Typically, your research topic will start as a broad idea you want to investigate more thoroughly. Once you’ve identified a research problem and created research questions , you must choose the appropriate methodology and frameworks to address those questions effectively.
Research methodology is the process or the way you intend to execute your study. The methodology section of a research paper outlines how you plan to conduct your study. It covers various steps such as collecting data, statistical analysis, observing participants, and other procedures involved in the research process
The methods section should give a description of the process that will convert your idea into a study. Additionally, the outcomes of your process must provide valid and reliable results resonant with the aims and objectives of your research. This thumb rule holds complete validity, no matter whether your paper has inclinations for qualitative or quantitative usage.
Studying research methods used in related studies can provide helpful insights and direction for your own research. Now easily discover papers related to your topic on SciSpace and utilize our AI research assistant, Copilot , to quickly review the methodologies applied in different papers.
While deciding on your approach towards your research, the reason or factors you weighed in choosing a particular problem and formulating a research topic need to be validated and explained. A research methodology helps you do exactly that. Moreover, a good research methodology lets you build your argument to validate your research work performed through various data collection methods, analytical methods, and other essential points.
Just imagine it as a strategy documented to provide an overview of what you intend to do.
While undertaking any research writing or performing the research itself, you may get drifted in not something of much importance. In such a case, a research methodology helps you to get back to your outlined work methodology.
A research methodology helps in keeping you accountable for your work. Additionally, it can help you evaluate whether your work is in sync with your original aims and objectives or not. Besides, a good research methodology enables you to navigate your research process smoothly and swiftly while providing effective planning to achieve your desired results.
Usually, you must ensure to include the following stated aspects while deciding over the basic structure of your research methodology:
Explain what research methods you’re going to use. Whether you intend to proceed with quantitative or qualitative, or a composite of both approaches, you need to state that explicitly. The option among the three depends on your research’s aim, objectives, and scope.
Based on logic and reason, let your readers know why you have chosen said research methodologies. Additionally, you have to build strong arguments supporting why your chosen research method is the best way to achieve the desired outcome.
The mechanism encompasses the research methods or instruments you will use to develop your research methodology. It usually refers to your data collection methods. You can use interviews, surveys, physical questionnaires, etc., of the many available mechanisms as research methodology instruments. The data collection method is determined by the type of research and whether the data is quantitative data(includes numerical data) or qualitative data (perception, morale, etc.) Moreover, you need to put logical reasoning behind choosing a particular instrument.
The results will be available once you have finished experimenting. However, you should also explain how you plan to use the data to interpret the findings. This section also aids in understanding the problem from within, breaking it down into pieces, and viewing the research problem from various perspectives.
Anything that you feel must be explained to spread more awareness among readers and focus groups must be included and described in detail. You should not just specify your research methodology on the assumption that a reader is aware of the topic.
All the relevant information that explains and simplifies your research paper must be included in the methodology section. If you are conducting your research in a non-traditional manner, give a logical justification and list its benefits.
Include information about the sample and sample space in the methodology section. The term "sample" refers to a smaller set of data that a researcher selects or chooses from a larger group of people or focus groups using a predetermined selection method. Let your readers know how you are going to distinguish between relevant and non-relevant samples. How you figured out those exact numbers to back your research methodology, i.e. the sample spacing of instruments, must be discussed thoroughly.
For example, if you are going to conduct a survey or interview, then by what procedure will you select the interviewees (or sample size in case of surveys), and how exactly will the interview or survey be conducted.
This part, which is frequently assumed to be unnecessary, is actually very important. The challenges and limitations that your chosen strategy inherently possesses must be specified while you are conducting different types of research.
You must have observed that all research papers, dissertations, or theses carry a chapter entirely dedicated to research methodology. This section helps maintain your credibility as a better interpreter of results rather than a manipulator.
A good research methodology always explains the procedure, data collection methods and techniques, aim, and scope of the research. In a research study, it leads to a well-organized, rationality-based approach, while the paper lacking it is often observed as messy or disorganized.
You should pay special attention to validating your chosen way towards the research methodology. This becomes extremely important in case you select an unconventional or a distinct method of execution.
Curating and developing a strong, effective research methodology can assist you in addressing a variety of situations, such as:
As a researcher, you must choose which tools or data collection methods that fit best in terms of the relevance of your research. This decision has to be wise.
There exists many research equipments or tools that you can use to carry out your research process. These are classified as:
An interview aimed to get your desired research outcomes can be undertaken in many different ways. For example, you can design your interview as structured, semi-structured, or unstructured. What sets them apart is the degree of formality in the questions. On the other hand, in a group interview, your aim should be to collect more opinions and group perceptions from the focus groups on a certain topic rather than looking out for some formal answers.
In surveys, you are in better control if you specifically draft the questions you seek the response for. For example, you may choose to include free-style questions that can be answered descriptively, or you may provide a multiple-choice type response for questions. Besides, you can also opt to choose both ways, deciding what suits your research process and purpose better.
Similar to the group interviews, here, you can select a group of individuals and assign them a topic to discuss or freely express their opinions over that. You can simultaneously note down the answers and later draft them appropriately, deciding on the relevance of every response.
If your research domain is humanities or sociology, observations are the best-proven method to draw your research methodology. Of course, you can always include studying the spontaneous response of the participants towards a situation or conducting the same but in a more structured manner. A structured observation means putting the participants in a situation at a previously decided time and then studying their responses.
Of all the tools described above, it is you who should wisely choose the instruments and decide what’s the best fit for your research. You must not restrict yourself from multiple methods or a combination of a few instruments if appropriate in drafting a good research methodology.
A research methodology exists in various forms. Depending upon their approach, whether centered around words, numbers, or both, methodologies are distinguished as qualitative, quantitative, or an amalgamation of both.
When a research methodology primarily focuses on words and textual data, then it is generally referred to as qualitative research methodology. This type is usually preferred among researchers when the aim and scope of the research are mainly theoretical and explanatory.
The instruments used are observations, interviews, and sample groups. You can use this methodology if you are trying to study human behavior or response in some situations. Generally, qualitative research methodology is widely used in sociology, psychology, and other related domains.
If your research is majorly centered on data, figures, and stats, then analyzing these numerical data is often referred to as quantitative research methodology. You can use quantitative research methodology if your research requires you to validate or justify the obtained results.
In quantitative methods, surveys, tests, experiments, and evaluations of current databases can be advantageously used as instruments If your research involves testing some hypothesis, then use this methodology.
As the name suggests, the amalgam methodology uses both quantitative and qualitative approaches. This methodology is used when a part of the research requires you to verify the facts and figures, whereas the other part demands you to discover the theoretical and explanatory nature of the research question.
The instruments for the amalgam methodology require you to conduct interviews and surveys, including tests and experiments. The outcome of this methodology can be insightful and valuable as it provides precise test results in line with theoretical explanations and reasoning.
The amalgam method, makes your work both factual and rational at the same time.
If you have kept your sincerity and awareness intact with the aims and scope of research well enough, you must have got an idea of which research methodology suits your work best.
Before deciding which research methodology answers your research question, you must invest significant time in reading and doing your homework for that. Taking references that yield relevant results should be your first approach to establishing a research methodology.
Moreover, you should never refrain from exploring other options. Before setting your work in stone, you must try all the available options as it explains why the choice of research methodology that you finally make is more appropriate than the other available options.
You should always go for a quantitative research methodology if your research requires gathering large amounts of data, figures, and statistics. This research methodology will provide you with results if your research paper involves the validation of some hypothesis.
Whereas, if you are looking for more explanations, reasons, opinions, and public perceptions around a theory, you must use qualitative research methodology.The choice of an appropriate research methodology ultimately depends on what you want to achieve through your research.
1. how to write a research methodology.
You can always provide a separate section for research methodology where you should specify details about the methods and instruments used during the research, discussions on result analysis, including insights into the background information, and conveying the research limitations.
There generally exists four types of research methodology i.e.
The set of techniques or procedures followed to discover and analyze the information gathered to validate or justify a research outcome is generally called Research Methodology.
Your research methodology directly reflects the validity of your research outcomes and how well-informed your research work is. Moreover, it can help future researchers cite or refer to your research if they plan to use a similar research methodology.
The methods section describes actions taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understanding the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and reliability. The methodology section of a research paper answers two main questions: How was the data collected or generated? And, how was it analyzed? The writing should be direct and precise and always written in the past tense.
Kallet, Richard H. "How to Write the Methods Section of a Research Paper." Respiratory Care 49 (October 2004): 1229-1232.
You must explain how you obtained and analyzed your results for the following reasons:
Bem, Daryl J. Writing the Empirical Journal Article. Psychology Writing Center. University of Washington; Denscombe, Martyn. The Good Research Guide: For Small-Scale Social Research Projects . 5th edition. Buckingham, UK: Open University Press, 2014; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008.
I. Groups of Research Methods
There are two main groups of research methods in the social sciences:
II. Content
The introduction to your methodology section should begin by restating the research problem and underlying assumptions underpinning your study. This is followed by situating the methods you used to gather, analyze, and process information within the overall “tradition” of your field of study and within the particular research design you have chosen to study the problem. If the method you choose lies outside of the tradition of your field [i.e., your review of the literature demonstrates that the method is not commonly used], provide a justification for how your choice of methods specifically addresses the research problem in ways that have not been utilized in prior studies.
The remainder of your methodology section should describe the following:
In addition, an effectively written methodology section should:
NOTE: Once you have written all of the elements of the methods section, subsequent revisions should focus on how to present those elements as clearly and as logically as possibly. The description of how you prepared to study the research problem, how you gathered the data, and the protocol for analyzing the data should be organized chronologically. For clarity, when a large amount of detail must be presented, information should be presented in sub-sections according to topic. If necessary, consider using appendices for raw data.
ANOTHER NOTE: If you are conducting a qualitative analysis of a research problem , the methodology section generally requires a more elaborate description of the methods used as well as an explanation of the processes applied to gathering and analyzing of data than is generally required for studies using quantitative methods. Because you are the primary instrument for generating the data [e.g., through interviews or observations], the process for collecting that data has a significantly greater impact on producing the findings. Therefore, qualitative research requires a more detailed description of the methods used.
YET ANOTHER NOTE: If your study involves interviews, observations, or other qualitative techniques involving human subjects , you may be required to obtain approval from the university's Office for the Protection of Research Subjects before beginning your research. This is not a common procedure for most undergraduate level student research assignments. However, i f your professor states you need approval, you must include a statement in your methods section that you received official endorsement and adequate informed consent from the office and that there was a clear assessment and minimization of risks to participants and to the university. This statement informs the reader that your study was conducted in an ethical and responsible manner. In some cases, the approval notice is included as an appendix to your paper.
III. Problems to Avoid
Irrelevant Detail The methodology section of your paper should be thorough but concise. Do not provide any background information that does not directly help the reader understand why a particular method was chosen, how the data was gathered or obtained, and how the data was analyzed in relation to the research problem [note: analyzed, not interpreted! Save how you interpreted the findings for the discussion section]. With this in mind, the page length of your methods section will generally be less than any other section of your paper except the conclusion.
Unnecessary Explanation of Basic Procedures Remember that you are not writing a how-to guide about a particular method. You should make the assumption that readers possess a basic understanding of how to investigate the research problem on their own and, therefore, you do not have to go into great detail about specific methodological procedures. The focus should be on how you applied a method , not on the mechanics of doing a method. An exception to this rule is if you select an unconventional methodological approach; if this is the case, be sure to explain why this approach was chosen and how it enhances the overall process of discovery.
Problem Blindness It is almost a given that you will encounter problems when collecting or generating your data, or, gaps will exist in existing data or archival materials. Do not ignore these problems or pretend they did not occur. Often, documenting how you overcame obstacles can form an interesting part of the methodology. It demonstrates to the reader that you can provide a cogent rationale for the decisions you made to minimize the impact of any problems that arose.
Literature Review Just as the literature review section of your paper provides an overview of sources you have examined while researching a particular topic, the methodology section should cite any sources that informed your choice and application of a particular method [i.e., the choice of a survey should include any citations to the works you used to help construct the survey].
It’s More than Sources of Information! A description of a research study's method should not be confused with a description of the sources of information. Such a list of sources is useful in and of itself, especially if it is accompanied by an explanation about the selection and use of the sources. The description of the project's methodology complements a list of sources in that it sets forth the organization and interpretation of information emanating from those sources.
Azevedo, L.F. et al. "How to Write a Scientific Paper: Writing the Methods Section." Revista Portuguesa de Pneumologia 17 (2011): 232-238; Blair Lorrie. “Choosing a Methodology.” In Writing a Graduate Thesis or Dissertation , Teaching Writing Series. (Rotterdam: Sense Publishers 2016), pp. 49-72; Butin, Dan W. The Education Dissertation A Guide for Practitioner Scholars . Thousand Oaks, CA: Corwin, 2010; Carter, Susan. Structuring Your Research Thesis . New York: Palgrave Macmillan, 2012; Kallet, Richard H. “How to Write the Methods Section of a Research Paper.” Respiratory Care 49 (October 2004):1229-1232; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008. Methods Section. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Rudestam, Kjell Erik and Rae R. Newton. “The Method Chapter: Describing Your Research Plan.” In Surviving Your Dissertation: A Comprehensive Guide to Content and Process . (Thousand Oaks, Sage Publications, 2015), pp. 87-115; What is Interpretive Research. Institute of Public and International Affairs, University of Utah; Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University; Methods and Materials. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College.
Statistical Designs and Tests? Do Not Fear Them!
Don't avoid using a quantitative approach to analyzing your research problem just because you fear the idea of applying statistical designs and tests. A qualitative approach, such as conducting interviews or content analysis of archival texts, can yield exciting new insights about a research problem, but it should not be undertaken simply because you have a disdain for running a simple regression. A well designed quantitative research study can often be accomplished in very clear and direct ways, whereas, a similar study of a qualitative nature usually requires considerable time to analyze large volumes of data and a tremendous burden to create new paths for analysis where previously no path associated with your research problem had existed.
To locate data and statistics, GO HERE .
Knowing the Relationship Between Theories and Methods
There can be multiple meaning associated with the term "theories" and the term "methods" in social sciences research. A helpful way to delineate between them is to understand "theories" as representing different ways of characterizing the social world when you research it and "methods" as representing different ways of generating and analyzing data about that social world. Framed in this way, all empirical social sciences research involves theories and methods, whether they are stated explicitly or not. However, while theories and methods are often related, it is important that, as a researcher, you deliberately separate them in order to avoid your theories playing a disproportionate role in shaping what outcomes your chosen methods produce.
Introspectively engage in an ongoing dialectic between the application of theories and methods to help enable you to use the outcomes from your methods to interrogate and develop new theories, or ways of framing conceptually the research problem. This is how scholarship grows and branches out into new intellectual territory.
Reynolds, R. Larry. Ways of Knowing. Alternative Microeconomics . Part 1, Chapter 3. Boise State University; The Theory-Method Relationship. S-Cool Revision. United Kingdom.
Methods and the Methodology
Do not confuse the terms "methods" and "methodology." As Schneider notes, a method refers to the technical steps taken to do research . Descriptions of methods usually include defining and stating why you have chosen specific techniques to investigate a research problem, followed by an outline of the procedures you used to systematically select, gather, and process the data [remember to always save the interpretation of data for the discussion section of your paper].
The methodology refers to a discussion of the underlying reasoning why particular methods were used . This discussion includes describing the theoretical concepts that inform the choice of methods to be applied, placing the choice of methods within the more general nature of academic work, and reviewing its relevance to examining the research problem. The methodology section also includes a thorough review of the methods other scholars have used to study the topic.
Bryman, Alan. "Of Methods and Methodology." Qualitative Research in Organizations and Management: An International Journal 3 (2008): 159-168; Schneider, Florian. “What's in a Methodology: The Difference between Method, Methodology, and Theory…and How to Get the Balance Right?” PoliticsEastAsia.com. Chinese Department, University of Leiden, Netherlands.
Reference management. Clean and simple.
Why do you need a research methodology, what needs to be included, why do you need to document your research method, what are the different types of research instruments, qualitative / quantitative / mixed research methodologies, how do you choose the best research methodology for you, frequently asked questions about research methodology, related articles.
When you’re working on your first piece of academic research, there are many different things to focus on, and it can be overwhelming to stay on top of everything. This is especially true of budding or inexperienced researchers.
If you’ve never put together a research proposal before or find yourself in a position where you need to explain your research methodology decisions, there are a few things you need to be aware of.
Once you understand the ins and outs, handling academic research in the future will be less intimidating. We break down the basics below:
A research methodology encompasses the way in which you intend to carry out your research. This includes how you plan to tackle things like collection methods, statistical analysis, participant observations, and more.
You can think of your research methodology as being a formula. One part will be how you plan on putting your research into practice, and another will be why you feel this is the best way to approach it. Your research methodology is ultimately a methodological and systematic plan to resolve your research problem.
In short, you are explaining how you will take your idea and turn it into a study, which in turn will produce valid and reliable results that are in accordance with the aims and objectives of your research. This is true whether your paper plans to make use of qualitative methods or quantitative methods.
The purpose of a research methodology is to explain the reasoning behind your approach to your research - you'll need to support your collection methods, methods of analysis, and other key points of your work.
Think of it like writing a plan or an outline for you what you intend to do.
When carrying out research, it can be easy to go off-track or depart from your standard methodology.
Tip: Having a methodology keeps you accountable and on track with your original aims and objectives, and gives you a suitable and sound plan to keep your project manageable, smooth, and effective.
With all that said, how do you write out your standard approach to a research methodology?
As a general plan, your methodology should include the following information:
In any dissertation, thesis, or academic journal, you will always find a chapter dedicated to explaining the research methodology of the person who carried out the study, also referred to as the methodology section of the work.
A good research methodology will explain what you are going to do and why, while a poor methodology will lead to a messy or disorganized approach.
You should also be able to justify in this section your reasoning for why you intend to carry out your research in a particular way, especially if it might be a particularly unique method.
Having a sound methodology in place can also help you with the following:
A research instrument is a tool you will use to help you collect, measure and analyze the data you use as part of your research.
The choice of research instrument will usually be yours to make as the researcher and will be whichever best suits your methodology.
There are many different research instruments you can use in collecting data for your research.
Generally, they can be grouped as follows:
These are the most common ways of carrying out research, but it is really dependent on your needs as a researcher and what approach you think is best to take.
It is also possible to combine a number of research instruments if this is necessary and appropriate in answering your research problem.
There are three different types of methodologies, and they are distinguished by whether they focus on words, numbers, or both.
Data type | What is it? | Methodology |
---|---|---|
Quantitative | This methodology focuses more on measuring and testing numerical data. What is the aim of quantitative research? | Surveys, tests, existing databases. |
Qualitative | Qualitative research is a process of collecting and analyzing both words and textual data. | Observations, interviews, focus groups. |
Mixed-method | A mixed-method approach combines both of the above approaches. | Where you can use a mixed method of research, this can produce some incredibly interesting results. This is due to testing in a way that provides data that is both proven to be exact while also being exploratory at the same time. |
➡️ Want to learn more about the differences between qualitative and quantitative research, and how to use both methods? Check out our guide for that!
If you've done your due diligence, you'll have an idea of which methodology approach is best suited to your research.
It’s likely that you will have carried out considerable reading and homework before you reach this point and you may have taken inspiration from other similar studies that have yielded good results.
Still, it is important to consider different options before setting your research in stone. Exploring different options available will help you to explain why the choice you ultimately make is preferable to other methods.
If proving your research problem requires you to gather large volumes of numerical data to test hypotheses, a quantitative research method is likely to provide you with the most usable results.
If instead you’re looking to try and learn more about people, and their perception of events, your methodology is more exploratory in nature and would therefore probably be better served using a qualitative research methodology.
It helps to always bring things back to the question: what do I want to achieve with my research?
Once you have conducted your research, you need to analyze it. Here are some helpful guides for qualitative data analysis:
➡️ How to do a content analysis
➡️ How to do a thematic analysis
➡️ How to do a rhetorical analysis
Research methodology refers to the techniques used to find and analyze information for a study, ensuring that the results are valid, reliable and that they address the research objective.
Data can typically be organized into four different categories or methods: observational, experimental, simulation, and derived.
Writing a methodology section is a process of introducing your methods and instruments, discussing your analysis, providing more background information, addressing your research limitations, and more.
Your research methodology section will need a clear research question and proposed research approach. You'll need to add a background, introduce your research question, write your methodology and add the works you cited during your data collecting phase.
The research methodology section of your study will indicate how valid your findings are and how well-informed your paper is. It also assists future researchers planning to use the same methodology, who want to cite your study or replicate it.
Research methodology 1,2 is a structured and scientific approach used to collect, analyze, and interpret quantitative or qualitative data to answer research questions or test hypotheses. A research methodology is like a plan for carrying out research and helps keep researchers on track by limiting the scope of the research. Several aspects must be considered before selecting an appropriate research methodology, such as research limitations and ethical concerns that may affect your research.
The research methodology section in a scientific paper describes the different methodological choices made, such as the data collection and analysis methods, and why these choices were selected. The reasons should explain why the methods chosen are the most appropriate to answer the research question. A good research methodology also helps ensure the reliability and validity of the research findings. There are three types of research methodology—quantitative, qualitative, and mixed-method, which can be chosen based on the research objectives.
A research methodology describes the techniques and procedures used to identify and analyze information regarding a specific research topic. It is a process by which researchers design their study so that they can achieve their objectives using the selected research instruments. It includes all the important aspects of research, including research design, data collection methods, data analysis methods, and the overall framework within which the research is conducted. While these points can help you understand what is research methodology, you also need to know why it is important to pick the right methodology.
Having a good research methodology in place has the following advantages: 3
Types of research methodology.
There are three types of research methodology based on the type of research and the data required. 1
Sampling 4 is an important part of a research methodology and involves selecting a representative sample of the population to conduct the study, making statistical inferences about them, and estimating the characteristics of the whole population based on these inferences. There are two types of sampling designs in research methodology—probability and nonprobability.
In this type of sampling design, a sample is chosen from a larger population using some form of random selection, that is, every member of the population has an equal chance of being selected. The different types of probability sampling are:
During research, data are collected using various methods depending on the research methodology being followed and the research methods being undertaken. Both qualitative and quantitative research have different data collection methods, as listed below.
Qualitative research 5
Quantitative research 6
What are data analysis methods.
The data collected using the various methods for qualitative and quantitative research need to be analyzed to generate meaningful conclusions. These data analysis methods 7 also differ between quantitative and qualitative research.
Quantitative research involves a deductive method for data analysis where hypotheses are developed at the beginning of the research and precise measurement is required. The methods include statistical analysis applications to analyze numerical data and are grouped into two categories—descriptive and inferential.
Descriptive analysis is used to describe the basic features of different types of data to present it in a way that ensures the patterns become meaningful. The different types of descriptive analysis methods are:
Inferential analysis is used to make predictions about a larger population based on the analysis of the data collected from a smaller population. This analysis is used to study the relationships between different variables. Some commonly used inferential data analysis methods are:
Qualitative research involves an inductive method for data analysis where hypotheses are developed after data collection. The methods include:
Here are some important factors to consider when choosing a research methodology: 8
How to write a research methodology .
A research methodology should include the following components: 3,9
The methods section is a critical part of the research papers, allowing researchers to use this to understand your findings and replicate your work when pursuing their own research. However, it is usually also the most difficult section to write. This is where Paperpal can help you overcome the writer’s block and create the first draft in minutes with Paperpal Copilot, its secure generative AI feature suite.
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Q1. What are the key components of research methodology?
A1. A good research methodology has the following key components:
Q2. Why is ethical consideration important in research methodology?
A2. Ethical consideration is important in research methodology to ensure the readers of the reliability and validity of the study. Researchers must clearly mention the ethical norms and standards followed during the conduct of the research and also mention if the research has been cleared by any institutional board. The following 10 points are the important principles related to ethical considerations: 10
Q3. What is the difference between methodology and method?
A3. Research methodology is different from a research method, although both terms are often confused. Research methods are the tools used to gather data, while the research methodology provides a framework for how research is planned, conducted, and analyzed. The latter guides researchers in making decisions about the most appropriate methods for their research. Research methods refer to the specific techniques, procedures, and tools used by researchers to collect, analyze, and interpret data, for instance surveys, questionnaires, interviews, etc.
Research methodology is, thus, an integral part of a research study. It helps ensure that you stay on track to meet your research objectives and answer your research questions using the most appropriate data collection and analysis tools based on your research design.
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Home » Research Methodology – Types, Examples and writing Guide
Table of Contents
Definition:
Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.
Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:
I. Introduction
II. Research Design
III. Data Collection Methods
IV. Data Analysis Methods
V. Ethical Considerations
VI. Limitations
VII. Conclusion
Types of Research Methodology are as follows:
This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.
This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.
This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.
This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.
This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.
This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.
This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.
This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.
An Example of Research Methodology could be the following:
Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults
Introduction:
The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.
Research Design:
The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.
Participants:
Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.
Intervention :
The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.
Data Collection:
Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.
Data Analysis:
Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.
Ethical Considerations:
This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.
Data Management:
All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.
Limitations:
One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.
Conclusion:
This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.
Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:
Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.
The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.
The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.
Here are some of the applications of research methodology:
Research methodology serves several important purposes, including:
Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:
Research Methodology | Research Methods |
---|---|
Research methodology refers to the philosophical and theoretical frameworks that guide the research process. | refer to the techniques and procedures used to collect and analyze data. |
It is concerned with the underlying principles and assumptions of research. | It is concerned with the practical aspects of research. |
It provides a rationale for why certain research methods are used. | It determines the specific steps that will be taken to conduct research. |
It is broader in scope and involves understanding the overall approach to research. | It is narrower in scope and focuses on specific techniques and tools used in research. |
It is concerned with identifying research questions, defining the research problem, and formulating hypotheses. | It is concerned with collecting data, analyzing data, and interpreting results. |
It is concerned with the validity and reliability of research. | It is concerned with the accuracy and precision of data. |
It is concerned with the ethical considerations of research. | It is concerned with the practical considerations of research. |
Researcher, Academic Writer, Web developer
Table of Contents
Choosing an optimal research methodology is crucial for the success of any research project. The methodology you select will determine the type of data you collect, how you collect it, and how you analyse it. Understanding the different types of research methods available along with their strengths and weaknesses, is thus imperative to make an informed decision.
There are several research methods available depending on the type of study you are conducting, i.e., whether it is laboratory-based, clinical, epidemiological, or survey based . Some common methodologies include qualitative research, quantitative research, experimental research, survey-based research, and action research. Each method can be opted for and modified, depending on the type of research hypotheses and objectives.
When deciding on a research methodology, one of the key factors to consider is whether your research will be qualitative or quantitative. Qualitative research is used to understand people’s experiences, concepts, thoughts, or behaviours . Quantitative research, on the contrary, deals with numbers, graphs, and charts, and is used to test or confirm hypotheses, assumptions, and theories.
Qualitative research is often used to examine issues that are not well understood, and to gather additional insights on these topics. Qualitative research methods include open-ended survey questions, observations of behaviours described through words, and reviews of literature that has explored similar theories and ideas. These methods are used to understand how language is used in real-world situations, identify common themes or overarching ideas, and describe and interpret various texts. Data analysis for qualitative research typically includes discourse analysis, thematic analysis, and textual analysis.
The goal of quantitative research is to test hypotheses, confirm assumptions and theories, and determine cause-and-effect relationships. Quantitative research methods include experiments, close-ended survey questions, and countable and numbered observations. Data analysis for quantitative research relies heavily on statistical methods.
The methods used for data analysis also differ for qualitative and quantitative research. As mentioned earlier, quantitative data is generally analysed using statistical methods and does not leave much room for speculation. It is more structured and follows a predetermined plan. In quantitative research, the researcher starts with a hypothesis and uses statistical methods to test it. Contrarily, methods used for qualitative data analysis can identify patterns and themes within the data, rather than provide statistical measures of the data. It is an iterative process, where the researcher goes back and forth trying to gauge the larger implications of the data through different perspectives and revising the analysis if required.
The choice between qualitative and quantitative research will depend on the gap that the research project aims to address, and specific objectives of the study. If the goal is to establish facts about a subject or topic, quantitative research is an appropriate choice. However, if the goal is to understand people’s experiences or perspectives, qualitative research may be more suitable.
In conclusion, an understanding of the different research methods available, their applicability, advantages, and disadvantages is essential for making an informed decision on the best methodology for your project. If you need any additional guidance on which research methodology to opt for, you can head over to Elsevier Author Services (EAS). EAS experts will guide you throughout the process and help you choose the perfect methodology for your research goals.
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Research reporting is the oral or written presentation of the findings in such detail and form as to be readily understood and assessed by the society, economy or particularly by the researchers.
As earlier said that it is the final stage of the research process and its purpose is to convey to interested persons the whole result of the study. Report writing is common to both academic and managerial situations. In academics, a research report is prepared for comprehensive and application-oriented learning. In businesses or organisations, reports are used for the basis of decision making.
Table of Content
According to C. A. Brown , “A report is a communication from someone who has information to someone who wants to use that information.”
According to Goode and Hatt , “The preparation of report is the final stage of research, and it’s purpose is to convey to the interested persons the whole result of the study, in sufficient detail and so arranged as to enable each reader to comprehend the data and to determine for himself the validity of the conclusions.”
It is clear from the above definitions of a research report, it is a brief account of the problem of investigation, the justification of its selection and the procedure of analysis and interpretation. It is only a summary of the entire research proceedings.
In other words, it can be defined as written documents, which presents information in a specialized and concise manner.
Although no hard and fast rules can be laid down, the report must contain the following points.
The preliminary part may have seven major components – cover, title, preface, acknowledgement, table of contents, list of tables, list of graphs. Long reports presented in book form have a cover made up of a card sheet. The cover contains title of the research report, the authority to whom the report is submitted, name of the author, etc.
The preface introduces the report to the readers. It gives a very brief introduction of the report. In the acknowledgements author mention names of persons and organisations that have extended co-operation and helped in the various stages of research. Table of contents is essential. It gives the title and page number of each chapter.
The introduction of the research report should clearly and logically bring out the background of the problem addressed in the research. The purpose of the introduction is to introduce the research project to the readers. A clear statement of the problem with specific questions to be answered is presented in the introduction. It contains a brief outline of the chapters.
The third section reviews the important literature related to the study. A comprehensive review of the research literature referred to must be made. Previous research studies and the important writings in the area under study should be reviewed. Review of literature is helpful to provide a background for the development of the present study.
The researcher may review concerned books, articles published in edited books, journals and periodicals. Researcher may also take review of articles published in leading newspapers. A researcher should study working papers/discussion papers/study reports. It is essential for a broad conclusion and indications for further research.
Research methodology is an integral part of the research. It should clearly indicate the universe and the selection of samples, techniques of data collection, analysis and interpretation, statistical techniques, etc.
Results contain pilot study, processing of data, hypothesis/model testing, data analysis and interpretation, tables and figures, etc. This is the heart of the research report. If a pilot study is planned to be used, it’s purpose should be given in the research methodology.
The collected data and the information should be edited, coded, tabulated and analysed with a view to arriving at a valid and authentic conclusion. Tables and figures are used to clarify the significant relationship. The results obtained through tables, graphs should be critically interpreted.
The concluding remarks should discuss the results obtained in the earlier sections, as well as their usefulness and implications. It contains findings, conclusions, shortcomings, suggestions to the problem and direction for future research. Findings are statements of factual information based upon the data analysis.
Conclusions must clearly explain whether the hypothesis have been established and rejected. This part requires great expertise and preciseness. A report should also refer to the limitations of the applicability of the research inferences. It is essential to suggest the theoretical, practical and policy implications of the research. The suggestions should be supported by scientific and logical arguments. The future direction of research based on the work completed should also be outlined.
The bibliography is an alphabetic list of books, journal articles, reports, etc, published or unpublished, read, referred to, examined by the researcher in preparing the report. The bibliography should follow standard formats for books, journal articles, research reports.
The end of the research report may consist of appendices, listed in respect of all technical data. Appendices are for the purpose of providing detailed data or information that would be too cumbersome within the main body of the research report.
Report writing is an important communication medium in organisations. The most crucial findings might have come out through a research report. Report is common to academics and managers also. Reports are used for comprehensive and application oriented learning in academics. In organisations, reports are used for the basis of decision making. The importance of report writing can be discussed as under.
Through research reports, a manager or an executive can quickly get an idea of a current scenario which improves his information base for making sound decisions affecting future operations of the company or enterprise. The research report acts as a means of communication of various research findings to the interested parties, organisations and general public.
Good report writing play, a significant role of conveying unknown facts about the phenomenon to the concerned parties. This may provide new insights and new opportunities to the people. Research report plays a key role in making effective decisions in marketing, production, banking, materials, human resource development and government also. Good report writing is used for economic planning and optimum utilisation of resources for the development of a nation.
Report writing facilitates the validation of generalisation. A research report is an end product of research. As earlier said that report writing provides useful information in arriving at rational decisions that may reform the business and society. The findings, conclusions, suggestions and recommendations are useful to academicians, scholars and policymakers. Report writing provides reference material for further research in the same or similar areas of research to the concerned parties.
While preparing a research report, a researcher should take some proper precautions. Report writing should be simple, lucid and systematic. Report writing should be written speedily without interrupting the continuity of thought. The report writing should sustain the interest of readers.
Report writing is a highly skilled job. It is a process of analysing, understanding and consolidating the findings and projecting a meaningful view of the phenomenon studied. A good report writing is essential for effective communication.
Following are the essential qualities of good report:
Report writing is a time consuming and expensive exercise. Therefore, reports have to be very sharply focused in purpose content and readership. There is no single universally acceptable method of writing a research report.
Following are the general steps in writing a research report:
Research outline, preparation of rough draft, rewriting and polishing, writing the final draft.
This is the first and important step in writing a research report. It is concerned with the development of a subject. Subject matter should be written in a clear, logical and concise manner. The style adopted should be open, straightforward and dignified and folk style language should be avoided.
The data, the reliability and validity of the results of the statistical analysis should be in the form of tables, figures and equations. All redundancy in the data or results presented should be eliminated.
The research outline is an organisational framework prepared by the researcher well in advance. It is an aid to logical organisation of material and a reminder of the points to be stressed in the report. In the process of writing, if need be, outline may be revised accordingly.
Time and place of the study, scope and limitations of the study, study design, summary of pilot study, methods of data collection, analysis interpretation, etc., may be included in a research outline.
Having prepared the primary and secondary data, the researcher has to prepare a rough draft. While preparing the rough draft, the researcher should keep the objectives of the research in mind, and focus on one objective at a time. The researcher should make a checklist of the important points that are necessary to be covered in the manuscript. A researcher should use dictionary and relevant reference materials as and when required.
This is an important step in writing a research report. It takes more time than a rough draft. While rewriting and polishing, a researcher should check the report for weakness in logical development or presentation. He should take breaks in between rewriting and polishing since this gives the time to incubate the ideas.
The last and important step is writing the final draft. The language of the report should be simple, employing appropriate words and expressions and should avoid vague expressions such as ‘it seems’ and ‘there may be’ etc.
It should not used personal pronouns, such as I, We, My, Us, etc and should substitute these by such expressions as a researcher, investigator, etc. Before the final drafting of the report, it is advisable that the researcher should prepare a first draft for critical considerations and possible improvements. It will be helpful in writing the final draft. Finally, the report should be logically outlined with the future directions of the research based on the work completed.
A research report is a means of conveying the research study to a specific target audience. The following precautions should be taken while preparing a research report:
Research reports are designed in order to convey and record the information that will be of practical use to the reader. It is organized into distinct units of specific and highly visible information. The kind of audience addressed in the research report decides the type of report.
Research reports can be categorized on the following basis:
Classification on the basis of representation.
Following are the ways through which the results of the research report can be presented on the basis of information contained:
A technical report is written for other researchers. In writing the technical reports, the importance is mainly given to the methods that have been used to collect the information and data, the presumptions that are made and finally, the various presentation techniques that are used to present the findings and data.
Following are main features of a technical report:
A popular report is formulated when there is a need to draw conclusions of the findings of the research report. One of the main points of consideration that should be kept in mind while formulating a research report is that it must be simple and attractive. It must be written in a very simple manner that is understandable to all. It must also be made attractive by using large prints, various sub-headings and by giving cartoons occasionally.
Following are the main points that must be kept in mind while preparing a popular report:
Following are the ways through which the results of the research report can be presented on the basis of representation:
A written report plays a vital role in every business operation. The manner in which an organization writes business letters and business reports creates an impression of its standard. Therefore, the organization should emphasize on the improvement of the writing skills of the employees in order to maintain effective relations with their customers.
Writing effective written reports requires a lot of hard work. Therefore, before you begin writing, it is important to know the objective, i.e., the purpose of writing, collection and organization of required data.
At times, oral presentation of the results that are drawn out of research is considered effective, particularly in cases where policy recommendations are to be made. This approach proves beneficial because it provides a medium of interaction between a listener and a speaker. This leads to a better understanding of the findings and their implications.
However, the main drawback of oral presentation is the lack of any permanent records related to the research. Oral presentation of the report is also effective when it is supported with various visual devices, such as slides, wall charts and whiteboards that help in better understanding of the research reports.
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Research on reverse osmosis (ro)/nanofiltration (nf) membranes based on thin film composite (tfc) structures: mechanism, recent progress and application.
2. mechanism of pa layer formation, 3. modification methods and latest research progress, 3.1. application of new monomers, 3.2. modification of two-phase solution, 3.3. new modification methods, 4. application, 4.1. applications in different fields, 4.1.1. treatment of industrial wastewater, 4.1.2. desalination, 4.1.3. micropollutant, 4.1.4. resource recovery, 4.2. membranes module, 4.3. membrane fouling and damage, 4.3.1. membrane fouling, 4.3.2. membranes damage, 5. conclusions, author contributions, institutional review board statement, informed consent statement, conflicts of interest.
Click here to enlarge figure
Type | Name | Framework | Operating Condition | Performances | Ref. |
---|---|---|---|---|---|
amine monomer | m-Phenylenediamine (MPD) | 1.5 MPa, 25 °C 2000 ppm NaCl | 45–60 L/m h 98.8% | [ ] | |
piperazine (PIP) | 3.5 bar, 500 mg/L MgSO | 14.3 (L/m hbar) (98.6%) | [ ] | ||
Tris(2-aminoethyl)amine (TAEA) | 1.0 MPa, 25 ℃ 2000 ppm | 135.9 (L/m h) S / = 25.94 | [ ] | ||
1,3,5(Tri-piperazine)-triazine (TPT) | 100 psi, 25 ± 1 °C 2000 ppm MgSO | 8.68 (L/m hbar) 98.6% | [ ] | ||
m-phenylenediamine-5-sulfonic acid (SMPD) | 15 bar, 2000 ppm, NaCl | 30.0–55.7 (L/m hbar) 47–94% | [ ] | ||
1,3cyclohexanebis(methylamine) (CHMA) | 10 bar, 2000 ppm, NaCl | 56 (L/m hbar) 77% | [ ] | ||
Chloride monomer | Trimesoyl chloride (TMC) | 1.6 MPa, 25 °C 2000-ppm NaCl | 3.31 ± 0.10(L/m hbar) 99.3 ± 0.1% | [ ] | |
terephthaloyl chloride (TPC) | 10 bar, 25 °C | 7.64 ± 0.1 (L/m hbar) | [ ] | ||
5-isocyanato-isophthaloyl chloride (ICIC) | 1.55 MPa, 25 °C NaCl | ---- | [ ] | ||
5-chloroformyloxy-isophthaloyl chloride (CFIC) | 1–3 MPa 25 °C 500–8000 mg/L NaCl | 20 (L/m h) 50.2% | [ ] | ||
3,4′,5-biphenyl triacyl chloride (BTRC) | 20 bar, 2000 ppm, NaCl | 33 (L/m h) 98.9% | [ ] | ||
3,3′,5,5′-biphenyltetraacyl chloride (BTEC) | 55 bar, 32,800 ppm, NaCl | 30.2–48.3 (L/m h) 99.3–99.7% | [ ] |
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Geng, H.; Zhang, W.; Zhao, X.; Shao, W.; Wang, H. Research on Reverse Osmosis (RO)/Nanofiltration (NF) Membranes Based on Thin Film Composite (TFC) Structures: Mechanism, Recent Progress and Application. Membranes 2024 , 14 , 190. https://doi.org/10.3390/membranes14090190
Geng H, Zhang W, Zhao X, Shao W, Wang H. Research on Reverse Osmosis (RO)/Nanofiltration (NF) Membranes Based on Thin Film Composite (TFC) Structures: Mechanism, Recent Progress and Application. Membranes . 2024; 14(9):190. https://doi.org/10.3390/membranes14090190
Geng, Huibin, Weihao Zhang, Xiaoxu Zhao, Wei Shao, and Haitao Wang. 2024. "Research on Reverse Osmosis (RO)/Nanofiltration (NF) Membranes Based on Thin Film Composite (TFC) Structures: Mechanism, Recent Progress and Application" Membranes 14, no. 9: 190. https://doi.org/10.3390/membranes14090190
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Open Access
Peer-reviewed
Research Article
Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Software, Validation, Visualization, Writing – original draft, Writing – review & editing
Affiliation Department of Mechanical, Aerospace and Civil Engineering (MACE), University of Manchester, Manchester, United Kingdom
Roles Investigation, Methodology, Writing – review & editing
Roles Conceptualization, Data curation, Funding acquisition, Investigation, Resources, Supervision, Validation, Writing – review & editing
Affiliation Medical School, NIHR Exeter BRC, University of Exeter, Exeter, United Kingdom
Roles Investigation, Methodology, Software, Writing – review & editing
Roles Investigation, Software, Writing – review & editing
Roles Resources, Supervision, Writing – review & editing
Affiliation Musculoskeletal Biomechanics and Research in Science and Engineering faculty of Manchester Metropolitan University, Manchester, United Kingdom
Affiliation Manchester University NHS Foundation Trust within the Departments of Diabetes and Vascular Surgery, Manchester, United Kingdom
Roles Conceptualization, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing
Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing
* E-mail: [email protected]
Plantar shear stress may have an important role in the formation of a Diabetic Foot Ulcer, but its measurement is regarded as challenging and has limited research. This paper highlights the importance of anatomical specific shear sensor calibration and presents a feasibility study of a novel shear sensing system which has measured in-shoe shear stress from gait activity on both healthy and diabetic subjects. The sensing insole was based on a strain gauge array embedded in a silicone insole backed with a commercial normal pressure sensor. Sensor calibration factors were investigated using a custom mechanical test rig with indenter to exert both normal and shear forces. Indenter size and location were varied to investigate the importance of both loading area and position on measurement accuracy. The sensing insole, coupled with the calibration procedure, was tested one participant with diabetes and one healthy participant during two sessions of 15 minutes of treadmill walking. Calibration with different indenter areas (from 78.5 mm 2 to 707 mm 2 ) and different positions (up to 40 mm from sensor centre) showed variation in measurements of up to 80% and 90% respectively. Shear sensing results demonstrated high repeatability (>97%) and good accuracy (mean absolute error < ±18 kPa) in bench top mechanical tests and less than 21% variability within walking of 15-minutes duration. The results indicate the importance of mechanical coupling between embedded shear sensors and insole materials. It also highlights the importance of using an appropriate calibration method to ensure accurate shear stress measurement. The novel shear stress measurement system presented in this paper, demonstrates a viable method to measure accurate and repeatable in-shoe shear stress using the calibration procedure described. The validation and calibration methods outlined in this paper could be utilised as a standardised approach for the research community to develop and validate similar measurement technologies.
Citation: Haron AH, Li L, Shuang J, Lin C, Dawes H, Mansoubi M, et al. (2024) In-shoe plantar shear stress sensor design, calibration and evaluation for the diabetic foot. PLoS ONE 19(9): e0309514. https://doi.org/10.1371/journal.pone.0309514
Editor: Andrea Tigrini, Polytechnic University of Marche: Universita Politecnica delle Marche, ITALY
Received: January 16, 2024; Accepted: August 14, 2024; Published: September 4, 2024
Copyright: © 2024 Haron et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Data Availability: All relevant data are available from the Mendeley Data database (DOI 10.17632/pcggh2rzm3.1 ). Only raw anonymised data can be shared due to GDPR restrictions from HRC ethics committee.
Funding: This work was partially funded by Engineering and Physical Sciences Research Council (EPSRC) grant number EP/W00366X/1.
Competing interests: The authors have declared that no competing interests exist.
Diabetic foot ulceration (DFU) affects 15–25% of people with diabetes at some point in their lifetime [ 1 ] and has a high social and economic cost with countries like the UK spending approximately £1 billion annually [ 2 ]. Worldwide the prevalence of diabetes is rising, and it is predicted that 552 million people will have the condition by 2030 [ 3 ]. Measurement of plantar normal stress and plantar shear stress has shown the potential to predict DFU risk [ 4 , 5 ]. However, whilst commercial systems are available to measure normal plantar stress in-shoe there are no commercially available in-shoe plantar shear stress measurement systems. Shear stress has been directly measured during barefoot gait using mechanical sensor arrays coupled with resistive or capacitive sensors [ 6 – 8 ], utilising piezoelectric materials and their charge outputs [ 9 ] and through a variety of optical methods including polycarbonate arrays [ 6 ], optical bend loss [ 7 ] and laser interferometry of bi-refringent films [ 8 ]. Perry et al. [ 10 ] used an array-based device [ 11 ] to study bunching and stretching of adjacent plantar tissue and they found that tissue stretching from shear stress was the predominant mechanism. They report that peak shear stress and peak plantar pressure occur in the same place in 50% of cases, but actually occur at different times, which is contradictory to results reported by other researchers [ 12 ]. Contradictory results are typical from these studies using custom-built shear stress measurement devices due to the relatively low numbers of participants with diabetes tested in the trials, with typical sample sizes of ten. All these measurement methods are bespoke devices and only a handful of foot-to-floor shear stress measurement devices exist worldwide. Larger scale studies with matched control groups are required to provide firm conclusions on plantar surface shear stresses experienced by people with diabetes.
Shear stress measurement is further complicated as all diabetic patients are strongly advised to walk using footwear (and never barefoot), therefore, to understand the shear stresses induced on the plantar surface, in-shoe shear stress measurement must be taken. Although direct shear stress measurement is important in DFU risk management, future use of artificial intelligence methods [ 13 , 14 ] may enable risk management with current measurement technologies.
In-shoe plantar shear stress is difficult to measure and reported measurements vary widely, for example, measurements of shear stress on the 1st metatarsal head varied from 16 kPa [ 15 ] to 140 kPa [ 5 ] in healthy participants. Therefore, either there is widespread inter-participant variability and/or there are mechanisms which cause errors for in-shoe shear stress measurement. Measurement error has been widely reported for in-shoe normal stress systems with causation linked to sensor wear and calibration [ 16 , 17 ]. Specifically, calibrating with similar load ranges to those desired to be measured improved accuracy by up to 20 times [ 16 ] and accuracy was reduced when smaller areas of loading were applied [ 17 ]. It is likely that similar calibration issues will affect in-shoe shear stress sensor measurement accuracy. Researchers have made excellent progress in developing novel in-shoe plantar shear stress measurement systems; however, they have not yet fully considered the implications of calibration methods on measurement accuracy [ 4 , 5 ]. The choice of indenter area of loading, shape and location is also an important consideration for accurate and reliable sensor calibration; despite this, to the authors’ knowledge this has not been investigated and reported in the literature. A key principle in calibration is that the applied loading should be a good representation of the real-world scenario. In the context of plantar foot mechanics, and for example the metatarsal heads, there is variation in the magnitude of loading, area of loading, shape and potentially the location of the bone in relation to the sensor. This paper presents the design and evaluation of an in-shoe shear stress sensor and considers the impact of calibration on measurement accuracy.
This paper describes a sensor system design and conducts a performance investigation. Three investigations were conducted: calibration investigation, loading profile comparison and sensor validation. These investigations and how they relate to one another are shown in Fig 1 .
https://doi.org/10.1371/journal.pone.0309514.g001
Sensing principle..
Coulomb’s law of friction describes frictional force being proportional to reaction load. In the case of shear sensing insoles this means that there can be no shear stress (friction) without normal stress (reaction load) and that the magnitude of associated shear stress will always be less than that of normal stress. Like most other shear sensors in the literature [ 5 , 15 , 18 – 22 ] the shear sensor is embedded in a hyperelastic or viscoelastic, isotropic incompressible elastomer, as opposed to a discrete sensor placed on the insole or isolated from the main body of the insole material.
Fig 2A shows a cylindrical section of elastomer insole with cross-sectional area, A, containing a strain gauge orientated in the shear plane and a normal stress sensor with sensor readings in mV, S, and N, respectively. The material properties (stress-strain relationship) for the silicone are non-linear but can be approximated as three linear regions (low: ≤ ε 1 = 0.04 strain ; medium: ≤ ε 2 = 0.115 strain ; high: > ε 2 strain ); see Fig 2B . The strains for the three linear regions were determined from the stress-strain curve of the silicone under compressive loading at the target stresses of 14 kPa (low), 70 kPa (medium) and 140 kPa (high). Stress-strain relationships for normal compressive loading are given by Eq 1 , where C medium , and C high are negative intercepts in units of pascal ( C low = 0) and E is the gradient in Pascal.
[A] Cylindrical section of elastomer containing strain gauge and normal force sensor [B] Stress-strain curve of the elastomer under compression stress. Linear approximations for deformation were made for three regions of the curve (low, medium, and high stress magnitudes), sectioned by the compressive strains ε 1 and ε 2 , with corresponding gradient E used for calibration. [C] Cylindrical section deformed by normal force only. [D] Cylindrical section deformed by both normal and shear forces.
https://doi.org/10.1371/journal.pone.0309514.g002
Fig 2C shows the section being loaded with a normal force which creates a reduction in thickness but an increase in diameter described by Eq 2 (assuming constant volume) which gives sensor readings S N and N N , which are signal voltage measurements (mV) for the shear stress and normal stress respectively, described by Eqs 3 and 4 where k N and k S are constants (sensor gains) determined by experiment with units Pa/mV and strain/mV respectively (other equation parameters defined in Fig 2 with SI units).
Fig 2D shows applied loading from both normal and shear force giving a sensor reading S N + S and N N for the shear stress and normal stress respectively. The applied shear stress, σ S , can be determined from Eq 5 and Eq 1 (assuming an isotropic material) which requires measurements from the normal stress sensor, N N , to decouple the effect on the strain gauge from normal force (where i = low , medium or high ).
The shear stress sensing system primarily consists of the strain gauge rosette, a normal stress sensor, and the flexion stiffener and load concentrator; here on in referred to as the ‘shear stress system sensor’ or ‘SSS sensor’. A 3-element strain measuring rosette (1-RY81-3/120, Hottinger Bruel & Kjaer UK Ltd, Royston, England) was chosen for the shear stress sensor ( Fig 3A ) arranged in rectangular 0°-45°-90° directions to allow for calculation of resultant shear in both the anterior-posterior (AP) and medial-lateral (ML) directions. The sensor was then embedded in silicone (Sil A50 Smooth- Sil Addition Cure silicone, Smooth-On Inc. Macungie, USA). To assemble the sensor, the first 2mm silicone base layer was poured into a custom 3D printed square mould with dimensions of 20 x 20 x 4 mm (width x length x height). After curing the surface was cleaned and the strain gauges were soldered to 2-core 2.8 mm 2 external diameter shielded wires (JY-1060, Pro-Power by Newark, Chicago, USA). The strain gauges were then placed on the surface of the silicone using a custom 3D printed jig with tabs and bolts to align the strain gauges in the correct angular position. A thin second layer of silicone (approximately 0.5 mm thick) was then poured and allowed to fully cure, the jig was then removed and a final layer of silicone was poured on top to give a total thickness of 4 mm. A 15 mm diameter, 0.8 mm thick phenolic sheet material flexion stiffener and load concentrator was placed at the center of the sensor assembly and the top layer of silicone was then allowed to cure. The full assembly of the sensor is shown in Fig 3B and 3C .
[A] Configuration of the strain rosette in the sensor with three strain gauges arranged at 0°– 45° - 90°, and the relationship between the local strain axes and the global applied shear direction axes (Medial-Lateral, ML, and Anterior-Posterior, AP). [B] Section view of the SSS sensor. [C] Top view of the SSS sensor and its dimensions. [D] Locations of SSS sensors in the sensing insole.
https://doi.org/10.1371/journal.pone.0309514.g003
As mentioned in the sensing principle, the shear stress is obtained from Eq 5 , however, for the SSS sensor to measure both AP and ML shear stress, orientation of the strain gauges needs to be considered. From the configuration shown in Fig 3A for stress measurements calculated from strain gauges A, B and C the shear stress is given by Eqs 6 and 7 .
Where θ AB and θ BC are the angles between the individual strain gauges in the rosette, which were at 45°.
Key DFU risk areas, accounting for at more than one-third of DFU cases are the calcaneus, first metatarsal head and hallux areas of the foot [ 23 – 26 ], so placement of the SSS sensors in the insole was in these three locations. To maximize accuracy of the measured sensing data, all sensors were anatomically matched to the participant. This was achieved through a ‘palpation and marking paper’ approach in which a healthcare professional identified the bony landmarks of the foot, marked these areas on the foot surface with skin-safe marker, and the participant stands on the paper to transfer the markings. These markings were then used to ensure SSS sensors were correctly located on the silicone insole, with the sensor x-axis aligned with the anterior posterior direction. The signal wires were laid out from the SSS sensor in the ML direction to reduce fatigue loading from flexion during gait. A 1–2 mm depth of silicone was then poured and cured before a further layer of silicone was poured and cured to make a total insole thickness of 5 mm to complete the insole, as shown in Fig 3D . Three normal stress sensors (A301 FlexiForce 0-44N, Tekscan Inc., Norwood, Massachusetts, USA) were then secured to the bottom of the insole with silicone glue (Permatex 80050 Clear RTV Silicone Adhesive Sealant, Permatex, Illinois Tool Works Inc., Solon, Ohio, USA) with their center coincident with the SSS sensors.
A Teensy 4.1 32-bit microcontroller (PJRC, Portland, Oregon, USA), ARM Cortex-M7 processor, with clock speed of 600 MHz and integrated SD storage card, was used to collect and store the voltage readings from the SSS sensors ( Fig 4B ). Flexiforce normal stress sensors were connected via a 10 kOhm circuit divider to analog inputs, whilst shear sensing strain gauges were amplified using a 24-bit high-precision analog-to-digital amplifier (HX711 ADC, HALJIA, Zhongai, China) then routed to digital inputs of the microcontroller. All signals were collected at a sampling rate of 80 Hz. Data was logged to the 16GB SD card and streamed via an ESP8266 UART WiFi adapter (Espressif Systems, Shanghai, China) to allow for continuous monitoring. Power was supplied to all components via 3V and 5V power rails from the microcontroller, sourced from an external 3.7V 3500mAh Lithium Polymer battery (LP104567, EEMB, Moscow, Russian Federation) that was regulated through a linear regulator (LDO, B08HQQ32M2, DollaTek, Hong Kong, China). For both left and right foot measurements, two identical systems were used to collect the measurements, and placed on a custom, adjustable neoprene fitness belt (Frienda, China), during walking trials ( Fig 4 ).
[A] Participant walking on a treadmill with the sensor insole system. The data acquisition system (DAQ) was attached to a belt, and each insole (left and right foot) has a separate but identical DAQ input. [B] Block diagram of the DAQ system, collecting data at 80 Hz.
https://doi.org/10.1371/journal.pone.0309514.g004
A custom MATLAB (The Mathworks Inc., Natick Massachusetts, USA) script was used to parse and analyse the data collected. The data was minimally pre-processed before finalized into calibrated stress measurements. This pre-processing stage included removing only obvious outliers (which accounted for up to 0.05% of the measurement data if present). This was made using the filloutlier function with the ‘quartile’ outlier detection option: ‘quartiles’ outliers which were elements more than 1.5 interquartile ranges above the upper quartile (75 percent) or below the lower quartile (25 percent)) and correcting DC offsets. Data from each foot were analyzed separately.
Experimental setup and test method..
To investigate the effect of calibration on the sensor’s performance, both shear and normal force were applied to the SSS sensor insole (summarised in Fig 1A ). A uniaxial mechanical testing machine (Instron 5982K2680 100kN 350°C, 500N load cell, Instron ® Norwood, Massachusetts, USA) applied and measured shear force using a bespoke shear stress rig through an indenter of area, A, shown in Fig 5A . A normal reaction force was applied through a screw thread to the indenter to facilitate frictional shear stress application. Measurement of normal reaction force was through a load cell and ADC (ADN1903027, 196.2 N Weight Sensor Load Cell, Haljia, China) capturing data at 80Hz using an Arduino (Arduino Mega 2560 Rev3, Arduino, Somerville, MA, USA). For pure normal stress loading calibration, the insole was placed flat on a plate in the uniaxial testing machine fitted with a large compression platen on the bottom and an indenter with a specific area, A, applying compression force from the top, shown in Fig 5B .
[A] Custom shear stress rig made of rigid 10 mm acrylic sheet plates which applied the force of the mechanical testing machine as a shear force onto the insole. The shear stress was calculated using the applied force and area of the custom indenter. The indenter’s compressive stiffness was 30.1 MPa, ~12 times stiffer than the silicone sensor of 2.5 MPa. [B] Custom normal stress calibration setup where the insole was placed on a compression platen.
https://doi.org/10.1371/journal.pone.0309514.g005
To evaluate the effect of indenter area, A, five flat ended cylindrical indenters with diameters of, 10, 15, 20, 25, 30 mm were used to load the SSS sensor at its center. While studies have shown that there is a difference between various indenter shape loading profiles and the corresponding mechanical responses of the material [ 27 , 28 ], we determined that the normal stress distribution that was measured at the surface of the SSS sensor was similar for both flat and rounded indenter profiles. The only notable difference was the size of the normal stress distribution, as a flat indenter covered a larger area than the rounded indenter of the same diameter. Thus, choosing a flat indenter of a smaller size gave the same loading results as a larger rounded indenter.
The tests applied a cyclic shear force with a 1 Hz triangular waveform pattern ranging from 0 to 50 N in combination with a constant normal stress of 140 kPa through all the indenters. SSS Sensor output signal, S N + S , in mV was measured for each of the loading areas.
Ideally a sensor would be co-located with the anatomical part applying the load, however, this may not always be practically possible so an understanding of the relationship between the location of the SSS sensor, the location of the applied loading and the accuracy of measurement is required. To investigate the effect of loading location, twelve loading locations were chosen, six in the anterior direction and six in the lateral direction both measuring 0, 10, 15, 20, 30, 40 mm from the center of the shear stress sensor. Loads were applied in both the medial or posterior direction respectively. Cyclic loading was applied to the SSS sensor insole of the same characteristic as the area of loading investigation (see ‘Sensing loading area investigation’ section). SSS Sensor output signal, S N + S , in mV was measured for each of the loading locations.
Comparison of normal stress profiles..
Shear loading application area and location affect strain measurements, so it is important to consider plantar stress loading from the human foot. During walking plantar stress is dependent on many factors including foot size and anatomy, weight, morbidity and walking patterns, all of which are different between participants. From the sensor calibration investigations in the results section, we can see that (i) loading location and (ii) loading area may affect the output of the SSS sensor so these must be considered during calibration.
To capture the plantar normal stress loading profiles of our participants, in the SSS sensor locations of the calcaneus, first metatarsal head and the hallux, we conducted measurements in-shoe during a two-minute treadmill walk using an F-scan insole (Tekscan Inc., Boston, USA) coupled with a non-instrumented insole of the same material properties and thickness as our designed insole. Then the test rig ( Fig 4B ) was used with 15, 20, 30 and 40 mm diameter indenter sizes to load the silicone insole from 0 to 250 N (to simulate a normal stress range up to 1400 kPa, which is comparable to the 1000–1900 kPa normal plantar stresses during gait reported in the literature [ 29 , 30 ].
Measurements of plantar normal stress distribution were captured with the same F-scan and insole used with the participants. To simulate the different foot structures, we adjusted the diameter of cylindrical indenters (15, 20, 30 and 40 mm), which were based on the ranges of average anatomical dimensions of the hallux, metatarsal head, and calcaneus bones [ 31 – 36 ], see results and discussion ‘Human plantar loading consideration for sensor calibration’ section. An illustrated summary of this investigation can also be found in Fig 1B .
Comparisons were made between the participant’s mean normal stress profiles with the bench top test rig results (gait data averaged over 20 gait cycles from three different sensing locations hallux, first metatarsal head, and calcaneus, bench top test rig results for 15, 20, 30 and 40 mm indenter diameters). Magnitudes of both results were scaled to have a maximum unity magnitude to enable comparison. The normal stress profiles (normal stress vs displacement across anatomical location) were collected along a 2D cross section of 40 mm in length across the foot-width of loaded area (see results and discussion ‘Human plantar loading consideration for sensor calibration’ section). Calibration indenter diameters for the hallux, first metatarsal head and calcaneus locations were chosen based on either the highest R 2 value from a multiple linear regression between the gait measures and the test rig measures or the maximum measurement sensitivity area of the SSS sensor (see results and discussion ‘Sensor calibration’ section).
The following section describes the sensor validation, as summarised in Fig 1C . A 30 mm diameter indenter was used to calibrate the SSS sensor, as this was determined to be the maximum sensing area of the sensor (see results and discussion ‘Sensor calibration’ section). This was achieved through a series of mechanical tests detailed in Table 1 , with shear stresses applied in both ML and AP directions and conducted at 1Hz, to simulate average walking speed frequency.
https://doi.org/10.1371/journal.pone.0309514.t001
The shear stress magnitudes chosen for low, medium, and high levels were 10%, 50% and 100% of the 140 kPa maximum in-shoe plantar shear stress reported in the literature respectively [ 37 ]. This enabled calculation of the calibration parameters coefficients E low , E high , C medium and C high , according to Eq 1 .
To validate the calibrated SSS sensor, a shear stress of 70 kPa with a normal stress of 125 kPa was applied in both the ML and AP direction at 0.8 Hz. Additionally, a shear stress was also applied in the 45° direction (14 kPa shear stress, 28 kPa normal stress at 1Hz).
Two measurements of error were made. The first was an overall mean absolute error (MAE), which is the mean of the difference between the measurement from the test rig and the calibrated SSS sensor measurement (in kPa). The second was peak error, measured as the percentage error at peak loads between the applied measurement from the test rig and the calibrated SSS sensor measurement. Peak values of measured shear stress were taken from 10 cycles and a standard deviation was calculated. Repeatability was calculated from the SSS sensor measurements as the standard deviation of the peak plantar stresses divided by the mean of the peak plantar stress, presented as percentage (e.g. a mean peak measurement of 100 kPa and a standard deviation of those peak measurements at ± 10 kPa, would result in (10/100) x 100% = 10% deviation from the peak value, and thus 90% repeatability).
To further validate the sensors, a gait laboratory treadmill walking test was performed on a single anthropometrically matched healthy participant and a single participant with diabetes (both male and 45 years old, weighing 88 kg and 75 kg, height of 1.75 and 1.66 m, EU shoe size 44 and 42, weight per insole area 32 kPa and 35 kPa, walking speed 0.92 ms -1 and 0.95 ms -1 for the healthy participant and participant with diabetes respectively). The study received approval from the NHS Health Research Authority and Health and Care Research Wales (HCRW) Ethics Committee (REC reference: 22/NW/0216), and all participants provided written consent. Trial Registration number: NCT05865353. Participants were recruited between 1 st November 2022 till 30 th May 2023. Data collection was conducted in two parts (1) baseline visit and (2) main data collection, Table 2 .
https://doi.org/10.1371/journal.pone.0309514.t002
Anthropometric data was collected, and anatomical landmarks determined using the ‘palpation and marking paper’ method described in the ‘Shear stress sensor number, placement and integration’ section. The participants conducted a 2 minute treadmill walk while wearing a pair of silicone insoles, made from the same materials and dimensions as the sensor insole but without active sensors, and a pair of F-Scan pressure sensing insoles, in a prophylactic shoe (Sponarind 97308, Finn Comfort Inc. Hassfurt, Bavaria, Germany), designed with shock-absorbing properties and a larger volume, ideal for people with diabetes. Normal stress data was collected using the F-scan insoles, at a self-selected gait speed to determine normal plantar stress profiles (results of which were used for the comparison of normal stress profiles, in ‘Human plantar loading specific sensor calibration’ section). Table 2 shows the participant data collected during the baseline visit.
The participants returned for the main data collection where they were asked to wear the sensing insole in the specialist diabetic shoe. They then walked twice on a split belt treadmill with integrated force plates (M-Gait, Motek Medical BV, Amsterdam, Netherlands) for 15 minutes at their self-selected speed (see Table 2 ).
Mean and standard deviation of peak shear stress and peak normal stress measurements were extracted from 20 gait cycles measured by the sensing insole. Measurement repeatability was determined and comparisons, between the two walking periods within each individual walking session (start, middle, and end). We collected statistical data for both plantar shear stress and normal stress measurements to perform inter-participant comparisons. These included statistics for Plantar Stresses (Normal, AP Shear, and ML Shear) across all three sensor areas, encompassing mean values, standard deviations, peak stresses, and variability (or percentage difference) of measurements within the 15-minute treadmill walk (intra-walk) and between two treadmill walks (inter-walk).
Sensor calibration.
Shear stress measurement accuracy is affected by the calibration method. Specifically, the shear stress sensor measured output signal decreases exponentially with both increasing loading application area, and increasing loading distance away from sensor center, see Fig 6 . The results in Fig 6A show that the measured output decreases by ~80% from 1.5 mV to 0.3 mV, for a calibration loading application area of 10 mm diameter to 30 mm diameter respectively. This means that if the sensor was calibrated for the smaller 10 mm area and a larger 30 mm diameter load was applied, the measurements would be underestimated by 80%. Likewise, calibrating for a larger area, and applying load for a small area will greatly overestimate the measurements. Increasing the loading application area increases the area over which the force is distributed over the sensor, thus more of the loading is applied away from the center of the shear stress sensor. From the results shown in Fig 6B and 6C the location of loading application also reduces sensor sensitivity. All this means that the shear stress sensor will only be able to measure accurately if the calibration loading area matches the desired measurement loading application area (or are reasonable similar areas).
Mean peak signal of shear stress (SSS sensor) total output (mV) from 10 cyclic triangular loading. [A]—Effect of area of loading on SSS sensor measured outputs. [B, C]- Effect of location of loading on SSS sensor output for medial and posterior respectively.
https://doi.org/10.1371/journal.pone.0309514.g006
Fig 6B and 6C show the influence of loading location on SSS sensor measurements for the same applied loading area (25 mm diameter indenter). As expected, the SSS sensor measurement for both Anterior-Posterior (AP) and Medial-Lateral (ML) shear loading decreased as the loading distance moved away from the sensor center. This is due to a decrease in deformation of the shear stress sensor as the loading is applied further away from the sensor center. However, it is important to note that there was still a measurable signal at these distances as they are not yet relatively far away from the sensor. This means that measured shear stress from an embedded sensor will not just be from the coincident anatomical location but also have a contribution from adjacent and other relatively close anatomies (e.g. first metatarsal head located sensor may be measuring shear stress contribution from the second metatarsal head). This is due to material coupling, which is that stress applied in one area of the material, in this case the silicone insole, will stress surrounding areas of the material. The implication is that the shear stress sensor will provide more accurate measurements if the loading application location is coincident with the centre of the sensor. This emphasizes the importance of the placement of these discrete sensors, which is why a participant specific sensing insole was manufactured, placing sensors at the exact anatomical location of the boney landmarks, where peak loading is expected.
Although this paper presents the shear stress sensor sensitivities to calibration loading area and calibration loading locations for this sensor it is likely that these observations are true for other embedded in-shoe shear stress sensors. Other researchers measured in-shoe peak shear stresses from gait varied from 9 kPa to 140 kPa and calibration loading area varied from 20 mm diameter area (314 mm 2 ) –10,000 mm 2 (up to half the insole, approximated from the experimental Fig 3 in the paper as there was insufficient detail to give conclusive information on the loading area used) [ 5 , 15 ]. It is likely that these variations in measurements are not due to inherent sensor inaccuracy or participant gait differences but likely to stem from calibration method differences. To the authors’ knowledge, calibration loading area has not been investigated in other published studies, but it is suggested that calibration should be considered for all future in-shoe shear stress measurements.
Fig 7 shows that calibration loading indenter diameters should be 20 mm and 40 mm for the hallux and both the first metatarsal head and the calcaneus respectively. However, due to limitations on sensor sensitivity beyond 30 mm from the center of the sensor a 30 mm indenter diameter was chosen for the first metatarsal head and calcaneus. These choices of calibration indenter diameters were determined from the comparison of the bench top testing normal stress profiles of different indenter diameters, with the participants’ measured normal stress profile during walking. The bench top test showed that all the indenters resulted in normally distributed normal stress profile curves ( Fig 7A ), increasing in curve width with increasing indenter diameters, reflecting a larger contact area of the applied force. An increasing curve width is also expected for the normal stress profiles of anatomical bones with increasing diameters (first metatarsal head ~15 mm, hallux ~20 mm, and calcaneus ~ 40 mm [ 31 – 36 , 38 ]). The participants’ measured normal stress for the hallux and the calcaneus regions of the foot had normal pressure distribution profiles that reflected their anatomical sizes, however, the presence of the second close metatarsal bone influenced the normal stress profile in the first metatarsal head area and widened the normal stress profile, more than what is expected from its anatomical diameter of ~15 mm ( Fig 7B ). The R 2 results of the multiple linear regression reflected this ( Fig 7C ), as the first metatarsal head correlates to the indenter size of 40 mm diameter. The R 2 value of the metatarsal head, however, is small at 0.41, indicating that there may be variability in the pressure distributions in that area, likely from gait variability within a participant’s walk or between participants. The hallux and calcaneus regions of the foot have a normal pressure distribution profile that reflects the loading of the anatomical bones clearly (R 2 ≥ 0.95) and can be matched with an indenter of a similar size to give a representative loading for calibration of 20 mm and 40 mm respectively. However, loading area results from Fig 6A show that sensor sensitivity converges for indenter areas greater than 25–30 mm diameter. Therefore, calibration indenter diameters were reduced to 30 mm for the first metatarsal head and calcaneus.
[A] Experimental normal pressure profiles: (i) Indenter experimental setup, (ii) Normal pressure profile curves width increases with increasing indenter diameter, (iii) F-scan pressure result that shows the cross section used to obtain these values used in ii. [B] Participant pressure profiles: (i) In-shoe gait lab experimental setup (ii) An example of participant’s pressure profile over 20 gait cycles, showing the three normal pressure profiles of the foot at the calcaneus, first met head and hallux, (iii) F-scan pressure result that shows the cross section used to obtain the values. The image also shows the peaks for these three regions (Calcaneus peak CP, Hallux Peak HP and the metatarsal peaks MHP1 and MHP2). [C] Graphical representation of the regression analysis’ coefficient of determination (or R-squared) results. Larger circles indicate a higher R-squared value, and red circles indicate the maximum R-squared in the sensor group. R-squared values are shown above the circles, and maximum is indicated as red font.
https://doi.org/10.1371/journal.pone.0309514.g007
The implications of this for the SSS sensor are that calibration indenter sizes should be between 10–30 mm dependent on expected shear stress application areas. This finding is likely to be true for other embedded in-shoe shear stress sensors in the literature. The limitation from this finding is that to obtain accurate shear stress measurements the user must know something about the shear stress loading profile which may be unknown. A possible way to mitigate for this may be to calibrate the sensor for a range of loading areas and to use a normal stress sensor to determine which indenter calibration area to use in post-processing.
The SSS sensor was highly accurate and repeatable when compared against the bench top mechanical test as seen in Fig 8 . Results from Table 3 show that calibration error was insignificant with the mean absolute error (MAE) over the entire cycle in calibration < 0.00007 kPa for all magnitudes of loading, and errors at peak loading were < 5.8%.
[A] Sensor calibration for both anterior-posterior (AP) and medial-lateral (ML) directions at a ‘medium’ level of posterior and medial shear loading of 1 Hz cyclic loading of up to 70 kPa shear stress, at a constant normal stress of 140 kPa. [B] Sensor validation test result at medium level of shear cyclic loading (up to 70 kPa), at a different loading frequency (~0.85 Hz) and different constant normal stress (125kPa). All results for the different configurations of loading are shown in Table 3 .
https://doi.org/10.1371/journal.pone.0309514.g008
https://doi.org/10.1371/journal.pone.0309514.t003
The errors in the validation of the sensors at loading conditions different from the calibration were higher, but still showed a high accuracy for the sensors. The sensor was most accurate for low–medium shear stress magnitudes with up to <1.8 kPa for MAE, and < 8.7% for error at peak loading (see example of medium magnitude measurements in Fig 8 ). Followed by the measurements at a resultant loading angle of 45° clockwise from the anterior direction (MAE <1.4 kPa; <11.5% peak error). These small errors could be attributed to errors in the validation setup, as an error of ± 5° would correspond to a peak shear stress error of up to 4.6%. The SSS sensor also showed good repeatability for all loading conditions (>97% repeatability in calibration and >96% repeatability in validation).
The highest errors in validation were at high shear stress magnitudes, over the expected plantar shear stress from gait, these were MAE <17.3 kPa and peak error <22.4%. This was likely due to the mechanical coupling of the high normal stress, pushing the total material deformation higher up the hyperelastic stress-strain curve of the sensor material ( Fig 2D ). At this region of the stress-strain curve, very small strains relate to high changes in stress making the SSS sensor more prone to measurement errors. However, the maximum errors translate to an error of ± 31.3 kPa, which is within the standard deviation of most plantar stress measurements from the literature of ± 50 kPa for shear stress [ 1 – 5 , 15 ].
For treadmill walking the SSS sensors measured the magnitude of shear stresses between 66.5 kPa—152.6 kPa in the AP direction, and 28.4 kPa– 128 kPa in the ML direction, full results are shown in Table 4 . As expected, the ML shear range was lower than the AP shear range, as loading was expected to be predominantly in the AP direction. Loads were cyclic going from zero to peak value with the same frequency as gait which were at speeds of 0.92 and 0.95ms -1 for the healthy participant and participant with diabetes respectively. The only notable differences were in the direction of some of the peak plantar shear stresses.
https://doi.org/10.1371/journal.pone.0309514.t004
No significant differences between both participants peak plantar stress values were observed (t-test of mean peak plantar stresses PPS, p>0.36, p>0.58 and p>0.57). This was expected, as both participants had a similar walking speed (0.92–0.95 ms -1 , and weight per insole area 32.4–35 kPa). However, this study aimed to demonstrate the feasibility, accuracy, and repeatability of the SSS system so no conclusions should be drawn on plantar stress for general people with diabetes and healthy populations for this study.
The shear measurements of the SSS sensor was highly repeatable when comparing data recorded for both within the 15-minute treadmill walk (intra-walk), and between the two 15-minute walks (inter-walk). The mean and standard deviation of the percentage difference of peak plantar stresses were ≤ 8% ± 6% for both investigations. Intra-walk differences were lower than inter-walk–with the highest percentage difference of 21% measured by the SSS sensor for the ML Shear (Hallux, Left foot, participant with diabetes). Other measurements from the shear stress sensors were < 15% difference. For inter-walk, the highest PPS percentage difference was measured by the commercial Flexiforce sensor of 47% difference in normal stress (Hallux, left foot, participant with diabetes), followed by 37% for the AP shear of the SSS sensor (Hallux, right, healthy) and 33% for the ML shear of the SSS sensor (Calcaneus, right, participant with diabetes).
To the author’s knowledge, this study is the first to address in-shoe shear sensing material coupling and unexplored complexities in calibration for shear sensing. The results illustrate that due to sensor and material coupling with adjacent structures the area which contributes to the measured shear can be larger than the area of the sensor. This has important implications for shear sensor calibration, firstly in terms of the location of the sensor and the anatomical region that is to be measured, and secondly in terms of the indenter area used for calibration. These results have significance for all researchers developing systems to measure in-shoe plantar shear stress as these factors will affect the magnitude of shear sensed. Furthermore, these results may partially explain the variation in magnitudes of shear measured at the same anatomical locations by different researchers. A suggested approach for shear sensor calibration is shown below (for detail see methods ‘Human plantar loading specific sensor calibration’ section):
Sensor performance..
A novel Shear Stress System (SSS) sensor composed of a strain gauge rosette, normal pressure sensor and stiffener to concentrate loading at the desired sensor location and mitigate against material coupling was developed and evaluated. Sensor locations were anatomically matched and measured the plantar loading profiles to inform calibration of each sensor at a specific location. This study conducted a thorough experimental validation of the shear sensor through mechanical bench top testing and with human participant treadmill walking. Shear sensing results demonstrated high repeatability (>97%) and high accuracy in the expected measurement range for plantar shear stress (mean absolute errors < ±2 kPa) with error increasing for very high shear stresses (mean absolute errors < ±17 kPa) compared to bench top mechanical tests and repeatability for treadmill walking of 15-minutes duration with less than 21% variability within walking, and less than 37% variability between walks (which was lower than the commercial normal pressure sensors of 47% used in this study).
A rosette strain gauge was chosen for determining unknown principal directions, however it restricted complete strain separation in the AP and ML directions. For exclusive separation, a 0°–90° strain gauge in the ML and AP axes could be adopted. The manual assembly of the sensors and alignment of the sensor in relation to the AP and ML directions affect shear measurement. This has been controlled through careful manufacture, but some small errors will remain. The chosen alignment of the strain gauge rosette in the ML direction was to reduce the fatigue on the soldered joints, this resulted in a decreased sensitivity in the AP direction due to the 45° off-alignment of the gauges with this axis.
Relative stiffness of the silicone and the strain gauge rosette will affect strain transfer between the two materials. Material properties of the silicone is highly important for measurement accuracy, sensitivity, and range, and warrants further investigation.
A three-part linear fitting procedure was adopted to calibrate the SSS sensor accommodating the hyperelastic material properties, in the future consideration of alternative fits to capture viscoelastic effects could be made. Despite observing minimal shear sensor temperature response, variability between 20–30°C, literature indicates foot temperatures may be as high as 35° in people with diabetes [ 39 , 40 ], this should be considered in the future. In this proof-of-concept study, the size of calibration area was based on average pressure profiles, a suitable assumption with little participant variation. However, future larger studies may require participant-specific calibration to address varying loading profiles, particularly due to gait variability.
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Objectives This cohort study reported descriptive statistics in athletes engaged in Summer and Winter Olympic sports who sustained a sport-related concussion (SRC) and assessed the impact of access to multidisciplinary care and injury modifiers on recovery.
Methods 133 athletes formed two subgroups treated in a Canadian sport institute medical clinic: earlier (≤7 days) and late (≥8 days) access. Descriptive sample characteristics were reported and unrestricted return to sport (RTS) was evaluated based on access groups as well as injury modifiers. Correlations were assessed between time to RTS, history of concussions, the number of specialist consults and initial symptoms.
Results 160 SRC (median age 19.1 years; female=86 (54%); male=74 (46%)) were observed with a median (IQR) RTS duration of 34.0 (21.0–63.0) days. Median days to care access was different in the early (1; n SRC =77) and late (20; n SRC =83) groups, resulting in median (IQR) RTS duration of 26.0 (17.0–38.5) and 45.0 (27.5–84.5) days, respectively (p<0.001). Initial symptoms displayed a meaningful correlation with prognosis in this study (p<0.05), and female athletes (52 days (95% CI 42 to 101)) had longer recovery trajectories than male athletes (39 days (95% CI 31 to 65)) in the late access group (p<0.05).
Conclusions Olympic athletes in this cohort experienced an RTS time frame of about a month, partly due to limited access to multidisciplinary care and resources. Earlier access to care shortened the RTS delay. Greater initial symptoms and female sex in the late access group were meaningful modifiers of a longer RTS.
Data are available on reasonable request. Due to the confidential nature of the dataset, it will be shared through a controlled access repository and made available on specific and reasonable requests.
https://doi.org/10.1136/bjsports-2024-108211
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Most data regarding the impact of sport-related concussion (SRC) guidelines on return to sport (RTS) are derived from collegiate or recreational athletes. In these groups, time to RTS has steadily increased in the literature since 2005, coinciding with the evolution of RTS guidelines. However, current evidence suggests that earlier access to care may accelerate recovery and RTS time frames.
This study reports epidemiological data on the occurrence of SRC in athletes from several Summer and Winter Olympic sports with either early or late access to multidisciplinary care. We found the median time to RTS for Olympic athletes with an SRC was 34.0 days which is longer than that reported in other athletic groups such as professional or collegiate athletes. Time to RTS was reduced by prompt access to multidisciplinary care following SRC, and sex-influenced recovery in the late access group with female athletes having a longer RTS timeline. Greater initial symptoms, but not prior concussion history, were also associated with a longer time to RTS.
Considerable differences exist in access to care for athletes engaged in Olympic sports, which impact their recovery. In this cohort, several concussions occurred during international competitions where athletes are confronted with poor access to organised healthcare. Pathways for prompt access to multidisciplinary care should be considered by healthcare authorities, especially for athletes who travel internationally and may not have the guidance or financial resources to access recommended care.
After two decades of consensus statements, sport-related concussion (SRC) remains a high focus of research, with incidence ranging from 0.1 to 21.5 SRC per 1000 athlete exposures, varying according to age, sex, sport and level of competition. 1 2 Evidence-based guidelines have been proposed by experts to improve its identification and management, such as those from the Concussion in Sport Group. 3 Notably, they recommend specific strategies to improve SRC detection and monitoring such as immediate removal, 4 prompt access to healthcare providers, 5 evidence-based interventions 6 and multidisciplinary team approaches. 7 It is believed that these guidelines contribute to improving the early identification and management of athletes with an SRC, thereby potentially mitigating its long-term consequences.
Nevertheless, evidence regarding the impact of SRC guidelines implementation remains remarkably limited, especially within high-performance sport domains. In fact, most reported SRC data focus on adolescent student-athletes, collegiate and sometimes professional athletes in the USA but often neglect Olympians. 1 2 8–11 Athletes engaged in Olympic sports, often referred to as elite amateurs, are typically classified among the highest performers in elite sport, alongside professional athletes. 12 13 They train year-round and uniquely compete regularly on the international stage in sports that often lack professional leagues and rely on highly variable resources and facilities, mostly dependent on winning medals. 14 Unlike professional athletes, Olympians do not have access to large financial rewards. Although some Olympians work or study in addition to their intensive sports practice, they can devote more time to full-time sports practice compared with collegiate athletes. Competition calendars in Olympians differ from collegiate athletes, with periodic international competitions (eg, World Cups, World Championships) throughout the whole year rather than regular domestic competitions within a shorter season (eg, semester). Olympians outclass most collegiate athletes, and only the best collegiate athletes will have the chance to become Olympians and/or professionals. 12 13 15 In Canada, a primary reason for limited SRC data in Olympic sports is that the Canadian Olympic and Paralympic Sports Institute (COPSI) network only adopted official guidelines in 2018 to standardise care for athletes’ SRC nationwide. 16 17 The second reason could be the absence of a centralised medical structure and surveillance systems, identified as key factors contributing to the under-reporting and underdiagnosis of athletes with an SRC. 18
Among the available evidence on the evolution of SRC management, a 2023 systematic review and meta-analysis in athletic populations including children, adolescents and adults indicated that a full return to sport (RTS) could take up to a month but is estimated to require 19.8 days on average (15.4 days in adults), as opposed to the initial expectation of approximately 10.0 days based on studies published prior to 2005. 19 In comparison, studies focusing strictly on American collegiate athletes report median times to RTS of 16 days. 9 20 21 Notably, a recent study of military cadets reported an even longer return to duty times of 29.4 days on average, attributed to poorer access to care and fewer incentives to return to play compared with elite sports. 22 In addition, several modifiers have also been identified as influencing the time to RTS, such as the history of concussions, type of sport, sex, past medical problems (eg, preinjury modifiers), as well as the initial number of symptoms and their severity (eg, postinjury modifiers). 20 22 The evidence regarding the potential influence of sex on the time to RTS has yielded mixed findings in this area. 23–25 In fact, females are typically under-represented in SRC research, highlighting the need for additional studies that incorporate more balanced sample representation across sexes and control for known sources of bias. 26 Interestingly, a recent Concussion Assessment, Research and Education Consortium study, which included a high representation of concussed female athletes (615 out of 1071 patients), revealed no meaningful differences in RTS between females and males (13.5 and 11.8 days, respectively). 27 Importantly, findings in the sporting population suggested that earlier initiation of clinical care is linked to shorter recovery after concussion. 5 28 However, these factors affecting the time to RTS require a more thorough investigation, especially among athletes engaged in Olympic sports who may or may not have equal access to prompt, high-quality care.
Therefore, the primary objective of this study was to provide descriptive statistics among athletes with SRC engaged in both Summer and Winter Olympic sport programmes over a quadrennial, and to assess the influence of recommended guidelines of the COPSI network and the fifth International Consensus Conference on Concussion in Sport on the duration of RTS performance. 16 17 Building on available evidence, the international schedule constraints, variability in resources 14 and high-performance expectation among this elite population, 22 prolonged durations for RTS, compared with what is typically reported (eg, 16.0 or 15.4 days), were hypothesised in Olympians. 3 19 The secondary objective was to more specifically evaluate the impact of access to multidisciplinary care and injury modifiers on the time to RTS. Based on current evidence, 5 7 29 30 the hypothesis was formulated that athletes with earlier multidisciplinary access would experience a faster RTS. Regarding injury modifiers, it was expected that female and male athletes would show similar time to RTS despite presenting sex-specific characteristics of SRC. 31 The history of concussions, the severity of initial symptoms and the number of specialist consults were expected to be positively correlated to the time to RTS. 20 32
A total of 133 athletes (F=72; M=61; mean age±SD: 20.7±4.9 years old) who received medical care at the Institut national du sport du Québec, a COPSI training centre set up with a medical clinic, were included in this cohort study with retrospective analysis. They participated in 23 different Summer and Winter Olympic sports which were classified into six categories: team (soccer, water polo), middle distance/power (rowing, swimming), speed/strength (alpine skiing, para alpine skiing, short and long track speed skating), precision/skill-dependent (artistic swimming, diving, equestrian, figure skating, gymnastics, skateboard, synchronised skating, trampoline) and combat/weight-making (boxing, fencing, judo, para judo, karate, para taekwondo, wrestling) sports. 13 This sample consists of two distinct groups: (1) early access group in which athletes had access to a medical integrated support team of multidisciplinary experts within 7 days following their SRC and (2) late access group composed of athletes who had access to a medical integrated support team of multidisciplinary experts eight or more days following their SRC. 5 30 Inclusion criteria for the study were participation in a national or international-level sports programme 13 and having sustained at least one SRC diagnosed by an authorised healthcare practitioner (eg, physician and/or physiotherapist).
The institute clinic provides multidisciplinary services for care of patients with SRC including a broad range of recommended tests for concussion monitoring ( table 1 ). The typical pathway for the athletes consisted of an initial visit to either a sports medicine physician or their team sports therapist. A clinical diagnosis of SRC was then confirmed by a sports medicine physician, and referral for the required multidisciplinary assessments ensued based on the patient’s signs and symptoms. Rehabilitation progression was based on the evaluation of exercise tolerance, 33 priority to return to cognitive tasks and additional targeted support based on clinical findings of a cervical, visual or vestibular nature. 17 The expert team worked in an integrated manner with the athlete and their coaching staff for the rehabilitation phase, including regular round tables and ongoing communication. 34 For some athletes, access to recommended care was fee based, without a priori agreements with a third party payer (eg, National Sports Federation).
Main evaluations performed to guide the return to sport following sport-related concussion
Data were collected at the medical clinic using a standardised injury surveillance form based on International Olympic Committee guidelines. 35 All injury characteristics were extracted from the central injury database between 1 July 2018 and 31 July 2022. This period corresponds to a Winter Olympic sports quadrennial but also covers 3 years for Summer Olympic sports due to the postponing of the Tokyo 2020 Olympic Games. Therefore, the observation period includes a typical volume of competitions across sports and minimises differences in exposure based on major sports competition schedules. The information extracted from the database included: participant ID, sex, date of birth, sport, date of injury, type of injury, date of their visit at the clinic, clearance date of unrestricted RTS (eg, defined as step 6 of the RTS strategy with a return to normal gameplay including competitions), the number and type of specialist consults, mechanism of injury (eg, fall, hit), environment where the injury took place (eg, training, competition), history of concussions, history of modifiers (eg, previous head injury, migraines, learning disability, attention deficit disorder or attention deficit/hyperactivity disorder, depression, anxiety, psychotic disorder), as well as the number of symptoms and the total severity score from the first Sport Concussion Assessment Tool 5 (SCAT5) assessment following SRC. 17
Following a Shapiro-Wilk test, medians, IQR and non-parametric tests were used for the analyses because of the absence of normal distributions for all the variables in the dataset (all p<0.001). The skewness was introduced by the presence of individuals that required lengthy recovery periods. One participant was removed from the analysis because their time to consult with the multidisciplinary team was extremely delayed (>1 year).
Descriptive statistics were used to describe the participant’s demographics, SRC characteristics and risk factors in the total sample. Estimated incidences of SRC were also reported for seven resident sports at the institute for which it was possible to quantify a detailed estimate of training volume based on the annual number of training and competition hours as well as the number of athletes in each sport.
To assess if access to multidisciplinary care modified the time to RTS, we compared time to RTS between early and late access groups using a method based on median differences described elsewhere. 36 Wilcoxon rank sum tests were also performed to make between-group comparisons on single variables of age, time to first consult, the number of specialists consulted and medical visits. Fisher’s exact tests were used to compare count data between groups on variables of sex, history of concussion, time since the previous concussion, presence of injury modifiers, environment and mechanism of injury. Bonferroni corrections were applied for multiple comparisons in case of meaningful differences.
To assess if injury modifiers modified time to RTS in the total sample, we compared time to RTS between sexes, history of concussions, time since previous concussion or other injury modifiers using a method based on median differences described elsewhere. 36 Kaplan-Meier curves were drawn to illustrate time to RTS differences between sexes (origin and start time: date of injury; end time: clearance date of unrestricted RTS). Trajectories were then assessed for statistical differences using Cox proportional hazards model. Wilcoxon rank sum tests were employed for comparing the total number of symptoms and severity scores on the SCAT5. The association of multilevel variables on return to play duration was evaluated in the total sample with Kruskal-Wallis rank tests for environment, mechanism of injury, history of concussions and time since previous concussion. For all subsequent analyses of correlations between SCAT5 results and secondary variables, only data obtained from SCAT5 assessments within the acute phase of injury (≤72 hours) were considered (n=65 SRC episodes in the early access group). 37 Spearman rank correlations were estimated between RTS duration, history of concussions, number of specialist consults and total number of SCAT5 symptoms or total symptom severity. All statistical tests were performed using RStudio (R V.4.1.0, The R Foundation for Statistical Computing). The significance level was set to p<0.05.
The study population is representative of the Canadian athletic population in terms of age, gender, demographics and includes a balanced representation of female and male athletes. The study team consists of investigators from different disciplines and countries, but with a predominantly white composition and under-representation of other ethnic groups. Our study population encompasses data from the Institut national du sport du Québec, covering individuals of all genders, ethnicities and geographical regions across Canada.
The patients or the public were not involved in the design, conduct, reporting or dissemination plans of our research.
During the 4-year period covered by this retrospective chart review, a total of 160 SRC episodes were recorded in 132 athletes with a median (IQR) age of 19.1 (17.8–22.2) years old ( table 2 ). 13 female and 10 male athletes had multiple SRC episodes during this time. The sample had a relatively balanced number of females (53.8%) and males (46.2%) with SRC included. 60% of the sample reported a history of concussion, with 35.0% reporting having experienced more than two episodes. However, most of these concussions had occurred more than 1 year before the SRC for which they were being treated. Within this sample, 33.1% of participants reported a history of injury modifiers. Importantly, the median (IQR) time to first clinic consult was 10.0 (1.0–20.0) days and the median (IQR) time to RTS was 34.0 (21.0–63.0) days in this sample ( table 3 ). The majority of SRCs occurred during training (56.3%) rather than competition (33.1%) and were mainly due to a fall (63.7%) or a hit (31.3%). The median (IQR) number of follow-up consultations and specialists consulted after the SRC were, respectively, 9 (5.0–14.3) and 3 (2.0–4.0).
Participants demographics
Sport-related concussion characteristics
Among seven sports of the total sample (n=89 SRC), the estimated incidence of athletes with SRC was highest in short-track speed skating (0.47/1000 hours; 95% CI 0.3 to 0.6), and lower in boxing, trampoline, water polo, judo, artistic swimming, and diving (0.24 (95% CI 0.0 to 0.5), 0.16 (95% CI 0.0 to 0.5), 0.13 (95% CI 0.1 to 0.2), 0.11 (95% CI 0.1 to 0.2), 0.09 (95% CI 0.0 to 0.2) and 0.06 (95% CI 0.0 to 0.1)/1000, respectively ( online supplemental material ). Furthermore, most athletes sustained an SRC in training (66.5%; 95% CI 41.0 to 92.0) rather than competition (26.0%; 95% CI 0.0 to 55.0) except for judo athletes (20.0% (95% CI 4.1 to 62.0) and 80.0% (95% CI 38.0 to 96.0), respectively). Falls were the most common injury mechanism in speed skating, trampoline and judo while hits were the most common injury mechanism in boxing, water polo, artistic swimming and diving.
Access to care.
The median difference in time to RTS was 19 days (95% CI 9.3 to 28.7; p<0.001) between the early (26 (IQR 17.0–38.5) days) and late (45 (IQR 27.5–84.5) days) access groups ( table 3 ; figure 1 ). Importantly, the distribution of SRC environments was different between both groups (p=0.008). The post hoc analysis demonstrated a meaningful difference in the distribution of SRC in training and competition environments between groups (p=0.029) but not for the other comparisons. There was a meaningful difference between the groups in time to first consult (p<0.001; 95% CI −23.0 to −15.0), but no meaningful differences between groups in median age (p=0.176; 95% CI −0.3 to 1.6), sex distribution (p=0.341; 95% CI 0.7 to 2.8), concussion history (p=0.210), time since last concussion (p=0.866), mechanisms of SRC (p=0.412), the presence of modifiers (p=0.313; 95% CI 0.3 to 1.4) and the number of consulted specialists (p=0.368; 95% CI −5.4 to 1.0) or medical visits (p=0.162; 95% CI −1.0 to 3.0).
Time to return to sport following sport-related concussion as a function of group’s access to care and sex. Outliers: below=Q1−1.5×IQR; above=Q3+1.5×IQR.
The median difference in time to RTS was 6.5 days (95% CI −19.3 to 5.3; p=0.263; figure 1 ) between female (37.5 (IQR 22.0–65.3) days) and male (31.0 (IQR 20.0–48.0) days) athletes. Survival analyses highlighted an increased hazard of longer recovery trajectory in female compared with male athletes (HR 1.4; 95% CI 1.4 to 0.7; p=0.052; figure 2A ), which was mainly driven by the late (HR 1.8; 95% CI 1.8 to 0.6; p=0.019; figure 2C ) rather than the early (HR 1.1; 95% CI 1.1 to 0.9; p=0.700; figure 2B ) access group. Interestingly, a greater number of female athletes (n=15) required longer than 100 days for RTS as opposed to the male athletes (n=6). There were no meaningful differences between sexes for the total number of symptoms recorded on the SCAT5 (p=0.539; 95% CI −1.0 to 2.0) nor the total symptoms total severity score (p=0.989; 95% CI −5.0 to 5.0).
Time analysis of sex differences in the time to return to sport following sport-related concussion in the (A) total sample, as well as (B) early, and (C) late groups using survival curves with 95% confidence bands and tables of time-specific number of patients at risk (censoring proportion: 0%).
SRC modifiers are presented in table 2 , and their influence on RTP is shown in table 4 . The median difference in time to RTS was 1.5 days (95% CI −10.6 to 13.6; p=0.807) between athletes with none and one episode of previous concussion, was 3.5 days (95% CI −13.9 to 19.9; p=0.728) between athletes with none and two or more episodes of previous concussion, and was 2 days (95% CI −12.4 to 15.4; p=0.832) between athletes with one and two or more episodes of previous concussion. The history of concussions (none, one, two or more) had no meaningful impact on the time to RTS (p=0.471). The median difference in time to RTS was 4.5 days (95% CI −21.0 to 30.0; p=0.729) between athletes with none and one episode of concussion in the previous year, was 2 days (95% CI −10.0 to 14.0; p=0.744) between athletes with none and one episode of concussion more than 1 year ago, and was 2.5 days (95% CI −27.7 to 22.7; p=0.846) between athletes with an episode of concussion in the previous year and more than 1 year ago. Time since the most recent concussion did not change the time to RTS (p=0.740). The longest time to RTS was observed in the late access group in which athletes had a concussion in the previous year, with a very large spread of durations (65.0 (IQR 33.0–116.5) days). The median difference in time to RTS was 3 days (95% CI −13.1 to 7.1; p=0.561) between athletes with and without other injury modifiers. The history of other injury modifiers had no meaningful influence on the time to RTS (95% CI −6.0 to 11.0; p=0.579).
Preinjury modifiers of time to return to sport following SRC
Positive associations were observed between the time to RTS and the number of initial symptoms (r=0.3; p=0.010; 95% CI 0.1 to 0.5) or initial severity score (r=0.3; p=0.008; 95% CI 0.1 to 0.5) from the SCAT5. The associations were not meaningful between the number of specialist consultations and the initial number of symptoms (r=−0.1; p=0.633; 95% CI −0.3 to 0.2) or initial severity score (r=−0.1; p=0.432; 95% CI −0.3 to 0.2). Anecdotally, most reported symptoms following SRC were ‘headache’ (86.2%) and ‘pressure in the head’ (80.0%), followed by ‘fatigue’ (72.3%), ‘neck pain’ (70.8%) and ‘not feeling right’ (67.7%; online supplemental material ).
This study is the first to report descriptive data on athletes with SRC collected across several sports during an Olympic quadrennial, including athletes who received the most recent evidence-based care at the time of data collection. Primarily, results indicate that the time to RTS in athletes engaged in Summer and Winter Olympic sports may require a median (IQR) of 34.0 (21.0–63.0) days. Importantly, findings demonstrated that athletes with earlier (≤7 days) access to multidisciplinary concussion care showed faster RTS compared with those with late access. Time to RTS exhibited large variability where sex had a meaningful influence on the recovery pathway in the late access group. Initial symptoms, but not history of concussion, were correlated with prognosis in this sample. The main reported symptoms were consistent with previous studies. 38 39
This study provides descriptive data on the impact of SRC monitoring programmes on recovery in elite athletes engaged in Olympic sports. As hypothesised, the median time to RTS found in this study (eg, 34.0 days) was about three times longer than those found in reports from before 2005, and 2 weeks longer than the typical median values (eg, 19.8 days) recently reported in athletic levels including youth (high heterogeneity, I 2 =99.3%). 19 These durations were also twice as long as the median unrestricted time to RTS observed among American collegiate athletes, which averages around 16 days. 9 20 21 However, they were more closely aligned with findings from collegiate athletes with slow recovery (eg, 34.7 days) and evidence from military cadets with poor access where return to duty duration was 29.4 days. 8 22 Several reasons could explain such extended time to RTS, but the most likely seems to be related to the diversity in access among these sports to multidisciplinary services (eg, 10.0 median days (1–20)), well beyond the delays experienced by collegiate athletes, for example (eg, 0.0 median days (0–2)). 40 In the total sample, the delays to first consult with the multidisciplinary clinic were notably mediated by the group with late access, whose athletes had more SRC during international competition. One of the issues for athletes engaged in Olympic sports is that they travel abroad year-round for competitions, in contrast with collegiate athletes who compete domestically. These circumstances likely make access to quality care very variable and make the follow-up of care less centralised. Also, access to resources among these sports is highly variable (eg, medal-dependant), 14 and at the discretion of the sport’s leadership (eg, sport federation), who may decide to prioritise more or fewer resources to concussion management considering the relatively low incidence of this injury. Another explanation for the longer recovery times in these athletes could be the lack of financial incentives to return to play faster, which are less prevalent among Olympic sports compared with professionals. However, the stakes of performance and return to play are still very high among these athletes.
Additionally, it is plausible that studies vary their outcome with shifting operational definitions such as resolution of symptoms, return to activities, graduated return to play or unrestricted RTS. 19 40 It is understood that resolution of symptoms may occur much earlier than return to preinjury performance levels. Finally, an aspect that has been little studied to date is the influence of the sport’s demands on the RTS. For example, acrobatic sports requiring precision/technical skills such as figure skating, trampoline and diving, which involve high visuospatial and vestibular demands, 41 might require more time to recover or elicit symptoms for longer times. Anecdotally, athletes who experienced a long time to RTS (>100 days) were mostly from precision/skill-dependent sports in this sample. The sports demand should be further considered as an injury modifier. More epidemiological reports that consider the latest guidelines are therefore necessary to gain a better understanding of the true time to RTS and impact following SRC in Olympians.
In this study, athletes who obtained early access to multidisciplinary care after SRC recovered faster than those with late access to multidisciplinary care. This result aligns with findings showing that delayed access to a healthcare practitioner delays recovery, 19 including previous evidence in a sample of patients from a sports medicine clinic (ages 12–22), indicating that the group with a delayed first clinical visit (eg, 8–20 days) was associated with a 5.8 times increased likelihood of a recovery longer than 30 days. 5 Prompt multidisciplinary approach for patients with SRC is suggested to yield greater effectiveness over usual care, 3 6 17 which is currently evaluated under randomised controlled trial. 42 Notably, early physical exercise and prescribed exercise (eg, 48 hours postinjury) are effective in improving recovery compared with strict rest or stretching. 43 44 In fact, preclinical and clinical studies have shown that exercise has the potential to improve neurotransmission, neuroplasticity and cerebral blood flow which supports that the physically trained brain enhanced recovery. 45 46 Prompt access to specialised healthcare professionals can be challenging in some contexts (eg, during international travel), and the cost of accessing medical care privately may prove further prohibitive. This barrier to recovery should be a priority for stakeholders in Olympic sports and given more consideration by health authorities.
The estimated incidences of SRC were in the lower range compared with what is reported in other elite sport populations. 1 2 However, the burden of injury remained high for these sports, and the financial resources as well as expertise required to facilitate athletes’ rehabilitation was considerable (median number of consultations: 9.0). Notably, the current standard of public healthcare in Canada does not subsidise the level of support recommended following SRC as first-line care, and the financial subsidisation of this recommended care within each federation is highly dependent on the available funding, varying significantly between sports. 14 Therefore, the ongoing efforts to improve education, prevention and early recognition, modification of rules to make the environments safer and multidisciplinary care access for athletes remain crucial. 7
This unique study provides multisport characteristics following the evolution of concussion guidelines in Summer and Winter Olympic sports in North America. Notably, it features a balance between the number of female and male athletes, allowing the analysis of sex differences. 23 26 In a previous review of 171 studies informing consensus statements, samples were mostly composed of more than 80% of male participants, and more than 40% of these studies did not include female participants at all. 26 This study also included multiple non-traditional sports typically not encompassed in SRC research, feature previously identified as a key requirement of future epidemiological research. 47
However, it must be acknowledged that potential confounding factors could influence the results. For example, the number of SRC detected during the study period does not account for potentially unreported concussions. Nevertheless, this figure should be minimal because these athletes are supervised both in training and in competition by medical staff. Next, the sport types were heterogeneous, with inconsistent risk for head impacts or inconsistent sport demand which might have an influence on recovery. Furthermore, the number of participants or sex in each sport was not evenly distributed, with short-track speed skaters representing a large portion of the overall sample (32.5%), for example. Additionally, the number of participants with specific modifiers was too small in the current sample to conclude whether the presence of precise characteristics (eg, history of concussion) impacted the time to RTS. Also, the group with late access was more likely to consist of athletes who sought specialised care for persistent symptoms. These complex cases are often expected to require additional time to recover. 48 Furthermore, athletes in the late group may have sought support outside of the institute medical clinic, without a coordinated multidisciplinary approach. Therefore, the estimation of clinical consultations was tentative for this group and may represent a potential confounding factor in this study.
This is the first study to provide evidence of the prevalence of athletes with SRC and modifiers of recovery in both female and male elite-level athletes across a variety of Summer and Winter Olympic sports. There was a high variability in access to care in this group, and the median (IQR) time to RTS following SRC was 34.0 (21.0–63.0) days. Athletes with earlier access to multidisciplinary care took nearly half the time to RTS compared with those with late access. Sex had a meaningful influence on the recovery pathway in the late access group. Initial symptom number and severity score but not history of concussion were meaningful modifiers of recovery. Injury surveillance programmes targeting national sport organisations should be prioritised to help evaluate the efficacy of recommended injury monitoring programmes and to help athletes engaged in Olympic sports who travel a lot internationally have better access to care. 35 49
Patient consent for publication.
Not applicable.
This study involves human participants and was approved by the ethics board of Université de Montréal (certificate #2023-4052). Participants gave informed consent to participate in the study before taking part.
The authors would like to thank the members of the concussion interdisciplinary clinic of the Institut national du sport du Québec for collecting the data and for their unconditional support to the athletes.
Supplementary data.
This web only file has been produced by the BMJ Publishing Group from an electronic file supplied by the author(s) and has not been edited for content.
X @ThomasRomeas
Correction notice This article has been corrected since it published Online First. The ORCID details have been added for Dr Croteau.
Contributors TR, FC and SL were involved in planning, conducting and reporting the work. François Bieuzen and Magdalena Wojtowicz critically reviewed the manuscript. TR is guarantor.
Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.
Competing interests None declared.
Patient and public involvement Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research.
Provenance and peer review Not commissioned; externally peer reviewed.
Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.
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Use the section headings (outlined above) to assist with your rough plan. Write a thesis statement that clarifies the overall purpose of your report. Jot down anything you already know about the topic in the relevant sections. 3 Do the Research. Steps 1 and 2 will guide your research for this report.
Your Step-by-Step Guide to Writing a Good Research ...
Organizing Your Social Sciences Research Paper
A research methodology encompasses the way in which you intend to carry out your research. This includes how you plan to tackle things like collection methods, statistical analysis, participant observations, and more. You can think of your research methodology as being a formula. One part will be how you plan on putting your research into ...
What is Research Methodology? Definition, Types, and ...
What Is Research Methodology? (Why It's Important and ...
The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.
Literature review as a research methodology: An overview ...
Research Methodology WRITING A RESEARCH REPORT
Choosing the Right Research Methodology: A Guide
What Is Research Report? Definition, Contents, ...
As an important part of artificial intelligence technology, deep learning is widely used in computer vision, natural language processing and other fields. Studies have shown that the existence of adversarial attacks poses a potential threat to the secure application of deep learning models, which in turn affects the security of the model.On the basis of briefly describing the concept of ...
This paper summarizes the current research status on the mechanical properties of VLAs under cyclic loading, analyzing the mechanisms by which cyclic loads affect these properties. Additionally, it reviews and summarizes the research methods applied to studying VLAs under cyclic loading, discussing the issues inherent in various methodologies.
The global shortage of clean water is a major problem, even in water-rich regions. To solve this problem, low-cost and energy-efficient water treatment methods are needed. Membrane separation technology (MST), as a separation method with low energy consumption, low cost, and good separation effect, has been widely used to deal with seawater desalination, resource recovery, industrial ...
Plantar shear stress may have an important role in the formation of a Diabetic Foot Ulcer, but its measurement is regarded as challenging and has limited research. This paper highlights the importance of anatomical specific shear sensor calibration and presents a feasibility study of a novel shear sensing system which has measured in-shoe shear stress from gait activity on both healthy and ...
The construction path of the SPOC blended teaching model in the college course of "Financial Accounting", which integrates online teaching platforms and traditional face-to-face teaching to improve students' learning effectiveness and participation, is explored. In the current information age, with the continuous advancement of technology, the teaching mode of higher education is also ...
Objectives This cohort study reported descriptive statistics in athletes engaged in Summer and Winter Olympic sports who sustained a sport-related concussion (SRC) and assessed the impact of access to multidisciplinary care and injury modifiers on recovery. Methods 133 athletes formed two subgroups treated in a Canadian sport institute medical clinic: earlier (≤7 days) and late (≥8 days ...