Trust me, it is valid: Research validity in pharmacy education research

Area of Science:

• Pharmacy Education Research
• Quantitative Research Methodology

Background:

• Research validity is often ambiguously applied in pharmacy education literature.
• Lack of clarity exists between measurement, statistical conclusion, internal, and external validity.
• Incomplete discussions of measurement and external validity are common.

Purpose of the Study:

• To clarify the distinctions between the four main types of research validity.
• To improve the complete discussion of research validity issues in quantitative pharmacy education research.
• To enable readers to identify and discuss research validity types more effectively.

Main Methods:

• Conceptual analysis of research validity types.
• Review of common practices in quantitative pharmacy education literature.
• Identification of gaps in validity discussions.

Main Results:

• Four key types of research validity identified: measurement, statistical conclusion, internal, and external (generalizability).
• Published literature frequently conflates validity types or provides insufficient discussion, particularly for measurement and external validity.
• Reliability is often incorrectly substituted for comprehensive measurement validation.

Conclusions:

• Clearer understanding and application of research validity concepts are crucial for interpreting quantitative pharmacy education research.
• Addressing the identified gaps will enhance the rigor and interpretability of published studies.
• Readers will be better equipped to critically evaluate research validity after engaging with this work.