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Clinical Psychology Research MCQ Guide

This document provides guidance on preparing for a research methods multiple choice question (MCQ) exam in clinical psychology. It outlines several domains that may be covered in the exam, including research designs, variables, statistics, ethics, and qualitative methods. Sample exam questions are provided for each domain. The document emphasizes that the exam will test knowledge of research methods and statistics as applied to psychological research and will be completed under time pressure. It recommends some textbooks for additional study materials.

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Qadeer Ahmad
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0% found this document useful (0 votes)
218 views3 pages

Clinical Psychology Research MCQ Guide

This document provides guidance on preparing for a research methods multiple choice question (MCQ) exam in clinical psychology. It outlines several domains that may be covered in the exam, including research designs, variables, statistics, ethics, and qualitative methods. Sample exam questions are provided for each domain. The document emphasizes that the exam will test knowledge of research methods and statistics as applied to psychological research and will be completed under time pressure. It recommends some textbooks for additional study materials.

Uploaded by

Qadeer Ahmad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Guidance on the clinical psychology Research MCQ exam

Overview

Broadly, this exam aims to test knowledge and understanding of research methods and statistics, as they
are used in psychological research. In order to aid your preparation for the exam, areas of knowledge that
the exam is likely to cover, and examples of questions, are provided below.

Please note that not all topics may be covered and it is possible that the exam will include questions on
additional, related areas. Furthermore, the format of the questions may vary somewhat from the examples
below, e.g. in relation to how many response options you are given and whether or not you are told how
many answers to select for each question.

Finally, it is worth holding in mind that the exam is held under relatively tight time conditions, so you will
need to be able to answer questions quickly. If you have a disability that may impact your speed or exam
performance, please contact the course you will be sitting the exam with about the possibility of a time
extension.

Some research texts that may be helpful are: Quantitative Psychological Research: The Complete
Student's Companion by David Clark-Carter and Research Methods in Clinical Psychology: An Introduction
for Students and Practitioners Paperback by Chris Barker, Nancy Pistrang and Robert Elliott.

Domains & Question Examples

Naming, selecting and interpreting quantitative research designs, including meta-analysis

Example question
Research that collects data at a single time-point is known as:
A. Cross sectional design
B. Within subjects design
C. Repeated measures design
D. An ABA design

Types of variables and levels of measurement

Example question
In research the outcome variable is also known as …
A. The Independent Variable
B. The Dependent Variable
C. The Predictor Variable
D. The Extraneous Variable

The principles of statistics, the assumptions on which statistical tests are based, sampling, and the
preparation of data for analysis

Example question
Which assumption needs to be satisfied for a t-test to be valid?
A. All data were collected by the same researcher
B. The data are skewed
C. The data have an underlying normal distribution
D. There are more than 10 participants in the study

1
Selection, interpretation and presentation (including graphically) of descriptive and inferential
statistics that are used in psychological research

Example question
Which indicates the strongest evidence to reject the null hypothesis?
A. p=0.027
B. p=0.734
C. p=0.001
D. p=1.000

Power, Type I and II errors, and being able to understand biases and limitations with studies

Example question
Statistical power is used to determine …
A. How many participants you need in a study
B. The correct statistical test
C. The likelihood of a Type 1 Error
D. The number of tests needed to get a significant result

Measurement and psychometrics

Example question
Face validity is …
A. How much you agree with a response
B. A way of making a diagnosis
C. The extent that a measure appears valid
D. The level of agreement that exists between researchers

Qualitative methods

Example question
A researcher wants to explore in depth a small group of participants’ experiences of receiving a diagnosis of
depression. Which approach would be most appropriate?
A. Interpretative phenomenological analysis
B. Thematic analysis
C. Grounded theory
D. Framework analysis

Research ethics and patient and public involvement (PPI)

Example question
Participant information sheets should include
A. The purpose of the study
B. The researcher’s personal mobile number
C. A statement that participation is voluntary
D. The reasons why people have been asked to participate

Definitions and assumptions underpinning research designs and methods

Example question
Which of the following statements are TRUE
A. Correlations do not determine causality
B. Clinical significance is no different than statistical significance
C. Control groups always receive no interventions
D. In an experiment, the independent variable is manipulated by the experiment

2
Comprehension and interpretation of information about a sample research study

Example questions
An RCT compared a new therapy for psychosis with a ‘treatment as usual’ (TAU) control group. Quality of life
(QoL) was the primary outcome, with higher scores indicating better QoL. The QoL data met the necessary
assumptions and were analysed using an ANOVA, with the factors time (pre intervention vs. post
intervention) and group (new-therapy vs. TAU). The mean QoL scores for the two groups prior to intervention
were 35 and 34. After the intervention, the new-therapy group had a mean score of 75 while the TAU control
group had a mean of 33.

Which one of the following demonstrates that the change in QoL scores over time significantly differed
between the two groups?
A. A significant main effect of group
B. A significant main effect of time
C. A significant group by time interaction
D. All of these effects being non-significant

Which follow-up test could you use to confirm that the QoL scores for the intervention group differ to those
for the control group, at the post-intervention time point?
A. Cohen’s kappa
B. An independent sample t-test
C. A Wilcoxon signed rank test for matched pairs
D. A paired sample t-test

Assuming that the correct test shows that this difference is significant, it is reasonable to conclude that
A. The specific techniques used in the new therapy reduce QoL
B. The generic factors present in the new therapy (e.g. therapeutic alliance) reduce QoL
C. The new therapy seems effective, but it is not clear which components of it improve QoL
D. The generic factors present in the new therapy improve QoL

When presenting their findings the authors also report the ‘effect size’. The main reason they include this is
A. To allow the findings to be included in subsequent meta-analyses
B. To indicate the direction of the effect
C. To highlight the level of statistical significance of the effect
D. To help tease apart the influence of generic and specific factors

In order for the findings of this study to be generalised to other people with psychosis, the most important
thing is that
A. A sufficiently large sample has been used to provide adequate power
B. The sample is sufficiently representative of people with psychosis
C. The measure of QoL has good test re-test reliability
D. The participants were not taking medication during the RCT

Common questions

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A researcher might choose a cross-sectional design over a repeated measures design when the goal is to collect data at a single time-point to examine differences between distinct groups. This design is more feasible and less time-consuming than repeatedly measuring the same individuals over time . It is particularly useful for exploratory research or when participants' circumstances might change, thus obscuring the temporal patterns sought to be measured by repeated measures designs .

Statistical significance refers to the likelihood that a result is not due to chance, often denoted by a p-value, whereas clinical significance pertains to the practical importance or impact of a result in a real-world setting . Understanding both is crucial because a finding could be statistically significant without having meaningful clinical implications, which might lead to misguided clinical decisions if only statistical significance is considered . Researchers must evaluate whether statistically significant findings translate into actual, beneficial outcomes for patients in practical applications .

When selecting a sample for generalizing findings to a broader population like individuals with psychosis, it's crucial to ensure that the sample is sufficiently representative of this population . This involves selecting participants that accurately reflect the diversity of the condition concerning demographics, severity, and subtypes. Additionally, a sufficiently large sample should be used to provide adequate power, supporting reliable and valid inferences about the larger population .

Biases and limitations in a study can significantly affect the interpretation of statistical power by skewing the results in favor of a non-representative segment of the population, leading to under- or overestimation of effect sizes. Statistical power is concerned with the likelihood of detecting an effect when there is one, and biases in sample selection, measurement, or other methodological flaws can distort these estimates, causing conclusions that may not hold under rigorous testing or in broader contexts . Identifying and controlling for these biases is crucial to ensuring the validity and reliability of statistical inferences .

A statement of voluntary participation in participant information sheets is crucial for ensuring informed consent, which is a cornerstone of ethical research practice . By clearly stating that participation is voluntary, researchers respect participants' autonomy and right to withdraw at any time without penalty. This helps build trust and ensures that participants engage in the research in an informed, consensual manner, thereby safeguarding their rights and welfare .

Face validity, defined as the extent a measure appears valid , might be insufficient because it is based on subjective judgment rather than empirical testing. While a test might look sufficient on the surface, it doesn't necessarily mean it measures what it claims to. Therefore, relying solely on face validity can lead to erroneous interpretations of test results, reducing the overall reliability and validity of psychological assessments .

Effect size contributes to the interpretation of research findings by indicating the magnitude of the effect, which helps in understanding the practical significance of the findings . Including effect size allows the findings to be included in subsequent meta-analyses, providing a measure of how much change an intervention produces, not just if it is statistically significant .

Reporting the effect size in psychological research is necessary to communicate the magnitude of the findings beyond mere statistical significance, providing insight into the practical significance of the results . Effect sizes allow for the integration of findings into meta-analyses, enhancing the ability to compare and combine results across studies to construct a broader understanding of the effect being studied. This reporting helps in discerning the strength and importance of relationships or interventions, facilitating subsequent research and evidence-based practice .

Qualitative methods can be effectively used in psychological research to capture the depth and complexity of patient experiences by allowing participants to express their thoughts and feelings in their own words. For studying experiences of a depression diagnosis, Interpretative Phenomenological Analysis (IPA) could be chosen. IPA focuses on exploring how individuals make sense of their experiences, providing rich, detailed insights into their personal perceptions and interactions with their diagnosis .

An essential requirement for the validity of a t-test is that the data have an underlying normal distribution . This assumption is important in psychological research because the t-test is used to determine if there are significant differences between group means. If the data are not normally distributed, the results of the t-test may not be reliable, potentially leading to incorrect conclusions about the relationship between the variables being studied .

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