presentation of methodology

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

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

More is more

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

Less is more

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

Limit the scope of your presentation

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

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

Craft a compelling research narrative

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

• Introduction (exposition — rising action)

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

• Methods (rising action)

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

• Results (climax)

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

• Discussion (falling action)

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

• Conclusion (denouement)

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

Use your medium to enhance the narrative

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

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

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

— Alec Getraer, Natural Sciences Correspondent

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What Is Research Methodology? A Plain-Language Explanation & Definition (With Examples)

By Derek Jansen (MBA)  and Kerryn Warren (PhD) | June 2020 (Last updated April 2023)

If 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 101

• What exactly research methodology means
• What qualitative , quantitative and mixed methods are
• What sampling strategy is
• What data collection methods are
• What data analysis methods are
• How to choose your research methodology
• Example of a research methodology

What is research methodology?

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:

• What type of data to collect (e.g., qualitative or quantitative data )
• Who  to collect it from (i.e., the sampling strategy )
• How to  collect  it (i.e., the data collection method )
• How to  analyse  it (i.e., the data analysis methods )

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 .

Need a helping hand?

What are qualitative, quantitative and mixed-methods?

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.

What is sampling strategy?

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.

What are data collection methods?

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:

• Interviews (which can be unstructured, semi-structured or structured)
• Focus groups and group interviews
• Surveys (online or physical surveys)
• Observations (watching and recording activities)
• Biophysical measurements (e.g., blood pressure, heart rate, etc.)
• Documents and records (e.g., financial reports, court records, etc.)

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.

What are data analysis methods?

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 content analysis
• Thematic analysis
• Discourse analysis
• Narrative analysis
• Interpretative phenomenological analysis (IPA)
• Visual analysis (of photographs, videos, art, etc.)

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.  

Moving on to the quantitative side of things, popular data analysis methods in this type of research include:

• Descriptive statistics (e.g. means, medians, modes )
• Inferential statistics (e.g. correlation, regression, structural equation modelling)

Again, the choice of which data collection method to use depends on your overall research aims and objectives , as well as practicalities and resource constraints. In the video below, we explain some core concepts central to quantitative analysis.

How do I choose a research methodology?

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. 

Example of a research methodology chapter

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 .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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199 Comments

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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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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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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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• What Is A Literature Review (In A Dissertation Or Thesis) - Grad Coach - […] the literature review is to inform the choice of methodology for your own research. As we’ve discussed on the Grad Coach blog,…
• Free Download: Research Proposal Template (With Examples) - Grad Coach - […] Research design (methodology) […]
• Dissertation vs Thesis: What's the difference? - Grad Coach - […] and thesis writing on a daily basis – everything from how to find a good research topic to which…

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Education Standards

Radford university.

Learning Domain: Social Work

Standard: Basic Research Methodology

Lesson 10: Sampling in Qualitative Research

Lesson 11: qualitative measurement & rigor, lesson 12: qualitative design & data gathering, lesson 1: introduction to research, lesson 2: getting started with your research project, lesson 3: critical information literacy, lesson 4: paradigm, theory, and causality, lesson 5: research questions, lesson 6: ethics, lesson 7: measurement in quantitative research, lesson 8: sampling in quantitative research, lesson 9: quantitative research designs, powerpoint slides: sowk 621.01: research i: basic research methodology.

The twelve lessons for SOWK 621.01: Research I: Basic Research Methodology as previously taught by Dr. Matthew DeCarlo at Radford University. Dr. DeCarlo and his team developed a complete package of materials that includes a textbook, ancillary materials, and a student workbook as part of a VIVA Open Course Grant.

The PowerPoint slides associated with the twelve lessons of the course, SOWK 621.01: Research I: Basic Research Methodology, as previously taught by Dr. Matthew DeCarlo at Radford University. 

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How to Write Research Methodology

Last Updated: May 21, 2023 Approved

This article was co-authored by Alexander Ruiz, M.Ed. and by wikiHow staff writer, Jennifer Mueller, JD . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, several readers have written to tell us that this article was helpful to them, earning it our reader-approved status. This article has been viewed 519,492 times.

The research methodology section of any academic research paper gives you the opportunity to convince your readers that your research is useful and will contribute to your field of study. An effective research methodology is grounded in your overall approach – whether qualitative or quantitative – and adequately describes the methods you used. Justify why you chose those methods over others, then explain how those methods will provide answers to your research questions. [1] X Research source

Describing Your Methods

• In your restatement, include any underlying assumptions that you're making or conditions that you're taking for granted. These assumptions will also inform the research methods you've chosen.
• Generally, state the variables you'll test and the other conditions you're controlling or assuming are equal.

• If you want to research and document measurable social trends, or evaluate the impact of a particular policy on various variables, use a quantitative approach focused on data collection and statistical analysis.
• If you want to evaluate people's views or understanding of a particular issue, choose a more qualitative approach.
• You can also combine the two. For example, you might look primarily at a measurable social trend, but also interview people and get their opinions on how that trend is affecting their lives.

• For example, if you conducted a survey, you would describe the questions included in the survey, where and how the survey was conducted (such as in person, online, over the phone), how many surveys were distributed, and how long your respondents had to complete the survey.
• Include enough detail that your study can be replicated by others in your field, even if they may not get the same results you did. [4] X Research source

• Qualitative research methods typically require more detailed explanation than quantitative methods.
• Basic investigative procedures don't need to be explained in detail. Generally, you can assume that your readers have a general understanding of common research methods that social scientists use, such as surveys or focus groups.

• For example, suppose you conducted a survey and used a couple of other research papers to help construct the questions on your survey. You would mention those as contributing sources.

Justifying Your Choice of Methods

• Describe study participants specifically, and list any inclusion or exclusion criteria you used when forming your group of participants.
• Justify the size of your sample, if applicable, and describe how this affects whether your study can be generalized to larger populations. For example, if you conducted a survey of 30 percent of the student population of a university, you could potentially apply those results to the student body as a whole, but maybe not to students at other universities.

• Reading other research papers is a good way to identify potential problems that commonly arise with various methods. State whether you actually encountered any of these common problems during your research.

• If you encountered any problems as you collected data, explain clearly the steps you took to minimize the effect that problem would have on your results.

• In some cases, this may be as simple as stating that while there were numerous studies using one method, there weren't any using your method, which caused a gap in understanding of the issue.
• For example, there may be multiple papers providing quantitative analysis of a particular social trend. However, none of these papers looked closely at how this trend was affecting the lives of people.

Connecting Your Methods to Your Research Goals

• Depending on your research questions, you may be mixing quantitative and qualitative analysis – just as you could potentially use both approaches. For example, you might do a statistical analysis, and then interpret those statistics through a particular theoretical lens.

• For example, suppose you're researching the effect of college education on family farms in rural America. While you could do interviews of college-educated people who grew up on a family farm, that would not give you a picture of the overall effect. A quantitative approach and statistical analysis would give you a bigger picture.

• If in answering your research questions, your findings have raised other questions that may require further research, state these briefly.
• You can also include here any limitations to your methods, or questions that weren't answered through your research.

• Generalization is more typically used in quantitative research. If you have a well-designed sample, you can statistically apply your results to the larger population your sample belongs to.

Template to Write Research Methodology

Community Q&A

• Organize your methodology section chronologically, starting with how you prepared to conduct your research methods, how you gathered data, and how you analyzed that data. [13] X Research source Thanks Helpful 0 Not Helpful 0
• Write your research methodology section in past tense, unless you're submitting the methodology section before the research described has been carried out. [14] X Research source Thanks Helpful 2 Not Helpful 0
• Discuss your plans in detail with your advisor or supervisor before committing to a particular methodology. They can help identify possible flaws in your study. [15] X Research source Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://expertjournals.com/how-to-write-a-research-methodology-for-your-academic-article/
• ↑ http://libguides.usc.edu/writingguide/methodology
• ↑ https://www.skillsyouneed.com/learn/dissertation-methodology.html
• ↑ https://uir.unisa.ac.za/bitstream/handle/10500/4245/05Chap%204_Research%20methodology%20and%20design.pdf
• ↑ https://elc.polyu.edu.hk/FYP/html/method.htm

About This Article

To write a research methodology, start with a section that outlines the problems or questions you'll be studying, including your hypotheses or whatever it is you're setting out to prove. Then, briefly explain why you chose to use either a qualitative or quantitative approach for your study. Next, go over when and where you conducted your research and what parameters you used to ensure you were objective. Finally, cite any sources you used to decide on the methodology for your research. To learn how to justify your choice of methods in your research methodology, scroll down! Did this summary help you? Yes No

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Lecture Notes on Research Methodology

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Research Methodology

Aug 20, 2014

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Research Methodology. Introduction to Research Methodology. Stages of Research Project. Chapter 1: Introduction Chapter 2: Literature Review Chapter 3: Methodology Chapter 4: Data Analysis and Interpretation of Findings Chapter 5: Discussion and conclusion. Why do we research?.

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• highest contributor
• human resource managers
• data collection
• better employees job satisfaction
• direct relationship
• adequate solutions

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Research Methodology Introduction to Research Methodology

Stages of Research Project • Chapter 1: Introduction • Chapter 2: Literature Review • Chapter 3: Methodology • Chapter 4: Data Analysis and Interpretation of Findings • Chapter 5: Discussion and conclusion

Why do we research? • To acquire information/knowledge • Research – a particular way of knowing • Emphasis on systematic investigation • Scientific method- collecting observations in a systematic and objective manner • Identify problem • Generate Objectives/hypotheses/RQ • Collect data • Determine whether or not the hypotheses are supported. • Researches that use non-scientific method • Historical, etnography

Types of researches (by purpose) • Basic research (Fundamental Research) • Concerned with fundamental and theoretical questions. • A foundation upon which others can develop applications and solutions • while basic research may not appear to be helpful in the real world, it can direct us toward practical applications in the long run. • E.g. A study on job rotation impact (positive and negative impact) on employees.

Applied research • concerned with finding solutions to practical problems and putting these solutions to work in order to help others • E.g. Action Research on Best Job Rotation practices for Academic Institution

Chap.1: Introduction • Research Introduction and background • Problem statement • Objectives (main & specific objective) • Hypotheses or research questions • Theoretical/conceptual framework (quantitative only) • Variables definition (quantitative only) • Definition of terms (include operational definition) • Contribution/Significance/important of research • Limitation of research

Choosing a research topic • 2 things to be considered • Level of interest • Topic of interest will motivate one to do research on it • Choosing the wrong topic – you might end up or fail to discover some interesting value. • Feasibility • Your capability to complete a research conducted – e.g. data collection and analysis, report writing • Always take a research as you want to unveil a mystery

Getting ideas for researchers • Yourself (observation on a particular phenomena/experiences) • Discussion with expert in the field • Journal articles • Academic books (based on research work) • Proceeding and conference papers • Thesis, dissertation, final year project • Organizational Report (e.g statistic) • Others (Internet, Newspapers/magazines

Preparing a Problem Statement • A problem statement is a clear concise description of the issues (or problems) that need to be addressed by a researcher. • The primary purpose of a problem statement is to focus the attention of the researcher. • A research-worthy problem statement is the description of an active challenge (i.e. problem) faced by a researcher that does not have adequate solutions or theoretical foundation. • Should briefly address the question: What is the problem that the research will address?

More… • Define a problem or a gap that need to be researched to find a solution • Justify the need for a research • These gaps are discovered through journal articles (refer to limitations or suggestions in journal articles) • Sometimes a problem is discovered through: • personal experience of a researcher or a research sponsor • phenomena that happens around us.

Example of a problem statement • No known study that has looked into this specific topic. - exploratory research • There are only few studies that address this issue but most of the studies were done in Western countries especially in the United States(Mueller, 1998; Adruce, 2002; Adam, 2008) – Confirmatory research • There are several research works in this specific area but the findings are not consistent. Therefore, there is a need to do further research in this area – Confirmatory research

Continue … • There are several research works that have looked into a direct relationship between smoking habit and cancer; however, no known research has specifically looked into a mediator/moderator effect of a third variable (types of food consumed) • This incident (eg. Tsunami) has never happened in Malaysia, therefore, there is a need to study the post Tsunami effects in the affected region of Malaysia. • Most of the previous research in this area were done using qualitative method; therefore, there is a need to use quantitative/experimental method to test the preposition/ hypothesis.

Continue • Most of the previous research in this area were done using quantitative method; therefore, there is a need to use qualitative/experimental method to validate the findings.

How to prepare the Objective for the study • Based on the Problem Statement mentioned earlier • It is a statement that explains what the study will focus on • There are two types of objective • Main (This study is interested in studying the employees behavior related to job rotation amongst support staff) • Specific (to study the relation ship between job rotation and job satisfaction)

Hypothesis or research question • The purpose is to refine the objective of the study and make it easier to understand what we want to study • When to use Hypothesis or research question • Phenomena has been studied before and to test the findings we use hypotheses testing (e.g There is a relationship between job rotation and job satisfaction) • If no known study has been done in that specific area we should use research question instead (e.g Is there any relationship between job rotation and job satisfaction? • When can we use hypothesis even if there is no know research done in a specific area? • Experimental research

Theoretical/conceptual framework • Only to be used in quantitative study. • There is no need for theoretical/conceptual framework in a Qualitative study

Employees Satisfaction Based on Maslow Hierarchy of Needs Thory Basic Needs (Salary, Benefits) Job Satisfaction Job Security Peer Support

Hypothesis • There is a relationship between Basic Needs and Employees Job Satisfaction • Better Job Security will result in Better Employees Job Satisfaction • There is a relationship between work environment and employees job Satisfaction • RQ if there is no hypothesis • Which of the above factors rank the highest contributor to job satisfaction?

Successful Organization Based on Systems Theory Employees Performance External Environment Management Capability Organization Performance Services Provided

Definition of Terms used in your study • Dictionary definition • Defined by dictionary • Operational definition • An operational definition defines something (e.g. a variable, term, or object) in terms of the specific process or set of validation tests used to determine its presence and quantity.

Continue… • Theoretical Definition • A theoretical definition relies on the acceptance of theories and so it does not simply reduce to a set of observationsLike the theories that build them, theoretical definitions also improve as scientific understanding grows

Research Contribution • Contributions • theory/concept/model/hypothesis/proposition or knowledge in the field • Methodology • Research Framework (statement of problem, objective, hypothesis, research question) • Instrument (questionnaire, interview guide, observation guide etc.) • Data Collected • Data Analysis Framework • Practitioner and community

Contribution toward theory and knowledge • This study is expected to contribute toward a theory (e.g. diffusion of innovation) related to the use of technology in organization because findings from previous studies implicate lack of consistencies either in supporting or refuting the theory. • Use of ICT in organization is a developing area and not many studies have really studied Malaysian organizations pertaining to their employees usage of ICT

Contribution toward Methodology • Since not many research were done in this area before, the Research Framework (statement of problem, objective, Hypothesis and Research Questions) use in this study could be use by future researcher who wanted to replicate this study. • The Instrument (questionnaire, interview guide, observation guide etc.) used in this research could be used for future research in the same area.

Contribution toward Practitioner and community • Findings from this research especially on the office and environmental factors that ensure success in job rotation should be a good guide to Human Resource Managers. • Finding from this research should also inform the community of employees in the organization on the important of office and environmental factors to ensure success in job rotation practices.

Limitation of the Study • Topical/subject/field limitation (limited to study of HRD and not on Psychology or management aspect of human resource) • Methodological limitation (Data collection method) • Population and Sample • Time Frame • Area/place of research • Resources Limitation (for example Literature Review is limited to Emerald online database)

Chap. 2:Literature Review • Gather all related and relevant findings from previous studies. • Introduction to the Chapter • Discussion on Theories, models, concepts and philosophy related to the research • Discussion on previous studies related to the topics. Guided by the specific objectives in the study. • Summary of the chapter

What is a Lit Review • What it is not • Not an essay • Not just a mere summary or annotated bibliography or abstract • What it is • Reflection of previous studies • Improve understanding on topic of interest • Status of works done in similar area • Updating you on what have been done in the past

How to do a Literature Review • Locate all related Previous Works on same topic to update you on what have been done. • Highlight the status of Previous research and finding Gaps or opportunities (availability, strength, weaknesses) • Uncertainties and doubts in previous findings • Limitations of previous studies that need to be dealt with • Methodological limitation • Geographical location • Time factor

Chap. 3:Methodology • Research Framework (Qualitative, Quantitative or Experimental) • Place and time of study • Population under study • Unit of analysis • Sample/respondent/informant (qualitative) • Sampling method and sampling framework • Method of Data Collection • Survey using Questionnaire (quantitative) • Interview (qualitative) • Document Analysis • Observation Technique • Determining method of data collection for each objective/research question/hypothesis

Methodology… continue • Research Instrument • Pre-Test and pilot test (quantitative) • Validity and reliability issues • Equipments (video, audio recorder etc.) to be used during data collections • Consent Form • Research Schedules and Timelines

Research Framework • Quantitative (mostly using Deductive Reasoning) - Confirmatory • to research questions that are best answered by collecting and analyzing numerical data (using statistical) • Qualitative (mostly using inductive Reasoning) – Exploratory • Mixed Method – Qualitative and Quantitative • To research questions that are best answered by giving descriptions on how one understand and interpret various aspects in their surroundings • Experimental (mostly using Deductive Reasoning) – Looking at Cause & Effect

Place and Time of Study • To be determined – provide justification • Determined also time to conduct the study because both place and time could determine the outcome of the study

Population and Sample • Determine the population where the study will be conducted • Identify the unit of analysis (individual or group) • Determine the sampling method (simple random method, cluster, stratified, systematic, purposeful/convenient, snow balling etc.) to be used and design the sampling framework

Main types of research methodologies • Survey - Quantitative • Experimental – Quantitative, Qualitative • Correlation - Quantitative • Case study – Quantitative, Qualitative • Historical - Qualitative • Ethnography – Qualitative

Chap. 4 Data Analysis and Interpretation • Present your analysis of data – summarize the relevant findings that are crucial to your study.

Chap. 5 Discussion • Interpret your data to meaningful information that is understandable. • Discussion and comparison with previous studies (focusing on similarities or differences in term of result)

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The Methodology templates of PowerPoint include a range of presentation slide decks and concept diagrams. There are several industry-wide technology models. The SlideModel catalog offers a collection of commonly used methodology models. These models and business presentations from research to a systematic analysis of implemented procedures or techniques. The methodology PowerPoint templates include research methodology slide decks for thesis to evaluate reliability and validity. All templates of methodology PowerPoint contain creative graphic illustrations and compelling layouts. These template will make your presentation experience worthwhile.

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Top 10 Project Methodology Templates with Samples and Examples

Vaishali Rai

Project management is confusing. Have you ever been in a situation like this, sitting at your project meeting, perhaps feeling out of your depth, and finding it hard to follow the conversation around you? It may be due to unstructured and unorganized execution of the project's principles. You also might need to apply a suitable project management methodology. 

What is project management methodology?

A project management methodology is a set of principles, techniques, and procedures Project Managers use to execute and manage projects. There are several methodologies and all require different workflows, deliverables, and project management software development. The project management methodologies facilitate team collaboration by directing team members to work for a common objective.

Are your projects complex or straightforward? Whatever the case may be, these Top 10 Project Management Cycle Templates will help you organize and track every bit of it!

When a project is carried out systematically, chances of success are better. Project managers are responsible for planning tasks, tracking progress, and delivering results. Here’s when a project methodology comes in. It includes certain procedures that help you structure your team’s workflow.

There are many project methodologies available for the systematic execution of a project. Choosing the best one among a landscape of methodologies can be overwhelming. Some of these work well in specific projects or industries. However, Product managers select the methodology that best suits the way their teams work. 

Here, in this blog, we'll talk about project methodologies and templates you can use in your projects. 

Let’s explore!

Template 1: Project Management Methodologies PowerPoint Presentation Slides

This PPT displays an elaborative project agenda, including the project brief essential to operate efficiently. The layout also consists of details about the company's products. Showcase the progress summary, and the milestones achieved and reflect on the potential goals. Download now!

Download now!

Template 2: Three Principles of Waterfall Project Methodology

This PPT is designed while keeping in mind the linear approach, meaning that the tasks are organized in a sequence. This template allows you to map the tasks from beginning to end and work accordingly. It includes three essential waterfall project methodology principles: low customer involvement, robust project documentation, and sequential stages that smoothen up the project management process. Download now!

Template 3: 5D Consulting Project Methodology with Implementation

This PPT Template portrays a five-dimensional visualization process for consulting projects. It includes major steps like discovering, designing, developing, designing, and determining while considering budgetary and cost requirements. It also comprises activities like process assessment, tools management, collaboration, etc., that aid in accurate project deployment and maintenance. Download now!

Template 4: Enterprise Resource Planning Consulting Project Methodology

This template displays an execution method for designing ERP software for both parties; the consulting firm and the buyer. It includes the implementation team, administrative project management, project management team, etc. Ace your resource planning game by organizing, identifying, and listing the resources required to complete a project. Get it now!

Template 5: Rotation Process Illustrating Agile Project Methodology

Agile is more of an approach than a methodology. It is collaborative, fast and effective, data-backed, and values individuals over processes. This template lets you analyze processes, provide suggestions, plan & design projects, project construction, and evaluate & monitor processes. Download now!

Template 6: Consulting Project Methodology for Supply Chain and Logistics

This template exhibits consulting project methodology for supply chain and logistics. It includes the five-step process of mapping, internal audit, gap assessment, solution design, and implementation. The topics discussed in this slide are gap analysis, solution design, implementation, internal audit, and mapping. Download this versatile template now!

Template 7: Project Management Methodology Including Planning

This methodology is the one most used by project managers. It portrays the tasks in a chronological manner involving designing, developing, testing, and deploying a project. If you're looking for a comprehensive guide to your next project, look no further than this. Download it now!

Template 8: Project Management and Implementation Methodology Overview

Project management and implementation methodology plays a significant role in ensuring successful delivery of projects. This template explains how these methods can be used to ensure the successful delivery of projects, along with some tips for implementing them. They also include a variety of practical examples to help you understand how the methodology can be applied in a real-world scenario. Get it now!

Template 9: Waterfall vs Agile Development Methodology for Project

This two-stage process template for projects is explicit and effective. It combines clarity and concise expression to achieve holistic project development by enabling client/stakeholder collaboration. It encourages frequent interaction of team members, making them resolve any complexities and meet requirements before deadlines. Download this now!

Template 10: Methodology Five Steps Indicating Project Lifecycle

Strategically important complex projects that are long-term, resource-heavy, and extensive, require flexible project management methodology. This template includes five steps of a project lifecycle that helps bring more cohesion to your project. Keep every team member on the same page with this helpful and 100% customizable template. Download now!

Manage Your Projects Well

By choosing the right project management methodology at the right time and the right place, you’ll be able to make your projects more efficient. Finding the perfect project methodology also helps implement processes right for you, your team, and your organization.

We hope that the above set of templates serves as the ultimate tool in your belt!

FAQs on Project Methodology

What is a project methodology.

A project management methodology is a detailed manual to supervise project completion. A project team uses this set of defined processes to initiate, plan, and execute the project. The type of project methodology you choose establishes the way of work organization, prioritization, and completion. 

The project management methodology aims to standardize, structure, and organize work requirements and methods. This helps focus on what works best and enables the repetition of successful aspects and learning from mistakes, resulting in a continuous improvement process.

What are the five project methodologies?

Here are five common project methodologies used by Project Managers to manage workflow:

• Agile : This method is best suited for projects which require extreme flexibility and speed. It focuses less on documentation and more on customer satisfaction. Agile methodology is good for products with a faster release cycle. 
• Scrum : Scrum methodology has an iterative project management style. It follows the principles followed in Agile methodology. In this method, the work is done in sessions known as ‘Sprints’. Here, the Scrum Master facilitates the process instead of a Project Manager. 
• Waterfall : It is based on traditional methods and mainly focuses on following the processes. Here, much emphasis is given to project documentation. 
• Critical Path Method : This methodology is a step-by-step method and works best for projects with independent tasks. Its key role is to measure and prioritize tasks.
• Program Evaluation and Review Technique : This method is commonly used along with CPM (Critical Path Method). It is mostly used by businesses that are looking for expansion. It measures progress to create timelines and budgets.
• Critical Chain Method : A separate classification, this methodology is more advanced than the CPM methodology. Here, goals are created based on constraints while focusing on cost-saving benefits.

What are the three major types of project methodologies?

Here are three major types of methodologies commonly used:

• Scrum method : Scrum is the most widely used agile methodology for project management. It allows you to do more by scheduling tasks in short cycles named sprints. It enables you to work as a dedicated team to analyze processes, meet requirements, and meet deadlines. It also helps you receive continuous feedback rather than using final evaluations. The scrum methodology is mostly used to develop new projects, compile budgets, and organize annual reports. 
• Waterfall method : This method is linear and phase-based. It arranges and organizes tasks chronologically, which helps identify major areas of errors. Documentation is a huge part of waterfall methodology. It entails precise details about what you’re doing and how you’re doing it. This methodology doesn’t provide any room for flexibility.
• Lean and Six Sigma method : Lean and Six Sigma method is famous for its ability to manage the resource and time wastage that occurs in other methodologies. It is an approach to continuous improvement that is divided into two types of initiatives- Ongoing improvement initiatives and project-based initiatives. Each of these is associated with a set of methods and tools for you to employ. Ultimately, this methodology is based on the Kaizen principle that aims at making small changes on a daily basis for continuous improvement in small, easy steps.

How do you prepare a project methodology?

A good project method will represent the convergence of many factors, such as your scope, professional experience, and the research done. Here’s how you can prepare a project methodology in five steps:

• Communicate deliverables : A solid plan requires proper research and pre-planning. So, the first step is to set clear objectives, cost & budget, project requirements, and deliverables to work upon. 
• Define the process : Choose the project methodology that best suits your team’s workflow and organizational structure. Sit with your team and draft a process that matches your work style and project requirements. 
• Communicate risks and deadlines : Analyzing the ability to manage risks while meeting project deadlines is the next step in preparing a methodology. You need to observe the level of risk you can handle based on the size of the project.
• Determine task dependencies : Next, it is important to understand if you can perform tasks while keeping room for flexibility to alter the processes.

Define client/ stakeholder collaboration : Finally, you need to oversee the level of involvement you need from your stakeholders and clients in a project. It also defines team roles and assignments to help break down bigger projects into small and easy tasks.

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Deciding the Presentation Method

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There is much to consider in deciding on an appropriate presentation method.

This page assumes that you have already prepared your presentation , or at least decided on the key messages that you wish to get across to your audience, and given at least some thought to how to organise your material .

On this page, then, we focus on the mechanics of your presentation method: how you will present.

This includes using sound systems, how to manage visual aids, how you stand, and how much interaction you want with your audience.

What Helps you to Decide your Presentation Method?

In making a decision about your presentation method, you have to take into account several key aspects. These include:

The facilities available to you by way of visual aids, sound systems, and lights. Obviously you cannot use facilities that are not available. If you are told that you will need to present without a projector, you’re going to need to decide on a method that works without slides.

The occasion. A formal conference of 200 people will require a very different approach from a presentation to your six-person team. And a speech at a wedding is totally different again. Consider the norms of the occasion. For example, at a wedding, you are not expected to use slides or other visual aids.

The audience, in terms of both size and familiarity with you, and the topic. If it’s a small, informal event, you will be able to use a less formal method. You might, for example, choose to give your audience a one-page handout, perhaps an infographic that summarises your key points, and talk them through it. A more formal event is likely to need slides.

Your experience in giving presentations. More experienced presenters will be more familiar with their own weak points, and able to tailor their preparation and style to suit. However, few people are able to give a presentation without notes. Even the most experienced speakers will usually have at least some form of notes to jog their memory and aid their presentation.

Your familiarity with the topic. As a general rule, the more you know about it, the less you will need to prepare in detail, and the more you can simply have an outline of what you want to say, with some brief reminders.

Your personal preferences. Some people prefer to ‘busk it’ (or ‘wing it’) and make up their presentation on the day, while others prefer detailed notes and outlines. You will need to know your own abilities and decide how best to make the presentation.  When you first start giving presentations you may feel more confident with more detailed notes. As you become more experienced you may find that you can deliver effectively with less.

Some Different Methods of Presentation

Presentation methods vary from the very formal to the very informal.

What method you choose is largely dictated by the occasion and its formality: very formal tends to go with a larger audience, whose members you do not know well. Your role is likely to be much more providing information, and much less about having a discussion about the information.

Form Follows Function

It’s not going to be possible, for instance, to present to 200 people from a chair as part of the group, because most of your audience will not see or hear you. You need to apply common sense to your choice of presentation method.

Audience Participation

While much of your presentation method will be dictated by the event, there is one area where you have pretty much free rein: audience interaction with you and with each other.

It is perfectly feasible, even in a large conference, to get your audience talking to each other, and then feeding back to you.

In fact, this can work very well, especially in a low-energy session such as the one immediately after lunch, because it gets everyone chatting and wakes them up. It works particularly well in a room set out ‘café-style’, with round tables, but it can also work in a conference hall.

The key is to decide on one or two key questions on which you’d welcome audience views, or on which audience views could improve your session. These questions will depend on your session, but it’s always more helpful to invite views on:

• Something that you haven’t yet decided; or
• Something that the audience is going to do themselves.

For example, you might ask people to talk to their neighbour and identify one thing that they could do to put your speech into action when they return to work and/or home. You can then ask four or five people to tell you about their action points.

Handling your Notes

You also have a choice over how you manage your text, in terms of notes. For more about this, see our page on Managing Your Notes in a Presentation .

The Importance of Iteration

You will probably find that deciding on the presentation method means that you need to change or amend your presentation.

For example, if you want to include some audience participation, you will need to include that in your slides, otherwise, you might well forget in the heat of the moment.

Fortunately, revisiting your presentation in light of decisions about how you will present is probably a good idea anyway. It will enable you to be confident that it will work in practice.

Continue to: Managing your Presentation Notes Working with Visual Aids

See also: Preparing for a Presentation Organising the Presentation Material Dealing with Questions

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What the New Overtime Rule Means for Workers

One of the basic principles of the American workplace is that a hard day’s work deserves a fair day’s pay. Simply put, every worker’s time has value. A cornerstone of that promise is the  Fair Labor Standards Act ’s (FLSA) requirement that when most workers work more than 40 hours in a week, they get paid more. The  Department of Labor ’s new overtime regulation is restoring and extending this promise for millions more lower-paid salaried workers in the U.S.

Overtime protections have been a critical part of the FLSA since 1938 and were established to protect workers from exploitation and to benefit workers, their families and our communities. Strong overtime protections help build America’s middle class and ensure that workers are not overworked and underpaid.

Some workers are specifically exempt from the FLSA’s minimum wage and overtime protections, including bona fide executive, administrative or professional employees. This exemption, typically referred to as the “EAP” exemption, applies when: 

1. An employee is paid a salary,  

2. The salary is not less than a minimum salary threshold amount, and 

3. The employee primarily performs executive, administrative or professional duties.

While the department increased the minimum salary required for the EAP exemption from overtime pay every 5 to 9 years between 1938 and 1975, long periods between increases to the salary requirement after 1975 have caused an erosion of the real value of the salary threshold, lessening its effectiveness in helping to identify exempt EAP employees.

The department’s new overtime rule was developed based on almost 30 listening sessions across the country and the final rule was issued after reviewing over 33,000 written comments. We heard from a wide variety of members of the public who shared valuable insights to help us develop this Administration’s overtime rule, including from workers who told us: “I would love the opportunity to...be compensated for time worked beyond 40 hours, or alternately be given a raise,” and “I make around $40,000 a year and most week[s] work well over 40 hours (likely in the 45-50 range). This rule change would benefit me greatly and ensure that my time is paid for!” and “Please, I would love to be paid for the extra hours I work!”

The department’s final rule, which will go into effect on July 1, 2024, will increase the standard salary level that helps define and delimit which salaried workers are entitled to overtime pay protections under the FLSA. 

Starting July 1, most salaried workers who earn less than $844 per week will become eligible for overtime pay under the final rule. And on Jan. 1, 2025, most salaried workers who make less than $1,128 per week will become eligible for overtime pay. As these changes occur, job duties will continue to determine overtime exemption status for most salaried employees.

The rule will also increase the total annual compensation requirement for highly compensated employees (who are not entitled to overtime pay under the FLSA if certain requirements are met) from $107,432 per year to $132,964 per year on July 1, 2024, and then set it equal to $151,164 per year on Jan. 1, 2025.

Starting July 1, 2027, these earnings thresholds will be updated every three years so they keep pace with changes in worker salaries, ensuring that employers can adapt more easily because they’ll know when salary updates will happen and how they’ll be calculated.

The final rule will restore and extend the right to overtime pay to many salaried workers, including workers who historically were entitled to overtime pay under the FLSA because of their lower pay or the type of work they performed. 

We urge workers and employers to visit  our website to learn more about the final rule.

Jessica Looman is the administrator for the U.S. Department of Labor’s Wage and Hour Division. Follow the Wage and Hour Division on Twitter at  @WHD_DOL  and  LinkedIn .  Editor's note: This blog was edited to correct a typo (changing "administrator" to "administrative.")

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• Published: 18 April 2024

The design of an Obstetric Telephone Triage Guideline (OTTG): a mixed method study

• Farzaneh Rashidi   ORCID: orcid.org/0000-0001-7497-4180 1 ,
• Masoumeh Simbar   ORCID: orcid.org/0000-0003-2843-3150 2 ,
• Saeed Safari   ORCID: orcid.org/0000-0002-7407-1739 3 &
• Zahra Kiani   ORCID: orcid.org/0000-0002-4548-7305 4  

BMC Women's Health volume  24 , Article number:  246 ( 2024 ) Cite this article

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Metrics details

Clarifying the dimensions and characteristics of obstetric telephone triage is important in improving the quality of services in the health system because researchers can evaluate the effectiveness of treatment, care and diagnostic measures in the form of obstetric telephone triage by developing a guideline. Therefore, this study aimed to design an Obstetric Telephone Triage Guideline (OTTG) using a mixed-method study.

The present study was carried out using an exploratory sequential mixed method study in two qualitative and quantitative phases. An inductive-deductive approach was also used to determine the concept of obstetric telephone triage. In this respect, a qualitative study and a literature review were used in the inductive and deductive stages, respectively. Moreover, the validity of the developed guideline was confirmed based on experts’ opinions and results of the AGREE II tool.

The guideline included the items for evaluating the severity of obstetric symptoms at five levels including “critical”, “urgent”, “less urgent”, “no urgent”, and “recommendations”. The validity of the guideline was approved at 96%, 95%, 97%, 95%, 93%, and 100% for six dimensions of AGREE II including scope and purpose, stakeholder involvement, the rigor of development, clarity of presentation, applicability, and editorial independence, respectively.

The OTTG is a clinically comprehensive, easy-to-use, practical, and valid tool. This guideline is a standardized tool for evaluating the severity of symptoms and determining the urgency for obstetrics triage services. By using this integrated and uniform guideline, personal biases can be avoided, leading to improved performance and ensuring that patients are not overlooked. Additionally, the use of OTTG promotes independent decision-making and reduces errors in triage decision-making.

Peer Review reports

Introduction

Hospitals receive 20 to 30 phone calls from pregnant women per day. During these calls, healthcare providers use their obstetric knowledge and experiences to determine the severity of the problem and the urgency of a physical consultation with an obstetrician [ 1 , 2 , 3 ]. Obstetric triage services are usually provided physically (face-to-face), however, in many Western societies, women typically make an initial phone call to inquire about the need for counseling or a visit to the emergency room [ 4 , 5 , 6 , 7 , 8 , 9 ]. Telephone triage is a service delivery system that is currently not performed uniformly due to the lack of specific instructions [ 1 , 2 , 3 ].

While most existing guidelines for obstetric triage are based on physical triage. However, telephone triage has many positive aspects such as efficacy and uniformity. However, there are some challenges due to the lack of clinical perspective during the telephone call and the lack of specific diagnostic information [ 10 ].

Obstetric physical triage is an independent and efficient unit [ 11 , 12 ] with versatile dimensions such as parturient admission, evaluation of fetal well-being, as well as acute obstetric and gynecological emergencies [ 13 ]. The use of triage is important throughout the pregnancy and labor stages. Triage ensures appropriate care based on the clinical priorities of the patient and the effective use of resources [ 14 , 15 ]. However, some problems of obstetric triage include patient dissatisfaction and prolonged waiting times [ 16 , 17 , 18 ]. Prolonged waiting time results in leaving patients without examination, delayed delivery of necessary care and treatment, patient dissatisfaction, and increased mortality and morbidity [ 19 , 20 ]. On the other hand, reducing the waiting time decreases the duration of hospital stay, lowers the treatment cost, and saves hospital resources [ 21 ].

Studies show that triage standardization favorably affects its efficiency and safety [ 17 ]. The telephone is a 24-hour means of communication between patients and health care providers [ 22 ], and the importance of the telephone answering system has been specified [ 23 ].

Some of the advantages of telephone triage include increased access to services, reduced waiting time to receive services, avoidance of unnecessary referrals, and long and expensive trips [ 24 , 25 ].

Understanding the correct telephone triage approach by obstetric triage personnel is extremely important since improper communication leads to untimely acceptance of pregnant women and incorrect decisions [ 26 ].

The results of a review study showed that there is no agreement on the existence of a standard system in the field of obstetric triage [ 17 ]. Bailey et al. (2018) conducted a review study to investigate obstetric telephone triage. The results showed that more research is needed to examine midwives’ perceptions of their role in obstetric telephone triage, reviewing obstetric telephone triage processes and tools [ 27 ]. Engeltjes et al. (2020) conducted a Delphi study in the Netherlands to design obstetric telephone triage guidelines. The telephone obstetric triage guidelines were designed based on the physical obstetric triage system ROTS with five prioritization categories, which 91.9% of professional users declared complete, good, and user-friendly [ 28 ]. Limited studies have focused on the design and psychometrics of obstetric telephone triage guidelines [ 27 ], whereas the design of obstetric telephone triage guidelines can strengthen obstetric performance [ 29 ].

Given the importance of clarifying the dimensions and characteristics of obstetric telephone triage in improving the quality of services in the health system, researchers can evaluate the effectiveness of treatment care and diagnostic measures in the form of obstetric telephone triage by using this guideline. In addition, different health service providers and managers can use the results of these assessments to improve the quality of obstetric telephone triage. With this background in mind, the present study aimed to develop an obstetric telephone triage guideline.

This was an exploratory sequential mixed method study in two qualitative and quantitative phases to develop and validity assessments of the guideline an inductive-deductive approach was performed to explain the concept of obstetric telephone triage. In this respect, a qualitative study and a literature review were carried out to extract the codes and convert them to the items of the OTTG. After item generation and developing the first draft of OTTG, its validity was assessed by the experts using Appraisal of Guidelines for Research and Evaluation II (AGREE II). Figure  1 shows the procedure of the study for OTTG development and validation.

The procedure of the study to develop and validation of Obstetric Telephone Triage Guideline (OTTG)

The details for the procedure of the study are as follows:

Qualitative phase

This qualitative study with a content analysis approach was performed as the first part of a multi-stage large study [ 30 , 31 , 32 ].

The participants with maximum diversity and different educational levels, fields, and specialties related to obstetric triage were interviewed. The mean call volume was 400 calls per month.

The obstetric triage personnel were recruited from medical educational hospitals with obstetric and telephone triage services, specifically from Shahid Beheshti University of Medical Sciences in Tehran-Iran.

The inclusion criteria for obstetric triage personnel were: the ability to express experiences, and willingness to participate in the study, having at least 6 months of work experience in the obstetric department, and being familiar with telephone triage. The exclusion criteria included: refusing to continue the interview.

The participants were recruited using the purposive sampling method that continued until data saturation. The semi-structured individual interviews were performed to explain the participants’ perceptions and work experiences about telephone triage. The interviews were conducted by the first author of the research, and recorded and immediately transcribed verbatim. Following receiving permission to do the research in the setting, the objectives were explained to the participants of the study before the interviews.

Afterward, informed consent was obtained from all participants and they were ensured of the confidentiality of the information. Moreover, participation in the study was voluntary. The participants were asked to add anything left about the subject at the end of the interviews. Ultimately, the researcher referred to the possibility of future interviews in addition to appreciating the cooperation of the participants. Data analysis was conducted using Granheim and Lundman’s method, which was performed simultaneously with data collection [ 33 ]. The interviews were transcribed immediately after each interview and completed on the same day. The average, duration of the interviews was 28.52 min (with a duration between 20 and 49 min). Based on the participants’ viewpoints, the most significant factors influencing obstetric telephone triage were categorized into two main categories: common complaints (27 codes) and communication (8 codes). The initial guideline framework, number of levels, and criteria for evaluating maternal and fetal health were developed based on the findings of a qualitative study.

In the deductive approach and using a literature review, a comprehensive search was conducted on databases such as Scopus, PubMed, Embase, ProQuest, Web of Science, Cochrane, Science Direct, and Google Scholar, using keywords such as pregnancy, obstetric, triage guideline, system, index, tool, questionnaire, scale, telephone, midwifery, and maternity. A total of 26 articles were included in the study, and items related to obstetric telephone triage not existing in the pool of items obtained from the qualitative stage were added to the main items.

Quantitative phase (validity assessment)

The AGREE II tool was used to assess the internal validity of the guideline. The primary draft of the guideline was sent via email to 10 experts in questionnaire development, emergency medicine, reproductive health, obstetrics, and telephone triage (different from the participants in the qualitative phase) for their feedback on the decision-making process for the risk classification based on maternal and fetal criteria and symptoms, the severity of the emergency, patient arrival time at the hospital.

AGREE II encompasses 23 key criteria in six domains scope and purpose (criteria 1–3), stakeholder involvement (criteria 4–7), rigor of development (criteria 8–14), clarity of presentation (criteria 15–17), applicability (criteria 18–21), and editorial independence (criteria 22 and 23) [ 27 ].

The score of each domain was calculated by adding the score given to the criteria and after total score calculation, it was standardized by converting to a 0-100 score range based on the following formula: X-Min Score / Max-Min Score) × 100. The guideline remained in the study in case of earning a score above 60% in each area [ 34 ].

To assess the acceptability of the guideline, it was sent again to the same 10 experts via email who rated the final guideline in terms of feasibility and applicability (extremely high = 4, high = 3, low = 2, and very low = 1), being scientific (completely agree = 4 to completely disagree = 1), and importance (completely agree = 4 to completely disagree = 1). Finally, data analysis was performed, and validity was confirmed with 70% consensus about the acceptable utility of the guideline [ 35 ].

The participants were 21 obstetric triage personnel and the key informants, including emergency medicine specialists, clients, gynecologists, and reproductive health specialists. The average work experience of obstetric triage personnel was 13.6 years (work experience of 3 to 28 years).

Based on the results of the qualitative phase, 124 primary codes and 35 integrated codes were extracted through the semi-structured interviews.

According to the participants’ opinion, the most significant factors influencing the use of obstetric telephone triage services were in two main categories: common complaints (27 codes) and communication (8 codes).

The common complaints category includes items such as abdominal pain, hemorrhage, hypertension, postpartum concerns, membrane rupture, suspicion of labor onset, illness/other, and decreased fetal movements. The communication category includes items such as last menstrual period, age, gestational age, number of pregnancies and parity, and obstetric and medical history. These items were included in the obstetric telephone triage guidelines. The extracted items from the qualitative interviews are listed in Table  1 .

Ten items were also extracted from the review of the searched articles. In the deductive approach, otherwise, the items related to obstetric telephone triage, which were not identified in the qualitative phase, were then added to the main items. These additional items include headache with aura, headache without aura [ 36 ], severe and continuous pain after 24 weeks of gestation [ 28 ], lack of fetal movements before 20 weeks [ 28 ], lack of fetal movements between 20 and 24 weeks, pain and gestational age between 24 and 37 weeks [ 28 ], confirmed uterine pregnancy by ultrasound or unconfirmed pregnancy by ultrasound between 5 and 16 weeks [ 37 ] and mild vaginal bleeding [ 38 , 39 ], dyspnea lasting less than 24 h and mild diarrhea before 16 weeks [ 28 , 40 ].

Finally, the items extracted from the qualitative study (using an inductive approach) were integrated with the items extracted from the literature review (using a deductive approach) results and initial draft of the obstetric telephone triage guideline was created.

Figure  2 the components of obstetric telephone triage guidelines.

The components of obstetric telephone triage guideline

The guideline was then reviewed by experts, who prioritized the recommendations into five levels: critical, urgent, less urgent, no urgent, and recommendation. The critical level included life-saving measures for both the mother and fetus, while the other levels consisted of hospital referral within one hour, four hours, and 24 h, as well as the need for a consultation (Fig.  3 ).

Levels of priority based on the obstetric telephone triage guideline

The obstetric telephone triage guidelines included multiple levels and evaluation criteria for both the mother and fetus and were once again provided to experts for validation.

Table  2 shows the validity and quality of the developed guideline based on the AGREE II tool (Table  2 ). According to the experts’s opinion, the score obtained in all domains of the AGREE II tool was above 60%, so the designed guideline has a content validity.

The final validation of the guideline was carried out based on the opinions of experts in terms of applicability (93%), scientific (90%), and importance (100%).

Discussion and recommendations

The present study introduces an understandable, applicable, and valid guideline for obstetric telephone triage. This guideline is the first obstetric telephone triage guideline designed in Iran, which is based on the modified Emergency Severity Index (ESI) obstetric triage [ 41 ]. This guideline helps to perform obstetric telephone triage based on cause, the severity of symptoms, and treatment for pregnant women in 5 levels including Critical (life-saving measures for mother or fetus), Urgent (visit the hospital within an hour), Less Urgent (Refer to the hospital within four hours), No urgent (refer to the hospital within twenty-four hours) and Recommendations (need to consult) [ 41 ]. In a study conducted in the United States of America to develop a telephone triage of candidiasis diagnosis, Hoffstetter et al. (2012) showed that it is difficult to diagnose candidiasis using symptoms and self-report through telephone triage as well as telephone treatment in symptomatic women. However, a telephone symptom guide for the diagnosis of candidiasis increased the accuracy of treatment by telephone triage [ 42 ]. While obstetric telephone triage guidelines are intended to guide triage personnel, they should not reduce their decision-making ability or professional responsibility and should be consistent with the patient’s professional insights and preferences.

Based on a survey, providing friendly advice in telephone triage leads to mothers’ reassurance and prevention of premature delivery for childbirth [ 43 ]. In a study, Huibers et al. reported that the majority of calls responded to by triage personnel were non-urgent [ 44 ]. In a study, pregnant women often make several calls for pregnancy and childbirth counseling. Triage personnel often provide different responses that are not documented, which leads to safety problems for the caller. Therefore, it is important to develop an evidence-based process for telephone triage [ 45 ]. In a study by Wahlberg et al., triage personnel reported callers’ anger, loud voice, and disrespectful behavior. In addition, they barely listened to the triage personnel’s guidance and were ultimately dissatisfied with the call. An inaccurate understanding of the situation or exaggeration of the event disrupts triage personnel’s judgment and causes loss of information [ 46 ]. Obstetric telephone triage is a complex multifaceted process affected by different internal and external factors [ 27 ]. Having a unified national guideline on telephone triage can reduce weaknesses in management and planning.

The results of the present study showed the validity of 93%, 90%, and 100%, respecting the guideline’s applicability, scientific, and importance, respectively. In a study by Engeltjes et al., an obstetric telephone triage guideline was designed based on the Rotterdam Obstetric Triage System (ROTS) in the Netherlands. The guideline included the examination of emergency obstetric symptoms at five levels. Their results showed that 91.9% of the experts considered the tool to be complete, accurate, and user-friendly, and 98.4% of them expressed that the tool was ready to be used [ 28 ]. The results of the studies showed that the validity of The Maternal Fetal Triage Index (MFTI), the Perinatal Emergency Team Response Assessment (PETRA), and the Swiss Emergency Triage Scale (SETS), all three obstetric triage systems, were 72.9%, 80%, and 78.4%, respectively [ 6 , 8 , 47 ].

The validation was performed using different methods for triage guidelines. The results showed that external validity is one of the most valid methods [ 15 ]. In maternal care, developing valid obstetric triage guidelines is critical [ 48 , 49 ], and that also requires training packages [ 50 ]. There is limited evidence on the implementation and evaluation of such a system [ 51 ]. A successful triage unit follows a consistent policy. All instructions should be for the management of all clients for various reasons. If providers fail to follow the guidelines or standards, difficulties in fulfilling responsibilities and risks for clients may occur [ 52 ]. The guidelines allow all triage personnel to quickly evaluate and provide services to clients. Coordinated use of protocols, guidelines, and team training are effective ways to improve the quality of the services. In all cases, the use of guidelines and timely evaluation enables team action and coordination to ensure appropriate results [ 53 ].

One of the major limitations of the present study was the lack of access to obstetric telephone triage guidelines of different countries with various healthcare systems in the world. Another limitation of the present study was the lack of consideration of the patient’s voice and cultural factors.

In this study, we examined various dimensions of obstetric telephone triage. Our findings indicate that the obstetric telephone triage guideline is clinically comprehensive, easy to understand, practical, and valid. This guideline serves as a standardized tool for evaluating the severity of symptoms and determining the urgency of obstetric care for triage personnel. By following this integrated and uniform guideline, personal biases can be avoided, leading to improved performance and ensuring that patients are not overlooked. Additionally, the use of an integrated obstetric telephone triage guideline promotes independent decision-making and reduces errors in triage decision-making.

Data availability

The data that support the findings of this study are available from Masoumeh Simbar but restrictions apply to the availability of these data, which were used under license for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of Shahid Beheshti University of Medical Sciences.

Abbreviations

Appraisal of Guidelines Research and Evaluation

The Rotterdam Obstetric Triage System

Obstetric Telephone Triage Guideline

The Maternal Fetal Triage Index

Perinatal Emergency Team Response Assessment

Swiss Emergency Triage Scale

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Acknowledgements

The authors thankfully acknowledge the midwifery and Reproductive Health Research Center of Shahid Beheshti University of Medical Sciences for support of the grant. We are greatly thankful for participating women.

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FR and MS conceived of the study, interpreted the results, and co-wrote the manuscript. SS, ZK, MS and FR collected the data, helped with data interpretation, and co-wrote the manuscript. All the authors read and approved the final manuscript.

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Rashidi, F., Simbar, M., Safari, S. et al. The design of an Obstetric Telephone Triage Guideline (OTTG): a mixed method study. BMC Women's Health 24 , 246 (2024). https://doi.org/10.1186/s12905-024-03076-1

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Received : 25 April 2023

Accepted : 04 April 2024

Published : 18 April 2024

DOI : https://doi.org/10.1186/s12905-024-03076-1

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ORIGINAL RESEARCH article

The more, the better a multivariate longitudinal study on l2 motivation and anxiety in efl oral presentations provisionally accepted.

• 1 University of Oxford, United Kingdom

The final, formatted version of the article will be published soon.

For decades, oral presentations have become a common method of assessment in language learning classrooms. Nonetheless, anxiety is a persistent negative feeling pervasive in EFL learners. Although applied linguistic research suggests that there is a relationship between motivation and anxiety, the nature and direction of this relationship remain inconsistent. To tackle this concern, this mixed-methods longitudinal study aimed to investigate the growth trajectories of Chinese EFL learners’ L2 motivation and anxiety in oral presentations. The participants were 171 second-year undergraduate medical students who attended an English for Academic Purposes (EAP) course. They delivered four oral presentations and reported their L2 motivation and anxiety levels in questionnaire surveys. Results show that: (1) As the number of EFL learners giving oral presentations increased, the L2 motivation levels increased, and the anxiety levels decreased. (2) Those who were initially more anxious about giving oral presentations had higher decrease rates during the four oral presentations. (3) There was co-development but inverse relationships between ideal L2 self and anxiety and between ought-to L2 self and anxiety, although a complete parallel process model was not established. These findings suggest that students’ perceptions of L2 motivation interact with anxiety levels over time but in a sophisticated fashion. Finally, pedagogical implications for EFL oral presentation instruction are provided.

Keywords: latent growth curve modeling, parallel process modeling, Anxiety, L2 motivational self system, oral presentations

Received: 04 Mar 2024; Accepted: 29 Apr 2024.

Copyright: © 2024 Wu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mr. Hao Wu, University of Oxford, Oxford, United Kingdom

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