Sample Size Planning

Kelley, Ken

doi:10.1002/9780470479216.corpsy0812

Cited by 10 publications

(4 citation statements)

References 9 publications

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“…Some CIs (e.g., for the Pearson r ) are not symmetric and require a normalizing transformation (e.g., the Fisher r to z transformation); others do not have a known mathematical solution and can only be constructed empirically through repeated sampling procedures (e.g., bootstrapping). Researchers can compute a priori estimates of the sample size needed to produce a CI with a desired width with user-friendly software (see Kelley, 2007; Kelley & Maxwell, 2012). Increasing sample size and improving the reliability of dependent measures can both help achieve tighter CIs.…”

Section: Recommendations For Research Practicementioning

confidence: 99%

Improving the Dependability of Research in Personality and Social Psychology

Funder

Levine

Mackie

et al. 2013

Pers Soc Psychol Rev

242

240

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In this article, the Society for Personality and Social Psychology (SPSP) Task Force on Publication and Research Practices offers a brief statistical primer and recommendations for improving the dependability of research. Recommendations for research practice include (a) describing and addressing the choice of N (sample size) and consequent issues of statistical power, (b) reporting effect sizes and 95% confidence intervals (CIs), (c) avoiding "questionable research practices" that can inflate the probability of Type I error, (d) making available research materials necessary to replicate reported results, (e) adhering to SPSP's data sharing policy, (f) encouraging publication of high-quality replication studies, and (g) maintaining flexibility and openness to alternative standards and methods. Recommendations for educational practice include (a) encouraging a culture of "getting it right," (b) teaching and encouraging transparency of data reporting, (c) improving methodological instruction, and (d) modeling sound science and supporting junior researchers who seek to "get it right."

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Section: Recommendations For Research Practicementioning

confidence: 99%

Improving the Dependability of Research in Personality and Social Psychology

Funder

Levine

Mackie

et al. 2013

Pers Soc Psychol Rev

242

240

View full text Add to dashboard Cite

show abstract

“…A large portion of the research in the field comprises studies that have such small samples that they do not stand a good chance of detecting the effects of HAI should those effects exist. Conversely, if underpowered studies do show effects of HAI, then there is an elevated risk that those findings will be spurious (Kelley & Maxwell, ).…”

Section: Common Limitations and Interpretive Challengesmentioning

confidence: 99%

Effects of Interactions With Animals On Human Psychological Distress

Crossman

2016

J Clin Psychol

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“…Sample size planning is an essential aspect of every study design, 23 and this is also the case for equivalence and non‐inferiority trials (see, ref. 24 for an introduction to the topic).…”

Section: Sample Size Planningmentioning

confidence: 99%

Demonstrating equivalence and non‐inferiority of medical education concepts

Klasen

Sopka

2020

Medical Education

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Context In medical education, there are often several didactic methods for teaching and learning a specific medical skill. For educators, there are often pragmatic reasons to decide for one or another of them, such as costs, infrastructural requirements, time expenditure or qualification of the teacher. However, a central aspect to consider is the learning outcome: Does a new method achieve a similar learning success as an established standard method? To answer this question, we need an appropriate method to assess comparability of learning outcomes. Methods In this paper, we present two essential statistical concepts that can address the issue of comparability of learning outcomes: Equivalence and non‐inferiority testing. We explain the ideas behind these concepts and illustrate them with an example data set. To clarify several concepts, we use theoretical examples from one selected field: the teaching and assessment of Basic Life Support (BLS). Conclusions Equivalence and non‐inferiority tests can be powerful tools for comparing teaching and assessment methods. However, their correct application requires adequate knowledge about their strengths, pitfalls and application fields. The aim of this paper is to deliver this knowledge and to provide clinician researchers with a practical guidance to a successful application of these methods.

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Sample Size Planning

Cited by 10 publications

References 9 publications

Improving the Dependability of Research in Personality and Social Psychology

Improving the Dependability of Research in Personality and Social Psychology

Effects of Interactions With Animals On Human Psychological Distress

Demonstrating equivalence and non‐inferiority of medical education concepts

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