RES 5303 Module 3 Research Design Paper Example

Reviewed by Hollis Fairweather, PhD · American College of Education · Updated

Here is a RES 5303 Module 3 example, complete: a research design paper on a question with no control group available, whether text-message preoperative instructions reduced same-day surgery cancellations at a composite surgery center. It was prepared for American College of Education RES 5303, Research Methods and Applied Statistics in Healthcare, shown in Canvas as RES5303, within ACE's graduate core. The paper states the question and the constraint, then weighs four designs: a randomized trial that is no longer possible, a simple before-and-after comparison and its threats, a comparison group found after all in another site, and an interrupted time series explained with Shadish, Cook and Campbell and Lopez Bernal and colleagues. It names the threats that remain and recommends a design. Sections often set the question.

CourseRES 5303 Research Methods and Applied Statistics in Healthcare
ModuleModule 3
Paper typeResearch design paper
Length1,170 words, about 4 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
Programgraduate core
UpdatedOctober 2026

Free sample paper for RES 5303 Module 3

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No Control Group Available: Matching a Design to the Question of Whether Text-Message Preoperative Instructions Reduced Same-Day Surgery Cancellations

Student Name

American College of Education

RES5303: Research Methods and Applied Statistics in Healthcare

Module 3 Assignment

Instructor Name

September 20, 2027

What this page is doingThe title names the constraint first, no control group available, which is the heart of the module's question, and then states the specific intervention and outcome. That tells the grader the paper will reason from the constraint to the design. The APA 7 title page carries the course line and module assignment as listed.
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The Question and the Constraint

A 250-bed hospital, a composite invented for this assignment, performs about 700 scheduled surgeries a month. Before March of last year, patients received preoperative instructions on paper at their preadmission visit, covering fasting times, which medications to hold and what to bring. Same-day cancellations, surgeries canceled on the day of the procedure, averaged 6.1 percent of scheduled cases, and a review attributed about a third of them to patient preparation problems such as eating too close to surgery or taking an anticoagulant that should have been held. On March 1, the hospital replaced paper instructions with a sequence of text messages sent seven days, two days and the evening before surgery, for every surgical patient at once.

The question is whether the text-message sequence reduced same-day cancellations. The constraint is that the change applied to everyone on the same date. No surgical patient continued to receive paper instructions only, and no comparable hospital in the system made a similar change at a different time. The design has to answer a causal question without the thing most designs rely on, a group that did not receive the intervention.

What this page is doingThe question and the constraint are both stated precisely with the numbers that will matter later. Identifying the constraint as the defining problem sets up a design comparison that reasons from real limits rather than from a textbook ideal.
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Design One: A Randomized Trial

For a cause-and-effect question, the design of first choice is a randomized controlled trial, in which patients would be randomly assigned to text messages or paper instructions and cancellation rates compared. Randomization would balance known and unknown differences between the groups, so any difference in cancellations could be attributed to the instructions. Shadish et al. (2002) describe randomized experiments as the design that most directly supports causal inference, because random assignment rules out selection as an explanation for differences in outcome.

For this question the trial is no longer possible. The hospital has already changed its process for every patient, and reverting half of them to paper instructions to test the change after the fact would be difficult to justify to patients, surgeons and the ethics committee. A trial could have been done before the change, and the lesson for future decisions is that the best time to evaluate a change is before it is made universal.

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Design Two: A Simple Before-and-After Comparison

The easiest design is to compare the cancellation rate in the twelve months before March 1 with the rate in the twelve months after. Suppose the rate fell from 6.1 percent to 4.8 percent. That comparison would be simple to compute and easy to present, but it could not separate the effect of the text messages from anything else that changed over the same period. Cancellation rates might already have been falling because of a new anesthesia screening clinic that opened the previous autumn, or they might vary by season, rising in winter with respiratory infections.

A single before-and-after comparison treats all of the months before the change as one number and all of the months after as another, which hides whatever trend was already under way. It is the weakest of the designs considered here, and it is the design most often used in practice.

What this page is doingThe simple pre-post design is given a fair hearing and a plausible result, then its specific weaknesses, preexisting trends, other changes and seasonality, are named with concrete examples. That is how design comparison should be argued.
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Design Three: A Comparison Group After All

A controlled before-and-after design would find a group that did not receive the change and compare the change in its cancellation rate over the same period. Two candidates were considered. Patients having urgent add-on surgery do not receive the text sequence because they are scheduled too late, but they differ from scheduled patients in almost every way that affects cancellation, so they are a poor comparison. A sister hospital in the same system still uses paper instructions, but its surgical mix and cancellation rate differ, and it opened a new ambulatory surgery wing during the same year.

Neither comparison group is close enough to the hospital's scheduled surgical population to make a fair control. Using one anyway would introduce a new source of bias while appearing to solve the old one. The honest conclusion is that no adequate comparison group exists, which is the situation the module asks about.

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Design Four: An Interrupted Time Series

An interrupted time series uses the population's own history as its comparison. Instead of two averages, it uses many measurements at regular intervals before and after the change and asks whether the level or the trend of the outcome changed at the moment of the intervention more than the preexisting pattern would predict. Lopez Bernal et al. (2017) describe interrupted time series as one of the strongest quasi-experimental designs for evaluating interventions introduced at a known point in time to a whole population, particularly when randomization is not possible.

For this question, the series would use monthly same-day cancellation rates for 24 months before March 1 and at least 12 months after, 36 data points in all. The analysis would use segmented regression, which estimates the baseline level and trend, the immediate change in level at the intervention and the change in trend afterward (Wagner et al., 2002). Seasonality would be addressed by including terms for calendar month, and the opening of the anesthesia screening clinic, which occurred at a known earlier date, would be modeled as a separate change so its effect is not credited to the text messages. A time series does not create a control group; it makes the past behave like one.

What this page is doingThe design is explained with its logic, attributed to two methodological sources and then specified concretely: number of data points, the regression approach and how two named threats, seasonality and a competing change, will be handled. The highlighted sentence captures the central idea of the design.
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Threats That Remain

The interrupted time series is the strongest available design here, but it is not immune to error. Its main remaining threat is history: any other event that occurred at about the same time as March 1 and affected cancellations would be confounded with the text messages. The research team would need to check hospital records for changes in surgical scheduling, staffing or policy around that date. A second threat is a change in how cancellations were recorded; if the reasons for cancellation were coded differently after March 1, the outcome would change for reasons unrelated to patients. A third is that monthly rates for about 700 cases carry random variation, so small changes may not be detectable.

One refinement would strengthen the design further. The outcome most directly linked to the intervention is not all cancellations but those due to patient preparation. Analyzing preparation-related cancellations as a separate series, alongside cancellations for other reasons such as equipment or surgeon illness, would provide an internal check: if the text messages worked, preparation-related cancellations should fall while other causes remain unchanged.

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Conclusion

The question of whether text-message instructions reduced same-day surgery cancellations cannot be answered with a randomized trial, because the change is already universal, and it is answered poorly by a simple before-and-after comparison, because that design cannot separate the change from existing trends. No adequate comparison group exists. An interrupted time series with segmented regression, seasonal adjustment, a term for the earlier screening clinic and a separate series for preparation-related cancellations is the strongest design available. Matching the design to the question means starting from what cannot be done and choosing the best of what remains.

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References

Lopez Bernal, J., Cummins, S., & Gasparrini, A. (2017). Interrupted time series regression for the evaluation of public health interventions: A tutorial. International Journal of Epidemiology, 46(1), 348-355. https://doi.org/10.1093/ije/dyw098

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.

Wagner, A. K., Soumerai, S. B., Zhang, F., & Ross-Degnan, D. (2002). Segmented regression analysis of interrupted time series studies in medication use research. Journal of Clinical Pharmacy and Therapeutics, 27(4), 299-309. https://doi.org/10.1046/j.1365-2710.2002.00430.x

Reading the RES 5303 Module 3 instructions

RES 5303 Module 3 asks you to choose a research design that fits a question, including when the ideal design is unavailable. Most prompts expect the question and its constraints, several candidate designs with their strengths and threats to validity, a recommended design specified concretely and the threats that remain. Many sections focus on quasi-experimental designs for healthcare settings. Expect five pages, often with a design table. The RES 5303 Canvas instructions state whether the question must continue from earlier modules and which designs must be considered. Explain why the strongest design cannot be used before considering weaker ones.

Inside the RES 5303 Module 3 example

The paper opens with the question and the constraint: the center already sent text instructions to all patients starting on one date, so no one can be randomized now. The randomized trial section explains why it would be strongest and why it cannot be done. The before-and-after section gives the simple comparison a fair hearing, shows a plausible drop in cancellations and names threats such as other changes and seasonal patterns. The comparison group section considers a sister site that did not adopt texts and the differences that limit it. The time series section explains how monthly cancellation rates before and after the change can show a shift in level or trend, specified with months and outcome definitions. The threats section names history and changes in how cancellations were recorded.

RES 5303 Module 3 rubric: what full marks look like

Design papers are graded on fit and threat analysis. Question credit requires the question and the constraint stated precisely. The candidate rows reward each design described fairly with its logic. The threats row usually carries significant weight: specific threats to validity named for each design, such as history, maturation and instrumentation. Graders give credit for a recommended design specified concretely, with time points and outcome definitions. Remaining threats and how to check them earn credit for honesty. The remaining RES 5303 points go to a design table and APA 7. Markers also reward checking whether the way cancellations were recorded changed at the same time as the texts. Credit also goes to a design table that sets each option's logic, data needs and main threats side by side.

RES 5303 Module 3 help: mistakes that cost points

Design papers most often recommend a randomized trial without checking whether it is possible. Another frequent weakness is naming threats in general terms without applying them. Students also stop at a simple before-and-after comparison. Start with the constraint. Weigh several designs. Name specific threats for each. Specify the recommended design with months and measures. Say which threats remain and how you would look for them. Plot the monthly series before choosing the model. If your question concerns a new protocol, a staffing change or a policy, the desk can prepare a research design paper on it. Check whether the outcome definition stayed the same across all the months you plan to use.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official American College of Education document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More RES 5303 and graduate core sample papers

RES 5303 Module 3 questions, answered

What does RES5303 Module 3 usually ask for?

RES5303 Module 3 commonly asks students to match a research design to a question, including situations where no comparison group is available. Many sections expect students to compare several designs and justify the choice. Your classroom's instructions decide whether you critique an existing study or propose a design for your own question.

What design can I use when there is no control group?

An interrupted time series is often the strongest option when an intervention starts at a known date for a whole population. It uses many measurements before and after the change to see whether the level or trend shifted more than the earlier pattern predicts. It is much stronger than comparing a single before average with a single after average.

What are the main threats to an interrupted time series?

The biggest is history, another event occurring at about the same time as the intervention. Others include changes in how the outcome is measured, seasonal patterns and too few data points. Checking records for coinciding events, adjusting for season and adding a comparison series that should not change all help.

Where can I find a free RES 5303 Module 3 sample paper?

Read it above at no cost: "The Question and the Constraint", "Design Three: A Comparison Group After All" and "Threats That Remain" make up this RES 5303 Module 3 research design paper.

What is an interrupted time series design?

It measures an outcome at many points before and after an intervention starts, so a change in level or trend at the start can be separated from the existing pattern.